The present study aims to explores the implications of René Descartes' philosophy, particularly his assertion "Cogito, ergo sum"("I think, therefore I am"), on modern education and environmental ethics, contrasting it with Indian concept of self as pure consciousness. We argue that the Cartesian emphasis on rational thinking and human exceptionalism has significantly shaped educational systems, prioritizing intellectual development and neglecting holistic and spiritual dimensions of the self. This Western-centric educational paradigm, we propose, contributes to a mechanistic view of nature, fostering attitudes that have accelerated environmental exploitation and climate change. Descartes' philosophy, which places a premium on intellectual development and views nature as a resource for human exploitation, has led to educational practices focusing on individual achievement and measurable outcomes. This perspective, deeply rooted in a scientific and materialist worldview, often marginalizes non-scientific ways of knowing and understanding the world, such as intuitive, experiential, or spiritual approaches. In contrast, Indian philosophy, with their emphasis on an interconnected self and holistic well-being, offer a more sustainable and balanced approach to both education and environmental management. Advaita Vedanta, with its emphasis on the interconnectedness of all existence and the concept of Brahman (the ultimate reality), fosters a worldview where all life is fundamentally unified. This perspective promotes reverence for all living things and supports environmental sensitivity by valuing simplicity, frugality, and non-violence. Through a comparative analysis, this paper seeks to highlight the need for integrating Eastern holistic perspectives into educational systems, aiming to foster a more ecologically responsible and globally inclusive mindset.