Given the nature of modern societies and the global challenges that we face, chemistry education has to be reconceptualized to open diverse opportunities for students to critically and reflexively question and engage with the world they live in. This reconceptualization demands developing and adopting curricula and instructional approaches that foster eco-reflexive chemical thinking and action as students explore complex systems and phenomena of relevance to them and their communities. In this paper, we elaborate on this educational perspective by incorporating current ideas on eco-reflexive Bildung and education. In particular, we frame the thinking, learning, knowing and practice of chemistry taking into consideration moral-philosophical-existential-political alternatives.