This paper explores the themes that surround agency, cultural myths, artificial and natural systems' interconnectedness, institutions that perpetuate cultural myth, and the intertwined ethic within systems. It promotes the use of a problem solving model in which the teacher becomes the agent for global change as students learn to explore beyond their own cultural myths, and it questions the prudence of trusting curriculum agendas that do not embrace the welfare of all humankind. Examples using food, technology, knowledge, and language are employed to help conceptualize education as art. Agency is explored in terms of the locus of action, epistemology, and methodology that the educator can and does exercise in daily practice. Locus of action for global change is explored as a peripheral theme as the agent epistemology within the global community is examined. Methodologies and their potential to produce awareness and meaningful action are explored from a multi-community context, while agency themes are explored from scientific theory, eastern tradition, and the degrees of value that Robert Pirsig (1991) calls the "metaphysics of quality." Agency is explored and defined in terms of the actor's propensity to embrace global, rather than just national or regional, responsibility in the daily practice of education as art. Teachers who are agents for global change teach about the interconnectedness of social, biological, ecological, economic, and political systems because they believe that only a complete overview of all these systems will give a student a meaningful representation of where they are in the global picture. They also believe that a student connected to that big picture has a chance to become an agent for change. (Contains 67 references.) (NAV)