Nowadays, there is a growing conviction (at least in rhetoric) that sustainability is an idea whose time has come with education being a critical component in the transition towards a sustainable future. In the field of higher agricultural education, systemic approaches have, among others, triggered a lively dialogue. Topics include the challenge of sustainable agricultural development, the understanding of agriculture as the interface between people and their environment, integrated curricula (i.e. multi- inter- and trans-disciplinary approaches), etc. Such powerful debates have (sometimes radical) consequences for the whole curriculum design, i.e. the nature of goals, content (knowledge), and processes (learning methodologies). However, the still dominant scientific paradigm of reductionism, the strong traditions of disciplines and the prevailing approach to agricultural development impede changes towards a new educational paradigm in higher education. Nonetheless, such a new paradigm should be supported if universities are to keep pace in a changing world. (Contains 2 footnotes.)