In this paper, we argue that the attempts to centre education in one of its three constitutive aspects that have long determined the discourse on the purpose and aims of education run the risk of one-sidedness. Theories of student-centred education have been in vogue for many centuries now, having been born out of a polemic against teacher-centred education which focuses on knowledge transfer. In turn, recent thing-centred or world-centred accounts of education polemicize against student-centred accounts and their privileging of individual learning processes. However, each side of this multifaceted polemic is one-sided in its own way, and this has held back not only theories of education, but also educational practice. We argue that educational theorising that is not attentive to all three aspects and dimensions of educational practices -- teacher, student, and world -- will ultimately lead to a poorer understanding of the purpose and aims of education. Here, we argue with Hannah Arendt that educational love must be polyamorous.