This chapter focuses on the psychological, particularly cognitive, dimension of the evolution of consciousness. After introducing the concept of psychological development, I discuss some of the challenges in researching the evolution of consciousness from the psychological standpoint and point to the need for a transdisciplinary approach. I present an overview of child and adolescent cognitive development pointing to the limitations of Piaget’s model, and then introduce some evidence of widespread changes in thinking occurring across the knowledge sector over the last hundred years: megatrends of the mind. The purpose of the chapter is to create conceptual bridges between psychological development and the futures of education.