This chapter is inspired by Greta Thunberg’s challenge to global education that does not have the power to challenge twenty-first-century existential crises. Its curriculum proposals emerge from Evelyn Briggle’s, Robert Frodeman’s, and Adam Brister’s research on what they call field philosophy. The model joins philosophers with researchers in other fields to create solutions to environmental problems that require what Nietzsche calls a “mountain-top” vision. The chapter applies field philosophy’s methodology to address a fundamental philosophical question: How do we ensure life’s future and the planet’s health? Education grounded in field philosophy will promote the creation of knowledge rather than its assimilation at all levels of education. And that creation will be a collaboration between student and teacher.

This chapter considers the Nordic record on the environment and global warming, one of the region’s key appeals. While the Nordics have an admirable record of “sustainable development,” it is not without glitches. Norway’s export of petroleum and the Nordics’ penchant for flying are two examples. The School Strike led by Greta Thunberg captures both the strengths and weaknesses of the Nordic approach, and has had a major influence on US environmental policy.