In this chapter, we indulge in ‘thinking differently’ about education and assert the need for an education that both acknowledges and addresses the most dangerous and immediate crisis of our time: the climate crisis, and its attendant risks, uncertainties, and inequalities, together with and related to biodiversity loss, soil degradation, overuse of freshwater supplies, and non-climate-related pollution. We question any possibility that the modern school, with its organisation, pedagogy, curriculum, and assessment, founded upon an imperial, colonising rationality of exploitation and the separation of humanity from nature, can escape from ‘the ethics of extinction’ or even contribute to a cultural and political shift from mitigation to adaptation. The mass modern school is incompatible with what Olssen proposes as life continuance. We must think about education without school, and start ‘somewhere else’ as the imperative of sustainability looms ever larger. We explore that ‘somewhere else’ as ‘commoning’ and care of the self. This has a triple focus: on self-formation, our relation to ourselves, and with others; on our relation to the earth, based on care and post-humanism; and life continuance. All of this is based on the ontological and epistemological recognition of ourselves as part of a social and ecological collectivity we explored in previous chapters.