This chapter analyzes the advantages and disadvantages of democracies over nondemocracies when it comes to responding adequately to climate change in order to reflect on their implications for democratic education, understood as an ideal of education in which those educated come to a personal, informed awareness of the nature of political reality and a personal and informed understanding and assessment of the value of the two main components of the ideal of democracy: popular sovereignty and the recognition of human beings’ fundamental equality. The chapter offers three conclusions. First, we have reason to invest in democratic education – not just climate education. Second, radical (or agonistic) democratic education can be considered an important corrective and supplement to other approaches. Third, the primary value of democratic education, in the face of climate change, lies in responsibilizing students – fostering serious personal engagement with the issue.

In this text, the role of emotions in education and society has been examined from various perspectives, particularly from psychological, philosophical, and other theoretical and political views. To develop more in-depth understanding about emotions in social life, a number of emotional virtues have also been explored at length. These include basic emotions, like happiness, sadness, and fear; emotional virtues often idealised, such as gratitude and compassion; and more complex emotional and cognitive-based dispositions prized in contemporary education and society, like resilience, grit, and mindfulness. A complicated account has been given, based on an interdisciplinary orientation toward emotional virtues and educating emotions in society. As seen here, the means and ends of educating emotional virtues are not simple and straightforward, given diversity in experiences, identities, and norms around emotional expectations in society. While educational implications have been discussed across chapters, thus far such considerations have been specific to particular emotional domains and contexts. This conclusion elaborates further on a more global perspective on educating emotional virtues in schools and society.