This chapter is the beginning of things rather than the end. Here we adumbrate four dimensions across which education and its practices might be rethought and experimented with. In each case we begin with a recognition of the ways that schools have constrained human freedom and then offer tools for thought that address these constraints. The book may have made you, the reader, uncomfortable. It is an affront. It may cause consternation and make you anxious, worried, or angry. We are angry. That anger needs to be taken seriously. There is a lot of rethinking and new thinking to do if we are to imagine education differently in relation to the possibilities of extinction and of life continuance and anger is a good place to start. As a starting point for that thinking we propose to discard the school and re-conceive education as a practice of freedom, as an ethical/aesthetic endeavour. An education oriented towards common interests and a common fate, caring for others and for other species and our shared environment. We use self-formation and commons/commoning as forms of social relations for the constitution of an ecological subject.