This chapter deals with the usefulness of art and, more broadly, of the creativity inherent to artistic thought, to adequately address the design of post-growth societies. At the beginning, I present a brief synthesis of our situation in a multifactorial global crisis derived from the continuity of a developmentalist worldview in times of climate change and the trans-limitation of our planetary ecological footprint. This new situation will generate—it is already generating—profound changes in the relationship between cultures and natural ecosystems, which will necessarily lead to a decrease in the metabolism of techno-industrial societies. In this worrying context, the dominant education continues to be linked to the myth of technological progress and Promethean anthropocentrism. We need a new education based on the cosmovision of biospheric rebalancing, not on unstoppable anthropic growth; with creative methodologies based on holistic, ecosystemic and collaborative perspectives, with a biocentric and restorative vocation. After an introduction to pedagogical models that are in accordance with the framework of the Ecological Humanities, the chapter focuses on the place of creativity and art in this new and needed education.