This chapter interrogates the case studies and suggests that there are four key messages from them that constitute the starting point for a reconsideration of the purpose of education. First, they suggest that, contrary to popular opinion, explicitly teaching pro-social values needs to become a routine part of any teaching repertoire. Second, the concept of knowledge needs to be moved from memorisation to something that is gradually acquired, is dynamic, continually evolving, and it emerges from the collective integration of insights enabling learners to develop a more profound and comprehensive grasp of the world and its complexities. Third, teaching is best thought of as “constructive mutualism”, or years ago what we called the double helix effect, whereby the gifted teacher is able to provide a psychologically safe environment in which the student recognises that what is being offered is worthwhile and applies it to herself. Fourth, as UNESCO’s Educational Futures project identifies we need to see education as a common good. This implies a new social contract for education as a collective responsibility that manifests itself as a clear political perspective grounded in a strong sense of solidarity among the different components of society. And most importantly, teachers have a vital role in the realisation of a new social contract for education.