The climate emergency urges us to pursue critical, creative, and engaged pedagogies to comprehend how to generate hope while also embracing inevitable loss and grief. In this chapter, we focus on the role of values and values-based approaches in designing relational learning experiments on climate adaptation, resilience, and transformation towards a just climate-changed future. We are interested in how we can learn together from what we value and care about in our everyday lives, and how we already engage with what cannot be salvaged. We start by presenting insights from a project entitled Locating Loss from Climate Change in Everyday Places in Western Australia and discuss a series of subsequent pedagogical experiments carried out in Western Australia and the Netherlands. Our learning experiences make visible persistent epistemological and ontological barriers that block possibilities for envisioning concrete transformational trajectories. They also reiterate the need for unlearning and relearning our frames of reference, and positioning ourselves differently in this climate-changed world. We demonstrate how shared learning and deliberations allow for challenging beliefs, values, and assumptions and nurturing the political capabilities required for co-shaping desirable futures in the classroom, and beyond.