The modern world is plagued by political divide, environmental crises, and disconnection from the real world. As information is increasingly shared in bite-sized reels designed to influence popular opinion, and algorithms curate content to reinforce existing beliefs, misinformation takes root, further polarizing societies and obstructing collective problem-solving. The acts of humans are at the heart of such problems, and yet humans are the hope of dismantling further biased information and cognitive rigidity. Through development of the character strength of open-mindedness, the willingness to consider diverse perspectives and being open to revise one’s beliefs in light of new evidence, we learn to make accurate, evidence-based decisions, and rethink our relationship with Earth. Drawing on research from psychology and education, the chapter provides a conceptual analysis of open-mindedness in education, particularly during the formative school years, when students develop cognitive and moral habits that shape lifelong decision-making. Special attention is given to nature-based and experiential learning, such as outdoor inquiry and play-based exploration, as promising contexts for cultivating an open-mind. This chapter highlights examples from empirical studies that utilize such techniques for early education through secondary aged students. These approaches not only foster knowledge and curiosity but also challenge anthropocentric thinking and reconnect learners with complex, interdependent systems. In bridging character education and nature-based educational practices, educators, caregivers, and policymakers are encouraged to view open-mindedness as a transformative strength that equips young people to navigate the uncertainties of the Anthropocene with an open mind, critical thinking, and collaborative resolve.