This article examines the applicability of Tsunesaburo Makiguchi's (1871-1944) educational ideas in what Denzin and Lincoln (2005) call the "fractured future," a time marked by human, environmental, and climatic destabilization, and a time in which the social sciences "are normative disciplines always already embedded in issues of value..." (13). Specifically, this article presents a case study of a transformative learning approach to secondary-level introductory foreign language learning that contextualizes the human, environmental, and climatic condition in Makiguchi's idea of human geography ("jinsei chirigaku"), applies his concept of community studies ("kyodoka kenkyu") to curriculum, and uses his value-creating pedagogy ("soka kyoiku") as a theoretical framework for analyzing students' learning and development. Findings suggest that such applications resulted in students' empowerment and creation of the values of beauty, gain, and good, but that more curricular emphasis is, perhaps, necessary with regard to the value of gain. Findings also suggest that application of Makiguchi's ideas is possible in a contemporary context, but that more research is necessary.