Educational foundations scholars promote often the value of pre-service teachers' learning about school and society, yet how often do they consider likely comparable value in pre-service professors' learning about university and society? Could neglect of such graduate education for the professoriate have contributed to this educational climate change that now threatens educational foundations? Educational Foundations scholars confront an obligation to endure despite two extreme climate changes--(1) global and (2) educational--both wrought by the market society's radically demoralizing developments. As some Foundations scholars have begun to theorize, this educational climate change is forcing radical reconfigurations of "education" as both a concept and an institutional practice to serve market values rather than moral values organized around an obligation to endure. This author states that educational foundations scholars can best fulfill their present obligation to endure these two radically challenging climate changes by heeding gardeners' instructive caveat: "Shallow root systems will not survive the drought." That is, there is a need to preserve, sustain, and develop this field's ancient roots in intellectual cultures worldwide with particular attention to their diversity. A bibliography is provided.