People are confronted with escalating, interrelated global problems: climate change, growing extinction rates, economic instability, a looming energy catastrophe, depletion of resources, and an ever-growing population of people, each of whom requires food, water, shelter, and a job. Clearly, people need to create better, sustainable, and restorative systems in a host of arenas, from food production to energy to transportation to financial markets. To start the process, it is better to ask this crucial question: What is schooling for? While the mindset of politicians and the mainstream educational reform initiatives is that education ought to ensure that students are verbally, mathematically, and scientifically literate and proficient enough to "compete in the global economy," many educators, when asked, answer this question about the purpose of education with more complexity, nuance, and vision. They want schooling to enlighten, engage, and inspire. Sadly, forces in education are currently arrayed to thwart teachers who believe that schooling should have a broader or deeper goal than competing in the global economy. This is why it is important to adopt a new purpose for schooling: to provide all students, in age-appropriate ways, with the knowledge, tools, and motivation to be conscientious "choicemakers" and engaged "changemakers" for a peaceful and healthy world for all. Put another way, the author believes that there is a need to graduate a generation of "solutionaries" so that graduates, whatever careers they pursue, understand that it is their responsibility to ensure that the systems within their professions are sustainable, humane, and just.