This paper reflects on how the issue of climate change and the general state of our planet is, among other causes, a main factor in the paralyzing divisions ailing Western societies. This situation, while unsettling to democracies, is promoting a kind of education "in" and "through" fear and I question if education can succeed under these circumstances without becoming indoctrination. This paper does not try to diminish the urgency and the importance of current environmental problems but rather expands today's perspectives and incorporates research in more constructive ways of thinking and doing. I use scientific contributions in climatology, evolution, environmental conservation, economics, and neuroscience to bring new light to today's investigations about the human and the non-human world. Finally, I propose Deep Ecology's principles of "deep questioning," "deep experience" and "deep commitment," as a guide for new educational and ecological practices.