Sustainability Frontiers members hold that much present climate change education falls short of addressing the depth, severity and urgency of the climate change crisis. They are critical of the current preoccupation, especially within formal education, upon scientific understandings of global warming, technological fixes and superficial attitudinal and behavioral change, allied with the characterization of the climate change crisis in terms of its overtly presenting cause, that is, as a CO2 problem. They are critical, too, of the consequent near-monopolization of the climate change education agenda by a limited range of disciplines (in particular, geography, science and technology). To counteract these tendencies, Sustainability Frontiers is developing school age, tertiary and community education multi-disciplinary learning approaches that challenge the learner to consider climate change as a problem arising out of the human condition, i.e. uncritical adherence to economic growth and consumerism, a disconnect from the web of life, and an outcome of exploitation and violence. While by no means dismissing the scientific and technological aspects of climate change, more weighting is being placed on climate change as a symptom of cultural, social, economic, ethical and psychological dysfunction, as well as spiritual debility, particularly, but not exclusively, within economically privileged areas of the world. A book written by Sustainability Frontiers members, Education and Climate Change: Living and Learning in Interesting Times is the first comprehensive treatment of climate change education to become available.