In what follows, I brie!y summarize some of the historical and cross-cultural foundations of entheogenic education and explore how psychedelic substances—used in careful ways and supportive contexts—might "ll a gap in the learning outcomes and psychosocial effects of modern school-based education, in particular fostering the emotions of wonder and awe and their relationship to creativity, life meaning, and purpose. The educational value of entheogens and psychedelics may be their capacity—when used respectfully and circumspectlyto reliably evoke experiences of wonder and awe, to stimulate transcendental or mystical experiences, and to catalyze a sense of life meaning or purpose. The careful and elaborate ritual traditions of various indigenous entheogenic practices with plant teachers have long betokened how entheogenic education can be realized in practice. Most notably, such traditions typically emphasize the importance of context and intention, with stringent protocols for who may participate, what kind and how much of a psychedelic substance they take, and under what circumstances the experience occurs. Deploying these kinds of powerful cognitive tools for educational purposes in the 21st century will require equivalent care and attention to implementing these kinds of proto-harm reduction conventions. Exploring and extending the possibilities of entheogenic education may be an important way for humans to adapt, "ourish, and psychologically thrive even as we face unprecedented challenges—such as ecological limits to growth—in the nottoo-distant future.