“…For example, if students are asked to consider photographs of a drought-stricken village, and if they choose to examine the reasons for, and their feelings about, such a situation, then they can find a spur to action that can lead to a greater sense of meaningfulness and purpose in their own lives. As the debate that begins this issue of the journal between bleak naturalists on the one hand and cheerful naturalists on the other (Kidd 2013) illustrates, knowledge about the nature of the world and our potentially destructive role in it does not necessarily lead to despair. When held in a supportive, educative space, such knowledge can lead to an awakened empathy, an informed sense of purpose, and a desire to contribute positively to the world.…”