This open access book is the first of a two-volume series focusing on how people are being
enabled or constrained to live well in today's world and how to bring into reality a world
worth living in for all. The chapters offer unique narratives drawing on the perspectives of
diverse groups such as: asylum-seeking and refugee youth in Australia Finland Norway and
Scotland young climate activists in Finland Australian Aboriginal students parents and
community members families of children who tube feed in Australia and international research
students in Sweden. The chapters reveal not just that different groups have different ideas
about a world worth living in but also show that through their collaborative research
initiative the authors and their research participants were bringing worlds like these into
being. The volume extends an invitation to readers and researchers in education and the social
sciences to consider ways to foster education that realises transformed selves and transformed
worlds: the good for each person the good for humankind and the good for the community of
life on the planet. The book also includes theoretical chapters providing the background and
rationale behind the notion of education as initiating people into 'living well in a world
worth living in'. An introductory chapter discusses the origins of the concept and the phrase.
