Finding one's way: a response to the idea of an education after progress.

This article responds to the Suite "Education after Progress," which examines the tension between hope for the future and lost hope in the present within the modern idea of progress, especially amid contemporary challenges like climate change, pandemics, and populism. Drawing on Hannah Arendt's critique of progress, the five contributions explore educational thinking beyond progressivist imaginaries, focusing on themes such as change, orientation, time, situatedness, and immanence. The authors collectively emphasize the radical openness and unpredictability of the future, questioning how education can balance preservation of valuable traditions with responsiveness to newness without relying on linear progress. The article concludes by raising critical questions about the role of past, conservation, and restoration in a postprogressive education that remains meaningful and responsible in the current planetary crisis.