In writing this article it became clear to the author that, more than ever before, the reasons for hope need to be consciously collected, reflected, and re-enacted by teachers and educators who are really prepared and able to make a difference in the long run. In this article the idea of hope in education is developed in three steps: a philosophical, an educational, and a theological one. First of all, hope is defined as a deliberate "dimension of the soul" (Havel), suggesting that readers should engage in radical existentialism. Secondly, hope is explained in an educational setting as "the practice of overcoming isolation," the practice of learning to say "Thou" in the immediate presence of and encounter with the other. Finally, hope is imagined theologically as an eschatological surplus, reframed as "the audacity of hope" (Caputo) in the struggle for a better world.