Purpose: The purpose of this study is a reaction to COVID-19 and is intended to transcend the regular thoughts to deeper issues towards humanity and nature. The study explores the notion of extinction, and what we value, and alludes to humanity increasingly having fractured self-awareness in the context of the uncharted health threat of the global pandemic of 2020. The study focusses on a holistic perspective towards pedagogy that explores related issues of knowledge, spirituality, self-awareness and embodied actions. Design/methodology/approach: This study adopts a reflective, and exploratory, style that is an enabler for future research into pedagogy that is focussed on humanity and nature. Findings: The conceptual paper explores an holistic perspective towards pedagogy that considers issues of knowledge, spirituality, self-awareness and embodied actions. Originality/value: This study's intention is to extend our notion of pedagogy that looks beyond educational institutions in seeking a wider understanding of humanity and nature. The concept of "pedagogy of life beyond extinction" is used as a way to identify a selfless way in life that is underpinned by self-awareness. This provides a lens to intrinsic and extrinsic values that come from an interpretation of truth in our existence beyond self-interest.