To help understand the relationship between Popular Education in the Carnation Revolution in Portugal in 1974 and contemporary popular movements embracing creative forms of protest for human flourishing and ecological justice, twenty-nine leading adult education researchers consider the significance of pedagogies of possibility over fifty years in changing contexts and across three continents. After looking back over experiences of radical popular learning and forward across experiments with new knowledge construction and creative new pedagogies for social change, their unanimous answer is that the narrative of popular education must commit to that which is yet to be imagined and move forward.