I begin by exploring a pedagogical variant of the notion of capabilities(Sen & Nussbaum, and others), distinguishing it clearly from that of competencies. The latter directs attention to the mastery of measurable skills and performances; the former capabilities to the progressive cultivation of human capacity to think critically, attend with discernment, anticipate with circumspection, act with moral energy, and so on. Capabilities are what enable informed choices to be made, particularly in unfamiliar or challenging circumstances. I’m keen to show that pedagogy in an age of increasing uncertainty, plurality and anxiety needs to stress capabilities more than competencies, and that educational policy needs to support this. In making this case I elucidate the idea of venturesome environments of learning; challenge the kinds of pedagogical attitudes practices and professional cultures that an attachment to a competencies policy has promoted in schools internationally in recent decades; and stress the necessity to take a step beyond critique because education is a constructive practice. The phrase ‘ventursome environment of learning’ refers to a learning environment where it is safe for each participant to venture his/her considered thoughts; an environment particularly hospitable to new questions and new perspectives, and to new possibilities for learning.