The article presents findings from a small descriptive-interpretive qualitative study investigating the lived experiences of students in an experimental cultural studies in education seminar. The seminar invited students to explore the multiplying crises of the 21st century as educational problems in a collaborative space of relationality and care. The findings demonstrate that students came to see societal problems with which they had only a passing knowledge as "wicked problems" that will pose significant challenges for the youth of today. The students described the seminar as a collaborative space where they could "think together and think again" about the multiplying crises of this historical moment, and they drew upon their experiences in the seminar to advance "potential changes" to the structures, curricula, and pedagogical practices employed in schools and universities.