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This chapter deals with the question, what conditions and knowledge are necessary to empower educator and learners to deal constructively with increasingly common sustainability-related emotions, such as fear, sadness, and hopelessness, to act from the value-based sources of religious traditions and develop an effective understanding of Education for Sustainable Development ESD? The contribution of religious education to sustainable development education is therefore explored in a three-step approach: In a first step, the connection between colonialism, mission, globalization, and the destruction of the ecosystem, which led to the extinction of indigenous bodies of knowledge, is investigated. Subsequently, the term solastalgia is introduced, referring to the enormous emotional consequences and pain about the destruction of nature and the exploitation of natural resources. The significance of hope and the practice of hope are then opened up to discuss how indigenous epistemologies and spiritualities can help to shape a new story of interdependent connectedness and live this new story through practices of embodied hope. Finally, a conceptualization of what this process of insight can contribute for religious education and a renewed being-in-the-world is given: Reweaving the ecological mat is to identify responsibility and enable critical hope from religious traditions and their ethical bodies of knowledge.