The concept of an ‘Arctic Pedagogy’ is enticing. Arctic branding sells: for example, UiT is not just the ‘University of Tromsø’ but also the ‘The Arctic University of Norway’. Moreover, research in Scotland as part of the ‘New Northern Pedagogies Project’ is now investigating “how the principles of Arctic Pedagogy can support teacher education provision across Scotland”. Such conversations invite a discussion of the concepts being used: 1) how is ‘the Arctic’ conceived and, importantly, what aspects are relevant for an understanding of pedagogy?; 2) what is ‘pedagogy’?; 3) in what ways (if any) do features of ‘the Arctic’ affect how pedagogy is understood? This article addresses these questions to propose a construction of Arctic Pedagogy that should not be seen as a fundamental rewiring of pedagogy, but instead more of a retuning in which the direction to answers raised by pedagogical questions takes on more of an Arctic hue. Arctic Pedagogy sees the educator’s responsibility toward nature as critical, since nature is a part of the world to which education is trying to conserve; Arctic Pedagogy emphasises the need for educators to not only conserve the world that exists, but also envision a better future for the world that will be; and Arctic Pedagogy should consider the ethical question of whether or to what extent the uncertain future to which students’ present is partly sacrificed through education can be justified.