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It needs people of moral courage willing to join the fight to make the world habitable and humane.

But capitalism has also failed because it produces too much, shares too little, also at too high a cost to our children and grandchildren.

First, all education is environmental education. By what is included or excluded we teach students that they are part of or apart from the natural world.

The goal of education is not mastery of subject matter, but of one’s person.

knowledge carries with it the responsibility to see that it is well used in the world.

Each of these tragedies were possible because of knowledge created for which no one was ultimately responsible. T

we cannot say that we know something until we understand the effects of this knowledge on real people and their communities.

In this instance what was taught in the business schools and economics departments did not include the value of good communities or the human costs of a narrow destructive economic rationality that valued efficiency and economic abstractions above people and community.

What is desperately needed are faculty and administrators who provide role models of integrity, care, thoughtfulness, and institutions that are capable of embodying ideals wholly and completely in all of their operations.

Process is important for learning.

My point is simply that education is no guarantee of decency, prudence, or wisdom.

he modern drive to dominate nature.

Ignorance is not a solvable problem, but rather an inescapable part of the human condition. The advance of knowledge always carries with it the advance of some form of ignorance.

Digital literacy represents a person’s ability to perform tasks effectively in a digital environment, with “digital” meaning information represented in numeric form and primarily for use by a computer. Literacy includes the ability to read and interpret media (text, sound, images), to reproduce data and images through digital manipulation, and to evaluate and apply new knowledge gained from digital environments. According to Gilster,5 the most critical of these is the ability to make educated judgments about what we find online.

Visual literacy, referred to at times as visual competencies, emerges from seeing and integrating sensory experiences. Focused on sorting and interpreting—sometimes simultaneously—visible actions and symbols, a visually literate person can communicate information in a variety of forms and appreciate the masterworks of visual communication.6 Visually literate individuals have a sense of design—the imaginative ability to create, amend, and reproduce images, digital or not, in a mutable way. Their imaginations seek to reshape the world in which we live, at times creating new realities. According to Bamford,7 “Manipulating images serve[s] to re-code culture.”

Competency begins with understanding

The idea that the world we shape in turn shapes us is a constant.

In the end, it seems far better to have the skills and competencies to comprehend and discriminate within a common language than to be left out, unable to understand

the concept of literacy has assumed new meanings.

Children learn these skills as part of their lives, like language, which they learn without realizing they are learning it.3

A common scenario today is a classroom filled with digitally literate students being led by linear-thinking, technologically stymied instructors.

Although funds may be plentiful