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"Our culture does not nourish that which is best or noblest in the human spirit. It does not cultivate vision, imagination, or aesthetic or spiritual sensitivity. It does not encourage gentleness, generosity, caring, or compassion. Increasingly in the late 20th Century, the economic-technocratic-statist worldview has become a monstrous destroyer of what is loving and life-affirming in the human soul."

First, all education is environmental education.

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.

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

MBAs, educated in the tools of leveraged buyouts, tax breaks, and capital mobility have done what no invading army could do: they destroyed an American city with total impunity on behalf of something called the "bottom line." But the bottom line for society includes other costs, those of unemployment, crime, higher divorce rates, alcoholism, child abuse, lost savings, and wrecked lives. 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.

nd the power of examples over words.

the way learning occurs is as important as the content of particular courses.

Campus architecture is crystallized pedagogy that often reinforces passivity, monologue, domination, and artificiality

emotional dimension

feelings and motivation. 

sociality

participation, communication, and cooperation. 

knowledge and skills