How would Higher Education realize this vision? Imagine if, in the twenty-first century, the educational experience of all students is aligned with the principles of sustainability.

The content of learning would embrace interdisciplinary systems thinking to address environmentally sustainable action on local, regional and global scales over short-, medium- and inter-generational time periods. Education would have the same "lateral rigor" across the disciplines as the "vertical rigor" within the disciplines. Compartmentalized knowledge without connection to larger system interactions results in viewing many interdependent challenges -- such as population, consumption, economics, health and the environment -- as separate and often competing. The net results are often narrow, ineffective solutions, or worse, more harmful to people and the environment in another place or another time. Systems thinking is essential to developing a shared framework for understanding and addressing complex nonlinear systems that are characteristic of society and the natural world.

The context of learning would change to make the human/environment interdependence and values and ethics a central part of teaching in all the disciplines, rather than isolated as a special course or module in programs for specialists. All students would understand that we are an integral part of nature. They would understand the ecological services that are critical for human existence and how to assess and minimize the ecological footprint of human activity. For example, to reflect human/environment interdependence, the teaching of all chemistry courses would include attendant dangers to human health and the environment of chemical processes and development of safe and sustainable processes that are also profitable.

The process of education would emphasize active, experiential and collaborative learning and real-world problem solving on the campus and in the larger community. For example, as part of the curriculum, the learning experience for students would include working on actual, real-world problems facing communities, government and industry. It would also increase group work and learning so students would be able to effectively collaborate as future manages and leaders on complex problems.

To take us one step closer to our ideal, higher education would "practice what it preaches" and make sustainability an integral part of operations, purchasing and investments, and tie these efforts to the formal curriculum. The university is a microcosm of the larger community and a large economic engine, as indicated in Part Two. Therefore, the manner in which it carries out its daily activities is an important demonstration of ways to achieve environmentally responsible living and to reinforce desired values and behaviors in the whole community. By focusing on itself, the university can engage students in understanding the "institutional metabolism" and "ecological footprint" of materials and activities. Students can learn how to minimize their ecological footprint and develop the critical thinking and collaborative work skills necessary for personal and societal fulfillment and success.

To take us to the next step, think of the impact of higher education forming partnerships with local and regional communities to help make them socially vibrant, economically secure and environmentally sustainable. When they graduate, the students would be able to bring their knowledge, skills and values of sustainability to their future employment, consumption decisions, lifestyle choices, and to the improvement of communities in which they live.