We are now heading down a centuries-long path toward increasing the productivity of our natural capital - the resource systems upon which we depend to live - instead of our human capital.
There is no cost difference between incarceration and an Ivy League education; the main difference is curriculum.
Interpretation
What this quote means
Both incarceration and Ivy League education cost the same, but they offer completely different experiences and knowledge.
This quote by Paul Hawken highlights the stark contrast between two vastly different paths in life: one leading to academic achievement and the other to confinement. It implies that while the financial cost may be similar, the value of the experiences gained and the knowledge acquired are determined by the curriculum presented, emphasizing the importance of education in shaping one's destiny.
Themes
In practice
Example use cases
During a discussion about education reform, one might say, 'Remember, there is no cost difference between incarceration and an Ivy League education; the main difference is curriculum.'
More from Paul Hawken
All quotes βInspiration is not garnered from the litanies of what may befall us; it resides in humanity's willingness to restore, redress, reform, rebuild, recover, reimagine, and reconsider.
We can no longer prosper by increasing human productivity. The more we try to do, the more poverty we will create.
At present we are stealing the future, selling it in the present, and calling it gross domestic product.
How much harm does a company have to do before we question its right to exist?
We have the capacity to create a remarkably different economy: one that can restore ecosystems and protect the environment while bringing forth innovation, prosperity, meaningful work, and true security.
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To read as if your life depended on it would mean to let into your reading your beliefs, the swirl of your dreamlife, the physical sensations of your ordinary carnal life; and simultaneously, to allow what you're reading to pierce routines, safe and impermeable, in which ordinary carnal life is tracked, charted, channeled. Then, what of the right answers, the so-called multiple-choice examination sheet with the number 2 pencil to mark one choice and one choice only?
I always set out to tell a good story, to create a character that young people can relate to, place them in a situation that will be interesting, intriguing, eventually suspenseful. But what I find is that after I do that, then there are themes that emerge, which teachers can then use to provoke discussion and debate.