All human activities, professions, programs, and institutions must henceforth be judged primarily by the extent to which they inhibit, ignore, or foster a mutually enhancing human/Earth relationship.

Traditions cannot themselves, simply with their own powers, do what needs to be done. These earlier experiences and accomplishments were dealing with other issues, providing guidance for different worlds than the world of the early twenty-first century.

You cannot have well people on a sick planet.

Both education and religion need to ground themselves within the story of the universe as we now understand this story through empirical knowledge. Within this functional cosmology, we can overcome our alienation and begin the renewal of life on a sustainable basis. This story is a numinous revelatory story that could evoke the vision and the energy required to bring not only ourselves but the entire planet into a new order of magnificence.

The present urgency is to begin thinking within the context of the whole planet, the integral earth community with all its human and other-than-human components.

Teaching children about the natural world should be seen as one of the most important events in their lives.

The world of life, of spontaneity, the world of dawn and sunset and starlight, the world of soil and sunshine, of meadow and woodland, of hickory and oak and maple and hemlock and pineland forests, of wildlife dwelling around us, of the river and its wellbeing--all of this [is] the integral community in which we live.