mobilized to support these values is therefore quite different, expressed in social and environmental indicators not money. The money economy has been based on various forms of invisibilityof both nature and human workand contrary to much popular thinking, this invisibility cannot be rectified simply by turning nature and people into forms of money or capital. So our knowledge must be more sophisticated and complex, seeing people and nature as much as possible in their own terms. This requires vast information about human needs and capacities, and natural systems. As noted earlier, in every sector, from agriculture to energy to manufacturing, eco-production is far more knowledge-intensive than its conventional industrial counterpart. The accumulative river economy has required far less knowledge than a closed-loop lake economy which must, in the words of Wes Jackson, sponsor its own fertility (Manning, 2004, p.38). Add to this the fact that, when we really focus on service rather than stuff, sectors like retailing take on major educational (as opposed to promotional) dimensions. This notion of retailing as a part of our educational system may sound strange, but it is simply one implication of establishing true a true knowledge-based economy. As Lester Brown once said, creating an ecological economy can be seen as a giant adult education project, and we can add that it is a project that also demands fundamental changes in the nature of existing educational systems.