In a recent article on education for Touchstone magazine, college professor Mark T. Mitchell writes:[We must] recognize that education is not merely the accumulation of facts, but that it has an unavoidably moral aspect. A suitable education must do more, therefore, than simply teach facts, even moral facts. Education must seek to cultivate the moral imagination of the child, for reducing moral education to a list of rules is bound to fail. For one thing, just as it is impossible to make laws to cover every conceivable situation, so, too, it is impossible to create a moral code that does the same. The complexity of human life precludes the sort of detailed arrangement that would reduce moral and legal reasoning to the mechanical application of myriads of rules. Judgment is a necessary part of moral decision-making, and judgment must be cultivated through practice. And an important part of this practice comes through encounters with historical and literary characters.Mitchell says that a "logocentric environment," that is, one that places written and spoken words at the center, is the best for cultivating a moral imagination. If you have time, read Mitchell's article and consider the following questions. What does a logocentric environment look like in our culture? Are there ways to cultivate deep affinity for words when so much of our life is "image-centric"?