“Non-living physical objects form material capital. Raw and processed resources like stone, metal, timber, and fossil fuels are ‘complexed’ with each other to create more sophisticated materials or structures.” (Roland, 2011, p. 58).

Influence and connections are social capital. A person or entity who has ‘good social capital’ can ask favors, influence decisions and communicate efficiently. (58)

The author begins talking about real life examples of the different forms of capital. It helps the reader begin to move past definitions but be able to make real life connections to them.

“Intellectual capital is best described as a ‘knowledge’ asset. The majority of the current global education system is focused on imparting intellectual capital – whether or not it is the most useful form of capital for creating resilient and thriving communities.” (Roland, 2011, p. 59).

Social capital is of primary importance in politics, business and community organizing (Roland, 2011, p. 58).

The most effective way to learn anything comes through a blended gathering of intellectual and experiential capital (Roland, 2011, p. 59).

Living capital is made up of the animals, plants, water and soil of our land – the true basis for life on our planet. (59)

“Spiritual capital contains aspects of intellectual and experiential capital, but is deeper, more personal and less quantifiable. Most of the world’s religions include a concept of ‘the great chain of being’, a holarchic understanding of existence where spiritual attainment (in this context, the accumulation of spiritual capital) leads to different levels of being.” (Roland, 2011, p. 59).

This type is very inclusive and cam bring people together. The idea of a culture and community creates unity and commonality between a group of people. In schools this sense of community and culture can bring a school together. Not only is there the outside culture and community but one within a school as well. This is commonly seen in pep rallys and school sporting events.

“It is our primary tool for exchanging goods and services with other humans. It can be a powerful tool for oppression, or (potentially) liberation” (Rolland, 2011, p. 58).

"The sociological stream has what maybe a fatal flaw as a theoretical enterprise the actor has no "engine of action". The actor is shaped by the environment but there are no internal springs of action that give the actor a purpose or direction (Coleman, 1988, p. 96). "

"I see two major deficiencies in earlier work that introduced "exchange theory" into sociology, despite the pathbreaking character of this work. One was the limitation to microsocial relations, which abandons the principal virtue of economic theory, its ability to make the micro-macro transition from pair relations to the system." (Coleman S97-S98)

"Unlike other forms of capital, social capital inheres in the structure of relations between actors and among actors. It is not lodged either in the actors themselves or in physical implements of production (Coleman, 1988, p. 98)."

Unlike other forms of capital, social capital inheres in the structure of relations between actors and among actors. It is not lodged either in the actors themselves or in physical implements of production

After reading this readers are able to get a better understanding of what this form of capitalism is. I realized that as intro to education students, we gain human and experimental capitalism frequently. By going into schools, observing, and or helping, we gain this form of capitalism. They are experiences that we can work with others to gain knowledge and actually get better at.

Social capital within the family that gives the child access to the adult's human capital depends both on the physical presence of adults in the family and on the attention given by the adults to the child.

"Just as physical capital is created by changes in materials to form tools that facilitate production, human capital is created by changes in persons that bring about skills and capabilities that make them able to act in new ways." (Coleman S100)

Another indicator of adult attention in the family, although not a pure measure of social capital, is the mother's expectation of the child's going to college

" The effect of this social capital outside the family on educational outcomes can be seen by examining outcomes for children whose parents differ in the particular source of social capital discussed earlier, intergenerational closure (Coleman, 1988, p. 113).

“To care for future generations, we need to move beyond finance into living and cultural capital. Of all eight forms, these two have the greatest potential for positive systemic change” (Rolland, 2011, p. 81).

If the first individual can satisfy his need through self-sufficiency, or through aid from some official source without incurring an obligation, he will do so-and thus fail to add to the social capital outstanding in the community

“A truly just society requires fair and equitable distribution of all forms of capital. While financial capital is important, non-financial capitals offer pathways to empowerment for the oppressed communities of our planet” (Rolland, 2011, p. 61).

It is of course true that children are strongly affected by the human capital possessed by their parents. But this human capital may be irrelevant to outcomes for children if parents are not an important part of their children's lives, if their human capital is employed exclusively at work or elsewhere outside the home.