This article discusses liberal arts college students' perceptions of environmental and ecological justice. Complementing emerging studies of education that tackles human-environment relationships, this article discusses student assignments related to the debates in social/environmental and ecological justice written as part of the course 'Environment and Development'. Student assignments are analysed with the aim of gauging their view on the environment and society, identifying reasoning patterns about the anthropocentrism-ecocentrism continuum. In conclusion, this article distills recommendations for the design of a university curriculum that can facilitate the development of a non-anthropocentric worldview.