This chapter highlights the huge expense in terms of opportunity cost and lost potential that we face if we lose sight of the human-ness of Higher Education. It highlights the personal and institutional costs associated with systems of Higher Education which are care-less. It suggests that in systems of education where belonging and community are not cultivated, people may practise pleasanteeism, false positivity, and through the erosion of trust that this creates, may develop low morale. It suggests that organisational cultures wherein people do not feel valued stifle compassion, creativity, complex problem-solving, and affect tolerance. Instead, this breeds a type of self-serving, selective dis/engagement where instead of authenticity, performative empathy emerges so that a fabricated reality, superficiality, and McLearning emerges. Such research environments do not serve institutions. It argues that self-transformation is a key part of Humanities education which is vital for citizenship and argues that we lose something vital about the human spirit when we lose touch with bodies and disappear into busyness. It suggests that intellectual potential is not limited to the mind and argues that commodification of our education systems limits and curtails our capability to engage in research and teaching with our entire active cognitive beings.