CONTENTS -- ONE: Introduction: A Different Three Rs for Education in Context -- 1. Why a New Approach to Educational Reform is Needed -- 2. The First Different R: Reason -- 3. The Second Different R: Relationality -- 4. The Third Different R: Rhythm -- 5. Concluding Thoughts -- TWO: What is a Process Perspective on Teaching and Learning? -- 1. Becoming is a Process -- 2. Creativity is in All Creatures -- 3. The World is Interconnected -- 4. All Experience is Emotional -- 5. All Individuals are Constituted by Their Internal Relations -- 6. Conclusion -- THREE: On Learning to be Good -- 1. The Standard Ways -- 2. The Process Ways -- 3. Pathways to Goodness -- 4. Socratic Goading -- FOUR: Romancing Education: Whitehead on the Love of Learning -- 1. Romance Can be the Beginning of a Serious Love Affair -- 2. The Work of Romance is Serious Play -- 3. A Romance Story: Learning to be a Teacher -- 4. The Romance of Dialogue and Partnered Dialogue-Journals -- 5. More on the Romance of Dialogue: Student-Directed Class Inquiry -- 6. Romancing Education: A Whiteheadian Vision -- FIVE: Genre, Relationality, and Whitehead's Principle of Relativity: How We Write -- 1. Genre's Recent History -- 2. Whitehead and Genre -- SIX: Whitehead and Environmental Education -- 1 Whitehead's Philosophy of Nature: An Historical Prelude -- 2. Some Concepts of Nature -- 3. Education -- 4. Education and the Earth -- SEVEN: Finding Flow through Discipline and Imagination -- 1. Three Stages of Learning -- 2. Flow Experiences -- 3. Relating Flow to Learning -- 4. An Example: Teaching Logic -- 5. Another Example: Teaching Literature -- 6. Conclusions -- EIGHT: Nourishing Relationships that Nourish Life -- 1. A Word of Warning: A Revealing Movie -- 2. A Word of Possibility: A Revealing Case Study -- 3. Relational Education -- 4. Relating with Self.

5. Relating with Community and Culture -- 6. Relating with People of Difference -- 7. Relating with the Earth -- 8. Relating with Social Structures -- 9. Conclusion -- NINE: They Wear Their Learning With Imagination -- 1. Describing the Content and Process for Practice-Based Professional Development -- 2. Three Foundational Assumptions -- 3. Student Authors as Advocates: Elementary School Case Study -- 4. Peer Tutors as Advocates: Middle School Case Study -- 5. Making Sense together with Colleagues -- 6. Practical Questions: Seeking Harmony and Discrepancies -- 7. In Summary: The Political Question is a Human Question -- 8. Concluding Synthesis and Creative Choices -- TEN: Teaching Etcetera -- 1. Language Games Approach -- 2. Modernism and the Mathematization of Reality -- 3. Language Games and a Change of Aspect -- 4. Wesley's Change of Aspect -- 5. Students' Experiences of Mathematics as Patterns and Relationships -- 6. Changing Ways of Seeing Mathematics -- 7. Understanding Teaching Etcetera -- ELEVEN: Reason: A Gift to be Nurtured -- 1. Why be Concerned about Reason? -- 2. What is Reason? -- 3. Can Reasonableness be an Aim of Education? -- 4. Is Critical Thinking Important? -- 5. What is the Reality of Reason in the Classroom? -- 6. Epilogue -- TWELVE: Educational Spiritualities: Parker J. Palmer and Relational Metaphysics -- 1. Introduction -- 2. Objectivism and Cultures of Fear -- 3. Community -- 4. Hidden Wholeness -- 5. Paradoxes -- 6. Conclusion -- About the Contributors -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- R -- S -- T -- V -- W.