Seeking to foster teachers', and in turn, children's understanding of our interdependence with the natural world, Riley-Taylor (Northern Arizona U., Flagstaff) examines traditional educational ways of knowing and alternate process views (e.g. Jerome Bruner's institutional anthropology). She maps out an "ecospiritual praxis" based on intentional, relational knowing. Annotation c. Book News, Inc., Portland, OR (booknews.com)