This paper develops the notion of learning as valuing to support reform in Chinese schools as they transition from teaching as transmission to teaching as fostering creative inquiry in efforts to move China to become an eco-civilization. The notion of learning as valuing here is developed from the concept of value in the work of Alfred North Whitehead. While the government of China is formally and officially moving toward becoming an eco-civilization, it is also engaged in transforming its schools from being examination centered with their focus on transmission teaching to advancing versions of "creative inquiry" that provide richer educational experiences for its learners. In his process cosmology, however, Whitehead proposes that experience is constituted through the ongoing, emergent valuation of the self-creation of human life. Learning as valuing is presented here as cognitive and non-cognitive selectivity through which learners apprehend selected potential into their lives.