This paper, which is particularly centered on the student's learning process, is the first half of a detailed study of selectivity in Whitehead?s philosophy of education. Here, by setting forth the analogy between the creative process exhibited in Whitehead's Theory of Prehensions and the learning process through an interpretation of the term, "prehending subject" as "learner," I argue that selectivity, via "negative prehensions," is the efficient motive power at work in the process of learning. Various concrete classroom examples of selectivity are alluded to, which lend support to this thesis. With clues from the Aims of Education, by reading the theory of prehensions with some conceptual modifications made for the purposes of education, I present the perspective that, as one side of a logical contrast, Whitehead's theory of prehensions can be said to be conducive to a critical pedagogy.