This chapter presents a philosophical reflection on ecological mindfulness as it relates to curriculum integration, mathematics education, and experiential education. The chapter's title refers to a collection of poems that are full of "particulars"--the meticulous details of memory and reverie--and that show how lives are always lived in the face of these stubborn particulars. To understand what is present in an ecologically sane, integrated way is to somehow see the particular thing in place, located in a patterned nest of interdependencies without which it would not be what it is. Differently put, understanding "the whole" involves paying attention to the particular in its wholeness. All too often, curriculum integration means the combination of the literal surface features of activities from different subject areas, such as presenting first-graders with basic addition problems surrounded by line drawings of teddy bears to be colored. Such efforts seek to make curricular fragments whole, not by sticking with them and delving into their particular mysteries, but by surrounding them with other equally isolated, unexamined fragments. A truly integrated approach to mathematics education requires the simultaneous realizations that each child's learning is embedded in a web of relationships and possibilities, and that the patterned doings of mathematics are not simply isolated facts but reflect the mathematicity of language and of an array of nature's rhythms. (Contains 15 references.) (SV)