In 1995, in "Shifting Paradigms in Student Affairs," this author and her colleagues called for all educators, including those in student affairs, to see their central task as enhancement of student learning. At about the same time, scientists and practitioners began to understand that learning is a contextual process of knowledge acquisition, inference, connection, and meaning making. Two books, "Learning Reconsidered" (2004) and "Learning Reconsidered 2" (2006) (both edited by Richard Keeling) represent a single playbook for fostering this type of learning in the classroom, outside the classroom, in the field, and in online learning environments. Through implementation of the rules of this playbook, students will be afforded opportunities to see themselves as learning and reflecting in many contexts. They will have a range of educational experiences that teaches them how to develop the cognitive complexity and range of skills involved in what Robert Kegan describes as the curriculum of modern life. Integrated learning experiences streamline the demands of modern life and teach students how to learn from their own experience, how to become lifelong learners, and how to make decisions based on effective reflection. These benefits may also accrue to educators, who are being asked to work in an increasingly complex environment. The task now, states this author, is to develop new ways of describing, delivering, and assessing learning experiences and to reconstruct the roles of all educators. While change may be unnerving and disorienting, it may lead to a greater comprehension of one's own learning abilities, to the strengthening of a belief in the human capacity to create meaning, and to broader and more constructive worldviews. (Contains 7 notes.)