In this article, I (1) argue for approaching processes, events-in-the-making, by means of process categories--to learn, to teach--not by means of categories that denote differences in state and (2) exemplify doing and writing research consistent with process philosophy. To understand process we must not think, research, and write them in terms of categories (etymologically, things specified by predicates) but in terms of movement itself. The unfinished and inherently open-ended "event-in-the-making" indicates such movement and is associated with the disappearance of possibilities in its actualization ("the" event), openness toward the future, unpredictability, and excess of intuition over intention. I use empirical materials from a mathematics classroom to exemplify (give a body to) these categories and to ground my discussion. I conclude by discussing several implications that arise from the fact of theorizing and researching the living curriculum as unfolding, yet-to-be completed event. (Contains 2 figures and 8 notes.)