This chapter introduces story-listening as a generative pedagogical invitation that resists fixed definitions and embraces paradox, vulnerability, and relationality. Drawing from autobiographical moments, collaborative research, and theoretical attunements, it explores what story-listening can be rather than what it is. Framed by the metaphor of “Currents,” the chapter carries educators into reflections on what it means to know and what it means to not-know. It introduces the CIC (Critical, Indigenous, and Clown) theoretical attunement as a trans-paradigmatic approach to education, grounded in three orientations: hermeneutic, holistic, and active + playful listening. Through these, listening becomes a whole-bodied, improvisational, and relational practice—attuned not only to words and voices, but also to silences, places, expectations, and animated presences. Readers are encouraged to reflect on their own positionalities, resist linear understandings of knowledge, and join the author in navigating story-listening not as a tool to master, but as a mode of being-with. The Eastern Current is neither a conclusion nor a departure point: it is a place of pedagogical in-betweenness that honors the questions that linger. Story-listening here endeavors to unsettle dominant narratives, foster reciprocal relationships, and open space for becoming otherwise—whether inside or outside the classroom.