This chapter discusses the teaching of listening, and listening-for anything, let alone social justice, is dependent upon the context of the classroom content. It treats musicing and listening separately, for the purposes of clarity, knowing full well that often they are taught together within the same classroom space. The chapter offers some preliminary reflections and examines the plausible implications for music education. It lays a philosophical foundation for the nature of listening, regardless of whether one is listening to music, the sound of another's voice, or the rain as it pounds on the roof of one's house. Listening-to assumes passive acceptance; listening-for assumes active involvement and focus on that which necessitates action. Music educators profit from understanding that the perceptional and relational activities and encounters that are afforded through music listening are numerous. Facilitating such caring relationships in collaborative classrooms enhances opportunities for transformative musical-affective experiences, for positive interpersonal relationships, for democratic agency, and for social justice.