This paper considers the "Amor Mundi and Process Philosophy", as its context, critically reviews the higher education reform that has suddenly sped up over the past 20 years, and takes account of the possibilities and challenges to higher education as an insight into living in the 21st century. The education reform has been made in view of international situations and today's social trends, aimed, conceived and implemented at developing human resources to fit into it, especially cultivating a "zest for living". I do not have any objection to the education reform, if it is related to compatibility toward social trends and life. The problems are how and from what position they understand "social" and "life", which are the foundations of the reform. Also, what does insight into the future mean for them? Regarding these points, I currently do not think that the contents of the reform are insufficient to obtain a broad understanding. In the report regarding the reform, "difficult times to predict" is cited as the reason why development of effective human resources is important. And, the report emphasizes that human resources that can fully provide their ability are necessary in any society. I feel there is something wrong with thisexpression. If we are considering and implementing the development of promising talent in society, the expression," in any society" is not suitable. We should start from understanding the world where we are living using a synchronic process, which connects two diachronic processes, "past" and "future", imagining what kind of society would be ideal, and encouraging acts of sharing. In other words, it is essential that we accept the reality, not only the glory of society, but also its rigors and problems, while we view the future and ask "how and why we live here now". Here, "Amor Mundi" is the foundation. The "Amor Mundi" relates to our current views toward the past and future of our communities and the world woven by "things" including natural and artificial things. Such questioning processes based on this would be able to provide important" contexts" for education, especially higher education. By that, "education that is related to life" is really directed. Now is the time we need to reconsider this seriously. From the standpoint of "Amor Mundi and Process Philosophy," the world where we are living is expressed as a "liquid modernity", "risk society" and "reflexive modernization", and a mutually mediated society of individualization and cooperation. This is viewed as a valuable society which should be aimed for. In this paper, I have explained the necessity of contextualization in higher education.