Lingering on Aoki’s bridge: Conceptualizing curriculum as techno-theological text
Bibliographic record
Abstract
Ted Tetsuo Aoki (1919-2012) was a Japanese-Canadian educator who spoke compellingly against the technological-instrumental implementation of curriculum found within the business-consumer model of education. In his greater mission of understanding curriculum and instruction, Aoki has tried new modes of interpretation, seeing curriculum as currere, praxis, ideology, as plan, as lived. One possibility implied in Aoki’s work is inhabiting the space in-between materiality and spirituality, more specifically between technology and theology. As Aoki might ask: how we can linger on the bridge between technology and theology? The purpose of using the bridge metaphor, is to discern lines of movement in Aoki’s writings which bridges technology and theology. We are asked to pause, delay ourselves in true conversations and discern Aoki as a possible curricular techno-theologian. Within this reconceptualization, we may understand the way Aoki’s curricular possibilities allow us to dwell in a technological world which does not default into instrumentalization.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.004 | 0.003 |
| Science and technology studies | 0.007 | 0.039 |
| Scholarly communication | 0.007 | 0.016 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".