Bibliographic record
Abstract
Abstract The work of Japanese-Canadian teacher, administrator, educator, and theorist Ted Tetsuo Aoki (1919–2012) is both extraordinary and inextricably connected to who he was and who he became as curriculum theorist. Spanning more than four decades, his scholarship is nothing less than uniquely Aoki(an) in form, meaning, and effect. Aoki’s contributions, deeply intellectual but seriously playful and creatively performative, continue as vital to the advancement of curriculum studies in Canada and internationally as well as to education in general. At the heart of Aoki’s ideas, thinking, and modes of theorizing are radical concepts such as: curriculum as plan(ned), curriculum as live(d), bridge-not-bridge, lingering, inspiriting, metaphor, and metonymy. These Aokian concepts when examined more closely reveal as ontologically grounded in and epistemologically arising from his life as a Japanese-Canadian in Western Canada at the end of World War I, into the years of World War II, and through to the decade following the turn of the 21st century. Theoretically, the scholar’s work is often characterized as phenomenological and hermeneutic renderings of curriculum. Further study discloses Aoki’s scholarship as demonstrating greater intellectual breadth, also situated within critical, poststructural, postcolonial, postmodern, premodern, enactive, ecological, and cultural discourses including Zen Buddhism. Aoki’s studies expand notions of curriculum, but more fundamentally, they expose and bring into question entrenched ideologies and practices within education and its disciplinary areas. In these manners, Aokian theory prompts conceptual spaces for (re)new(ed) meanings of curriculum and ultimately what it means to be human. It is remarkable that Aoki’s decades-long theorizing has virtually gone without controversy or debate. While this attests to Aoki’s humility and brilliance as a scholar, it signals the need for continued engagement with Aokian concepts as well as deeper exploration into the scholar and his scholarship as a whole.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.006 |
| Science and technology studies | 0.023 | 0.016 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".