ENTRANCE SLIP

Understanding as mode of being

Students Name

Institutional affiliation

Course

Instructor

Due Date
ENTRANCE SLIP
2

Understanding as Mode of Being

Ted Tetsuo Aoki was a Japanese-Canadian educator. He lived his life to understand the

curriculum and instruction through the trials of various modes of interpretation. Aoki saw the

curriculum has an ideology and praxis. How can technology and theology be bridged? Aoki's

argument was based on the business-consumer education model, especially on technology. He

tried to understand the experience between the planned and lived experiences of the curriculum.

What struck out the most is that Aoki and his colleagues tried various ways of interpreting the

curriculum and were able to understand it. It could be construed that they sought ways to develop

a new language for the reorientation of the curriculum. Aoki never sided, he stayed in between,

and that is how he saw teaching. This made him create a room of possibilities.

Why would Aoki try to articulate the space between technology and theology? Hodgson

also states that people need to be able to differentiate between definition and understanding

institutions. Aoki envisioned that the relationship between teachers and learners should be vital

for effectiveness (Le Grange, 2020). Additionally, both parties' in-dwelling is possible if they

care for each other. This clarity made by Aoki stands due to the fact it correlates with other

scholars who view education as part of the daily activities of humans that are inseparable.

Concluding that learning is situated everywhere. Understanding as a mode of being illuminates

and convicts that knowledge is primarily incorporated lived and concrete. It challenges that the

world is not given to people; however, it's people who engage with each other through

movements and touching, thus resulting in concrete engagement.

In the text, Aoki's childhood experience illuminates the situation of Aoki's thinking and a

reflection of the Japanese Canadian teacher experience. That a person should be understood with
ENTRANCE SLIP
3

the flow of their life history, for Aoki views understanding as a mode of the person being in the

world (Baergen, 2020). Aoki contextualization is also drawn from Heidegger's work on Dasein,

the word Dasein meaning to exist in the world. Therefore being in the world portrayed the sense

of being unified. Aoki further explains these by taking various walks in the streets of Tokyo to

gain a deeper experience and illuminate the inward being that must be understood.

Moreover, Aoki reveals that theoretical knowledge can be the second derivative of one

being in the world. For instance, his being a Japanese Canadian call for understanding which

takes at the primal foundation of the existence of humans. Additionally, Aoki says that when

seeing neither does it mean with literal eyes but being encountered without being concealed.

Also, he views it as being in the world in two peripheral dimensions.

In conclusion, Aoki teaches that the life lived is juxtaposed and has its own narrations.

That the understanding of teachers and students can be through the scientific rationale; he

transforms how we understand to a more point of engagement. This is achieved when we tell our

stories, including happy, sorrowful, and confusing moments. Aoki's intellectual explorations are

based on curriculum experience.

ENTRANCE SLIP
4

References

Baergen, P. (2020). Tracing Ted Tetsuo Aoki’s intellectual formation: Historical, societal and

phenomenological influences. Routledge.

Le Grange, L. (2020). Decolonising the university curriculum: The what, why and how.

In Transnational Education and Curriculum Studies (pp. 216-233). Routledge.