Ted Aoki and the Third Space

Ted Aoki, the esteemed Canadian Curriculum scholar, has "described three views, or models of "school"....The first school strives to develop "rational thinking" skills.... Aoki's second kind of school is all about "doing"....[his] third type of school, offers an alternative to the "thinking" and "doing" models discussed above" (Beck, p. 125).
In moving beyond the Ivory Tower, I would like to dwell briefly in Aoki's notion of schools. Ultimately, the best kind of school would be neither the purely rational first school, or the manually instructional second. Aoki would like us to indulge in a school that focuses "primarily to being and becoming, a school that emphasizes and nurtures the becoming of human beings" (Beck, 126).
How does the teacher teach humanity? What is the lesson plan, worksheet or handout suppose to do if "doing" is not the goal? Aoki would say that it is not the product of an education that is important, but rather the process in which that education is achieved that matters. Aoki asks us to exist within a third space, an in-between, between the curriculum as planned and the curriculum as lived. In this way, the "doing" of a traditional lesson and the passive "being" of its students can join together in a "becoming". The lesson is never complete, nor are its students, both are in a continual state of change, or bettering. Hopefully.
I believe that in moving beyond the Ivory Tower, the goal must be this state of bettering. Can I push off from the rocky crag, that solid ground that forms the foundation of all traditional, formal education and thrust myself into deeper waters, head high? Will I fight the water, or will I embrace its turbulence? Or will I be spat out, cast off as an outsider? I can only take a deep breath and swim.

Beck, K. (2009). "Seeking the "inter": Contextualizing, Contesting and Reconceptualizing internationalization of Curriculum". In James Nahachewsky and Ingrid Johnston (Eds.),  Beyond 'Presentism' Re-imagining the Historical, Personal, and Social Places of Curriculum. (123-137).  Rotterdam, The Netherlands: Sense Publishers.