ABSTRACT
Ted Aoki's dwelling in the space between theory and practice continues to contribute to deliberations on the valuing and evaluating of teaching, as he creatively nurtured the pedagogical space for being. This chapter demonstrates that Aoki reconceptualized teaching as more than a mere doing of acts. It explores how the initial aims of Scholarship of Teaching and Learning in its institutional context may benefit from Aoki's (inter)disciplinary considerations of history and context in teaching. Aoki's consideration of evaluation paradigms allowed him to explore scholarly research in education as a pragmatic endeavour reliant on perspective-taking. Aoki's grasp of underlying theories demystifies methodological assumptions and enhances scholarly practices. Aoki suggested the gap continues to close on Cartesian precepts when teachers surrender their agency in favour of controlling students’ learning.
