The argumentation in this paper is grounded in a critical and conceptual analysis of Ted Aoki's phenomenology, wherein curriculum is read as "phenomenological text." The problem explored emerges from Aoki's critique of the Tyler rationale for curriculum design, implementation and evaluation as it is conceived and practised in contemporary standardized education, which is driven by the ideology of "social efficiency." Aoki focuses on the way in which the scientific and technical modes of curriculum implementation preclude particular modes of "Being-in-the-world" because curriculum implementation, as a technical and instrumental process, reduces both educators and students to epistemological subjects, and beyond, objects of knowledge. By focusing on curriculum implementation as a form of "situational-praxis" as opposed to "instrumental-action," this paper concludes, it is possible to put educators and students in touch with the ontological aspects of their "Being-in-the-world." Aoki's practice of phenomenology reveals an understanding of an "attuned mode of human transcendence in learning," which opens the possibility for an authentic educational experience where educators and students "dwell" in the midst of the curriculum's unfolding as an ontological phenomenon.