This dissertation studies the politics of practical knowledge in the production of lifelong learners in the Taiwanese reform movement of twelve-year public education program. The investigation focuses on the reform's inclusive acts aimed at educating children and teachers into lifelong learners and how this process of inclusion simultaneously produces the limits of difference and exclusion. The inclusive acts are related to educational transfer from global testing culture and Japanese lesson studies. The majority of scholarship emphasizes lessons drawn from educational transfer and translations for local implementation. Few studies scrutinize how historical complexity and cultural particulars in the Taiwanese context shape translation processes and reform practices. This dissertation uses archival sources to analyze the cultural principles that historically produce children and teachers as kinds of people within pedagogical practices in order to understand the norms of conduct and power effects that continue to work in the present. The analysis reveals the unspoken politics of seemingly "neutral," or "practical" knowledge in current Taiwanese educational reform and pedagogies. First, it unpacks a numerical epistemology and a comparative logic by which practical knowledge of "data-driven adaptation" generates new forms of fabricating and dividing kinds of people. Second, the study explores cultural notions of Confucian seeing (i.e. heart-body analogy) intersections with a representational episteme of psychological behaviorism in pedagogy of interactivity, demanding a visible bodily reaction as evidence of inclusion. This dissertation offers the following contributions. First, it contributes to policy and research through the focus on issues of educational transfer and translations as epistemologies that, paradoxically, produce homogeneous visions and differences of the children and teachers. Second, it offers the field of curriculum studies in international and comparative education a historical lens for studying educational reform and transfer--not as diachronic tracking of reform efforts or lessons learned from influence-oriented analysis of programs and policies, but as an inquiry into the entanglement of cultural practices and epistemic principles to understand the politics of knowledge in the present. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]