The styles of understanding the nature of educational activities have been changed. In recent years the stlye has been shifted to be 'interpretive'. This research was carried out to find out, first, how the concept 'text' should be understood in education, and second, to investigate a variety of meanings of 'reading', third, on the basis of them, to investigate the significance of "text reading" in understanding the nature of curriculum. As results, curriculunm and teaching are regarded as interpretive activities. And education can be understood as the appropriating process to extend various kinds of world the educational text deals and exposes. In this context, it would be natural that the concept of reading be conceptualized to be extended to 'reading -interpretation -criticism' to go beyond the limits of cognitive and information- processing approach to reading. And 'text reading' suggests that curriculum theorizing be newly focused on the dynamic aspect of learner/curriculum as text/context.