This essay suggests a way for creating a curriculum for the future amidst the challenges of post-modern uncertainty. Curriculum discourse in the past has been dominated by widely-accepted key questions, which produce and maintain curricula that are essentially fragmented and reductionistic, and directly opposed to the essential demands of the holistic nature of life. The essay proposes a contemporary curriculum philosophy that is fundamentally heuristic, with a radically eclectic, contingent character. (Contains 1 table and 1 figure.)