Curriculum knowledge cannot be legitimized until its method of construction is examined. Dominant curriculum theories, those that are well established by tradition, usually provide research results reflecting a deterministic or imposed reality. The basic premise of this paper is that curriculum theorizing has, for the most part, been a utilitarian act involving literal translation of theory into practice. The intent of this paper is to explore the nature of theory making, alternative world views and concomitant conceptual tools, and the potential impact that an emerging paradigm could have on curriculum theorizing. Forty references and one footnote are included. (Author/JD)