From Theorizing to Co-theorizing in Curriculum: A Neuro-phenomenological Turn

In this paper, we examined two styles of theorizing, theorizing as an explanation inspired by the empirical-experimental approach and theorizing as understanding inspired by the phenomenological-interpretive stand. We also explained the fundamental assumptions of the Neuro-phenomenology, including embodiment ontology, uncertain and situational epistemology, and methodology of reciprocal constraints. According to the assumptions, we argued that the exclusively experimental side of curriculum theorizing leads to alienation from the deep meaning of life, and also, the exclusively interpretive side of this filed leads to ignoring scientific rigor. Therefore, we emphasize Neuro-phenomenology, as a comprehensive approach, to demonstrate curriculum co-theorizing aimed at the integral human life.  Accordingly, curriculum co-theorizing is an explanatory understanding. It is a non-reductionist, comprehensive, uncertain, rational, and synergistic. Neuro-phenomenological turn in this study implies uncertainty, intertwining, complexity, emergency, and inclusiveness.