ABSTRACT
This chapter conceptualizes curriculum as a technotheological space. Through the lens of architecture, it articulates the space in-between curriculum as technology and curriculum as theology. Architectural spaces are embodied forms of symbolic narratives and lived experiences. In this chapter, I invoke the circus, cathedral, and bridge as technotheological spaces that synthesize curricular experience, symbolism, and meaning. Within these built environments, we witness humanity’s quest for transcendence intertwined with the rise of technology, a technotheological space. Beginning with a brief foray into the metaphysics of curriculum, I present how one of the originating uses of curriculum, as infrastructure in ancient Greece, can be traced through our architectural exemplars in discerning curriculum as technology and theology. This chapter, then, attempts to theorize a lived curricular encounter, through the materiality of architecture and technology, and the reconceptualization of curriculum as a technotheological space.
