Putting the "reconceptualist approach" into its setting in curriculum theorizing raises fresh questions about its meaning in relation to other modes of curriculum theorizing. The human process of expanding awareness and concern underlies the call for reconceptualization. Discussion of "hidden curricula" and of reformist efforts such as open education have produced changes but have also been co-opted by the technological, scientific context in which the system remains. A second search, now taking place, tries to assess our condition by identifying the context which fosters estrangement and oppression but which is taken for granted in our thinking about schools. It is a context of estrangement between education and schooling, fact and value, mind and body, students and teachers. Reconceptualist discourse on curriculum is moving from the realm of the scientific toward the realm of the ethical and aesthetic. The reconceptualist's question of "How are alternative educational realities possible?" The answer lies in the world of lived experience and comes when one asks "What are my richest moments? From what process do they emerge?" The answer requires a third search through ourselves for a way to get beyong the limitations of our condition. (Author/JH)