All horizontal analogies, either “athletic track” or “run”, make curriculum an overlay of knowledge dominated by physic time. This way of thinking neglects spatial and historical elements and loses mancentered integrity and affectivity. Therefore, curriculum should be transformed from “horizontal vision” to “stereoscopic view” to recover its sense of time and space. If curriculum can be compared to a “mancentered sphere of knowledge”, its key factors will be “seven I”, that is, “I, interaction, interest, imagination, interpretation, inspiration and intelligence”. Of the seven factors, the core of the sphere of knowledge is man, “I” as an individual, which means the structure and aims of curriculum should be based on human structure and development. On the surface of the sphere is dialogue, which is the foundation of curriculum and comprehensive. Moreover, interest acts as the first factor when man encounters knowledge, and “blank” needs to be left for imagination in the design and function of curriculum. Finally, interpretation as an entanglement of dynamic and static cognitions and inspiration as the result of cooperation of rational and intuitive thinking can be cultivated and developed. However, intelligence as a prospect of human life cannot be attained till curriculum turns from knowledge to humanity, that is, the “I” in the center of the sphere.

curriculum; curriculum aesthetics; “Seven I”; aesthetic epistemology; aesthetic orientation