This paper advances an orientation to teaching and learning with a foundation in Process Philosophy and Process Theology. It explores Currere as a process of understanding curriculum as a rejection of inert information in the teaching and learning context as explicated in Alfred North Whitehead’s philosophy of education. This orientation was initiated by the Greek philosopher Heraclitus, and Process Philosophy continues to be advanced by curriculum theorists today. Drawing on phenomenological inquiry and Teilhard de Chardin’s theodicy, this paper investigates a complex curriculum conversation of self-social-cultural interpretations that emerge from the Process thought of Whitehead and Teilhard and points toward a metaphysics of intersubjectivity.