Autopoietic Curriculum in the Age of Outbreak of Pandemic Covid-19 and Corona-Life

Various aspects of human life including education were affected by the outbreak of pandemic Covid-19 virus & Corona disease simultaneously. Possibility of the chronicity caused a keeping attention to education in this situation. Corona-life forced two central systems of education, public and higher education, to be continued in cyberspace, as they used professional and useful soft wares. In the corona age, limited views, divided approaches, and reducing the whole of human life to separate aspects lead to a deficiency in curricula. To rely exclusively on empirical science or to rely merely on lived experiences have caused difficulties for curricula in this time. In this paper, we examined curricula in the Iranian education system during the corona-life. Some factors such as low infrastructures, poor conditions, lack of professional skills, and necessary competencies are noticed. It is argued that the reductionist approach of the current curricula leads to alienation from the deep meaning of curricula in public and higher education. We used the metaphor of a Swamp Curriculum to describe the current situation of curriculum. As this metaphor indicates, Swamp Curriculum causes people, education systems, and processes focus on specific dimensions and finally, it leads to pulling them down. Neuro-phenomenology, as a comprehensive approach, provides us with an integral consideration of the dimensions of human life. Inspired by neuro-phenomenology, an ecumenical and holographic approach to the curriculum can be achieved that can be called autopoietic curriculum. It is a self-organized and non-reductionist curriculum. The central properties of the autopoietic curriculum are comprehensiveness, uncertainty, rationality, synergistic and hybrid agency. The autopoietic curriculum also requires intertwining, complexity, emergency and inclusiveness. As a result, we explain that the implications of the neuro-phenomenological approach, including uncertainty and pluri-disciplinarity, provide us with a holographic approach to consider the emergent universe scenario in the curriculum development in the age of COVID-19.