This thesis is concerned primarily with the philosophical foundations, and particularly the epistemological foundations, of a Christian approach to the school curriculum. The problems to be investigated are introduced by an examination of the forms of knowledge theory of Paul H Hirst. Hirst's position is onesided oriented to theoretical scientific knowing, and this distorts his treatment of other, nontheoretical ways of knowing. The thesis contends that it is the underlying religious motivation that is crucial. A theory which is consciously and critically rooted in a Christian confession is advocated such as that found in the philosophy of the cosmonomic idea. An investigation is made of the religious roots of knowledge, and of everyday experience. Guidelines for the construction of a Christian curriculum are formulated. A curriculum is developed for the senior secondary years of schooling, in which the demands of a theoretically oriented matriculation examination must be taken into account, but in which nonetheless the Christian confession concerning the character of life and of education must, it is accepted, always lead the way.