This paper attempts to explore the new horizon of the curriculum study, which we can discover underneath the formally alleged curriculum goals, e. g. acquiring conceptual knowledge, skills, and rules. The new horizon of the curriculum study is designated as currere based on the original Latin word of curriculum. In the field of curriculum study, traditionally, it has been assumed, as if it is self-evident, that educational aims, educational objectives, and educational content are constructed on the rational and objective formulation. In this assumption, it has also been taken for granted that 'experience' is determined by the objective entity outside the subjective dimension. In this traditional curriculum discourse, the determination about "me" always comes from prescribed external goals. I hereby address the necessity of phenomenological reflection in the traditional discourse of curriculum. The dichotomy between objectivity and subjectivity of curriculum has hindered the exploration of the subjectivity which never exists in the isolated state from objective entities. Searching for the original ego monad of the subjectivity leads to the exploration of the thinking ego as the objective existence. Being contradictory, we can attain at the ego monad merely through ideation of ego. Therefore, we are inclined to leaning on the idealized and isolated ego which is taken for granted in order to search for the subjective meaning of the curriculum. Currere is the subjective action and process of uncovering the meaning undermeath the taken-for-granted traditional framework. This action is performed exclusively in the subjective dimension by tracing back to the origin of the pre-predicative dimension of the world sedimented in the curriculum. For attaining this goal, we need to reflect on the transcendental subjectivity through the clarification of intentionality.