The concept of school curriculum in science and mathematics is discussed and related to the structures of the disciplines and theory developments. Recent epistemological studies on theory dynamics (Kuhn, Sneed) are put into context with the understanding of learning processes. In this way deeper relations between the subjective and the objective aspects of the development of knowledge can be exhibited. The considerations include the social dimensions of scientific knowledge and growth. It is pointed out that these dimensions have to be adequately incorporated into the school curricula in order to improve both cognitive and social learning.