This research has sought to reflect a balanced curriculum that can't be developed without the aid of a Reformational perspective of the Cosmonomic-idea (or Scripture-based Ontology) and prayerful concern. The balanced curriculum from the perspective of the Cosmonomic-idea reveals that how students see, and approach reality and its composition determine to a great extent how they understand the task of human beings as stewards of God's creation. It views knowledge and truth through God revealing Himself in creation, in His Word in Jesus Christ, and through His Spirit. The balanced curriculum from the perspective of the Cosmonomic-idea treats students as subjects, images of God who participates fully and responsibly in unfolding reality. Despite its shortcomings, the philosophy of the Cosmonomic-idea in education seems to be able to reflect a more radically balanced curriculum, not only because it avoids all mistakes such as dualistic views of reality and any form of reductionism in connection with the perspective of the central basic motives, but also because it acknowledges at least five specifically reflective features which can ensure the outcome of the endeavors toward a balanced curriculum from the perspective of the Cosmonomic-idea.