JAMMO ISSN 2146-3328

The study investigates epistemological dimensions in Daybreak with Angels and Preludes, examining how these works articulate urban decay, human experience, and the pursuit of knowledge. Philosophical traditions including idealism, naturalism, pragmatism, realism, existentialism, essentialism, and progressivism are employed to reveal how literary texts function as epistemic spaces that challenge perceptions of reality. Novelty lies in integrating literary hermeneutics with curriculum theory, offering a framework of epistemic attunement that bridges aesthetic interpretation and educational praxis. A qualitative, interpretive approach demonstrates how place-based and context-sensitive readings of literature can inform curriculum design, fostering critical reflection and ethical engagement. The findings suggest literature can act as a catalyst for intellectual inquiry and pedagogical innovation.