This article proposes Disruptive Neuroepistemological Pedagogy (DNEP) as a conceptual and design-oriented framework for STEM education. The central claim is that some STEM concepts should not be taught only as stable curricular content, but as products of scientific disruption: they emerged because previous explanations became insufficient, because anomalies required new models, or because their use transformed society. DNEP integrates three dimensions: epistemological disruption, neuroeducation