Abstract

Developing strategies, methods, and criteria for changing educational practices requires a methodological and “scientific” warrant. This article explores transdisciplinarity as a methodological basis for working with paradox and contradictions as the inevitable result of reflective human consciousness. Transdisciplinary thinking is discussed as a conscious and concerted effort to conduct scientific inquiry and to develop social theory and educational practice in generative, socially just, and environmentally responsible ways. Autopoiesis is offered as a coherent scientific bridge mediating transdisciplinary insights into the mitigation of paradox and the development of subject/object consciousness in human beings. Bohmian dialogue is then suggested as a method and needed aspect of educational pedagogy through which the goals of a transdisciplinary methodology can be met.