ABSTRACT
The message of Chapter 1 conveys the fact that, if for an example, a long-term sustainable control of pandemic episodes is to be modelled, then a comprehensive reconstruction of the philosophy of knowledge and education is needed in an emergent abstracto-empirical paradigm shift. Such a paradigm shift would be quite different from the existing independently isolated understanding of multidisciplinary study of the otherwise comprehensive totality of the socio-scientific approach to approach all problems small and big in an integrated manner. We will refer to such a holistic approach of socio-scientific multidisciplinarity as equivalently the universal methodology of unity of knowledge that can be applied to all problems (Choudhury, 2018). We will formulate such a methodological worldview to arise from the premise of unity of knowledge of a vastly interacting, integrating, and evolutionary learning universe of sustainability. The resulting methodological worldview along with its phenomenological application in empirical practicality to ‘everything’ forms the equivalence of the realm of the scientific revolution (Kuhn, 1970; Husserl, 1964).
