The life-world of being in its inexhaustible process of transformation, the historical and cultural becoming of humanity, the rhizomatic interweaving of social and community systems, the educational, pedagogical and didactic phenomenologies involved in learning, the web of human life in its systematic interaction with nature, man's cosmic perception of the universe and the Christian faith for man's salvation, cannot be understood from a scientific rationality rooted in the culture of stability and certainty.This macro world can in no way be analysed and understood under the authority of ecumenical methodological norms, or approached from a single epistemological point of view; for it is necessary to challenge alternative cognitive models in order to face realities of a noumenal, phenomenal, noological, noospheric and chaordic nature, as well as to try out new methodological horizons, understood as ways of knowing. This is the relevance and transcendence of transcomplex thinking on the part of the researcher.