Twentieth century science is producing a wonderland of paradoxes, a new scientific literature of subjective, imaginative writing, a validation of all creative expression in the arts, and interaction with the so-called subjective and pseudo sciences from psychiatry to the paranormal. Cartesian dualism and reductionistic thinking have formed the paradigm by which the university and educational curricula in general have been structured. Such thinking is inconsistent with discoveries made in mathematics and science in this century and in nature itself. Discoveries in the sciences, such as quantum physics, that brought about paradigm shifts will cause radical changes in the fundamental content, expression, curriculum and pedagogy of the academy. This essay calls for a new conceptual framework for education, and sketches a picture of what such a framework would be like. The paradigm for a holistic curriculum will be consistent with the principles of reality found in the new sciences. (DB)