Building on the key ideas from Dana Zeidler's paper I expand the conversation from the standpoint that the challenges facing humanity and the capacity of Earth to support life suggest that changes in human lifestyles are a priority. Accordingly, there is an urgent need to educate all humans about some of the science-related grand challenges, such as global warming and wellness. The key is to enact programs that have relevance to all citizens, irrespective of: age, location, language proficiency, economic resources, religion, gender, sexual preference, and level of prior education. Since significant changes are needed in human lifestyles the current emphasis on preK-12 science education needs to be expanded to cover all humans and the places in which education occurs should be everywhere. I explore the use of a multilogical framework to conceptualize science and thereby transform science education in ways that better relate to priorities of wellness and harmony in the ecosystems that sustain life on Earth. I illustrate the potential of multilogicality in a context of complementary medicine, using three frameworks: Jin Shin Jyutsu, an ancient system of medicine; a diet to reduce inflammation; and iridology. Use of a multilogical framework to conceptualize science provides opportunities for science education to focus on education for literate citizenry (birth-death) and responsible action, connect to the massive challenges of the present, and select content that has high relevance to sustainability, wellness, and well-being at local, national, and global levels.