This article proposes a Batesonian systems thinking and ecology of mind approach to enacting curriculum. The key ideas for the model include ecology of mind, relationships, systems, systems thinking, pattern thinking, abductive thinking, and context. These ideas provide a basis for a recursive, three-part model involving developing (a) depth of understandings, (b) abstractions as explanatory principles and models, and (c) abductive connections across disciplines and contexts. The model is further situated in classroom social contexts that are supportive of and reflect the key components of this model.