New technologies challenge the boundaries separating traditionally "autonomous" domains of science and morality, nature and culture. The purpose of this paper is to describe and offer for discussion a project-based onto-epistemic methodology, and our experience with implementing it, with a view to bringing the degree (school, college) curriculum and its objectives closer into contact with the material condition of humanity today. Its generic theme is to promote a new relation between humans and nature that might open fresh opportunities for creating a consensus about the notion of stability and sustainability of bodily life on this planet without destroying the technological base on which our prosperity depends. The research model for this conceptualisation may be found already in Walter Benjamin's Arcades Project, in Michel Foucault's Archaeology of Scientific Reason, and more recently in e.g. A. R. Stone' s War of Desire and Technology at the Close of the Mechanical Age. Our approach is grounded in an object-based context- driven enquiry often cutting across the established subject boundaries. It encourages the students - who have gained good knowledge of, say, philosophical and socio-cultural theory in lectures and seminars - to identify a place, a local territorial and event space, as a starting point for their project work. The student begins her work by making a considered proposal of the project topic, sources, and work plan to her tutor. This initiates cycles of personal development process which is recorded in a workbook and in which the student, tutor, and later others participate. The student's first task is to assemble "factual evidence" about the chosen territory. However, in addition to this routine empirical data gathering, the student is encouraged to organise her findings in the way an archaeologist records the finds uncovered in a buried city. This approach entails the systematic "bottom up" examination, layer by layer, of the material domain in question. Over the course of study students assume greater responsibility for their choice of topic and its execution. This makes it possible to motivate students without depending on "ideological" or "penal" methods and to acquire a specialist vocabulary needed to enter an employment niche as a natural outcome of their personal development strategy. The shift from an input to output dominated approach is also a key feature of the "Bologna project" for reforming European higher education. It stresses the student responsibility for managing their learning plan and the need to assess the course not by the audit of input but of the outcomes! This shift opens a rich research agenda. In particular, on the delivery side, we need to establish the level of difficulty and the definition of boundaries of the specialist knowledge contained in the programme, and the transparency of the variables determining its aims and objectives. The bottom up archaeological-genealogical method we have practiced brings to the surface a number of conceptual problems that in the case of traditional programmes of instruction remain buried under the rumblings borrowed from the "established" theories of social and scientific developments. What is it that - in the absence of "grand" subject traditions - drives the current social and technological practices? How does science "frame" the social and vice versa - in a democracy? And, most crucially, how do we go about preparing a new generation of educators willing and capable of delivering such a programme?