The article draws attention to Bohr and Heidegger's critique of the scientific-technical or calculating mode of thought that has affected even the human sciences in their approach to understanding phenomena studied. While Heidegger in his hermeneutic phenomenology developed the con­ception of reflective thinking, which is able to say yes and no to calculating thinking, Bohr in physics arrived at the idea of complementarity. This he deve­loped into a new epistemological, edu­cational or didactic framework of thin­king, making possible the meaningful integration of incompatible descripti­ons of the same phenomenon in one or more different scientific disciplines. Using selected examples from different disciplines and everyday life the article describes the practical exploitation of this framework in any teaching subject and discipline.