In this methodological paper of my PhD journey, I attempt to showcase the Nepali Cultural Worldview (NCW) grounded transformative praxis for reconceptualizing the conventional approach of scientific literacy that forgets our axio-onto-epistemic roots. Theory, values, and practice are the foundation of transformative praxis (Freire, 1996). Therefore, to counteract the Westo-centric outlook of the science education practice, the primary concern of this paper is: How could Nepali Cultural Worldview support reconceptualizing scientific literacy through transformative action research? I viewed my research question through the lenses of NCW to enrich the NCW grounded on axio-onto-epistemic roots. I made critical discourse based on TAR’s theoretical, philosophical, and practical dimensions. I also offer to engage in TAR projects for post-critical scientific literacy. It could renew our post/positivist “self” to NCW-grounded transformative “self.” In this regard, TAR possibly empowers us to do our Kartabya Karma to strengthen and reinforce our professional Dharma and nurture the researcher and research participants as change agents.
