The social dynamics within secondary school classrooms are complex. The fragmented knowledge of academia is complicated. Combined, these constitute a ‘wicked system’ (Andersson 2014, 2018). Systemic problems arise with inter-disciplinarity and the silo problem within academia, and in schools a persistence of institutional discipline amid pernicious ‘low-level disruption’, and between them the increased practice-theory gap because of replication and transference challenges. The problem space is understood as dense reflexive-active environments (Lepskiy 2018a, 2018b, 2015), a formulation of third order cybernetics, and specific and practical ‘meta-methods’ are proposed for both schools and academia. In schools, students conduct an intervention to improve social cohesion, ‘ABC State’, based on action-learning (Riel 2010-2020), a variation of participatory action-research (Lewin 1939). Meanwhile academics are invited to conduct a meta-method which enables verification, ‘Reflexive Reading’, based on temporal correspondence (Roth 2020, 2018) and ‘before-the-fact’ systemic practice (Shotter 2016, 2009), an experiential indivisible event described variously by phenomenologists (Whitehead 1919, James 1907, Bakhtin 1993). Collective social states are self-evaluated and self-generated against a spectrum of self-organisation; since results are not be generalised as laws (positivist paradigm) nor transferred from one context to another (interpretivist paradigm), a generative mechanism is described (transcendent dialectical critical realist meta-theory (Bhaskar 2000)): this sets up the potential ‘self-generation’ of ABC State in different schools as well as the sharing of articles in academia, and parallel system comparison between schools and university.