The aim of this article is to demystify the scientific or reductionist approaches to teaching and acquiring multilingual, and, hence multicultural knowledge. Inherently deprived of the first principles of theoretical sciences (methaphysics, cosmology, physics, logic, mathematics, etc.); translation, interpretation, and other lingual activies are, thus, an art capable of producing a target-text which, at best, approximates a general feel of the source-literature. In the case of translating physical or mathematical systmes, the conditions at hand are less intricate even though these systems contain underlying cultural and personal intuitionist assumptions or sets of beliefs. This paper proposes a normative pedagogic strategy that provides for: a) analytic description of languages; b) phenomenological exhibition of the origal and target-cultures; and c) metatheoric assessment of the processes of teaching and learning language.