The University of Delhi in 2013, under its newly launched but unfortunately suspended Four-Year Undergraduate Programme, attempted to weave the ‘Little Big History’ approach in its pedagogy. A range of interdisciplinary Foundation Courses was made mandatory for all undergraduate students. A novel Vice Chancellor’s Fellowship programme for its faculty was launched to develop specimen of trans-disciplinary teaching modules on topics like the monsoon, railways and water. It held online and offline interactions with students drawn from different disciplines to induce them into thinking big and out-of-the-box on a topic of their choice, whose history they had to work out on their own by drawing on imagination and memory besides other available sources. In the conventional practice of a social scientist - historian in particular - focusing immediate details supersedes the broad and detached overview, which could be woven into the cause-effect schemata. This also illustrates that Big History is not antithetical to local or regional histories because such an exercise requires weaving together a plethora of local studies and disciplinary inputs from biology, geology, physics, chemistry and so on, into a novel and coherent perspective. Similar attempts at institutional levels are being made in the Netherlands, the term ‘Little Big Histories’ emerging from that experience. Big History requires that students be encouraged to explore cross-contextual and counter-factual connections, process-centric thinking and metaphorical comparisons to bring their visualizations to bear on the subject matter which can be understood in novel ways. Pre-modern knowledge-seeking relied wonderfully on such image transposition of interconnected processes to make sense of complex phenomena. Cooking imagery transposed to visualize digestion in Ayurveda and irrigation imagery utilised to explain earth, water, air and fire constituting human physiology are examples. Moreover, specialised treatises – be it on medicine or political economy – in early India, are typically characterised by interpenetration of disciplinary data. The internet is an infinite empirical information base that should be used to accommodate the Big History perspective in our academic curricula. The covid-19 challenge is a global disruption that is being dealt with using combat strategies drawing from medical sciences, epidemiological projections, social behaviour, chemicals to a desperate search for the virus’ origin – in the biological jump across the host species to the possibility of it being a geopolitical weapon! Can we leverage the moment as a springboard for a paradigm change in pedagogy that is empirically validated, all-inclusive, and holds the possible promise of accounting for everything by a universal theory?