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  1. Problematizing Disciplinarity, Transdisciplinary Problematics.Peter Osborne - 2015 - Theory, Culture and Society 32 (5-6):3-35.
    This article situates current debates about transdisciplinarity within the deeper history of academic disciplinarity, in its difference from the notions of inter- and multi-disciplinarity. It offers a brief typology and history of established conceptions of transdisciplinarity within science and technology studies. It then goes on to raise the question of the conceptual structure of transdisciplinary generality in the humanities, with respect to the incorporation of the 19th- and 20th-century German and French philosophical traditions into the anglophone humanities, under the name (...)
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  • Understanding Interdisciplinary Corroboration: Lessons From a Review Paper in the Mind-Brain Sciences.Jaclyn Lanthier - unknown
    The current view of the relationship between areas of the mind-brain sciences is one where cross-disciplinary collaboration is required to advance claims about the mind-brain that stand on firm epistemic footing. My goal in this dissertation is to analyze what it means for information from different areas of science to fit together to produce strong epistemic claims by addressing how and to what extent claims about the mind-brain are corroborated in scientific practice. Philosophers of science have advanced various concepts of (...)
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  • Interdisciplinarity Within Phenomenology.Lester Embree - 2010 - Indo-Pacific Journal of Phenomenology 10 (1):1-7.
    Recognition of phenomenological tendencies in several dozen disciplines beyond philosophy raises the question of how phenomenology in general might be defined prior to specification in terms of the agendas of the particular disciplines. After an attempt at an answer to this question, some observations concerning the possible benefits of interdisciplinary encounters, especially for philosophical phenomenology, are offered. Indo-Pacific Journal of Phenomenology , May 2010, Volume 10, Edition 1.
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  • Shared Cognitive–Emotional–Interactional Platforms: Markers and Conditions for Successful Interdisciplinary Collaborations.Kyoko Sato, Michèle Lamont & Veronica Boix Mansilla - 2016 - Science, Technology, and Human Values 41 (4):571-612.
    Given the growing centrality of interdisciplinarity to scientific research, gaining a better understanding of successful interdisciplinary collaborations has become imperative. Drawing on extensive case studies of nine research networks in the social, natural, and computational sciences, we propose a construct that captures the multidimensional character of such collaborations, that of a shared cognitive–emotional–interactional platform. We demonstrate its value as an integrative lens to examine markers of and conditions for successful interdisciplinary collaborations as defined by researchers involved in these groups. We (...)
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  • The Death of a Discipline or the Birth of a Transdiscipline: Subverting Questions of Disciplinarity Within Education Studies Undergraduate Courses.Ioanna Palaiologou - 2010 - Educational Studies 36 (3):269-282.
    As non‐teacher training courses in UK higher education in Education Studies have grown and developed in recent years they have received enormous interest. All of these Education Studies degrees claim to integrate a number of disciplines using an interdisciplinary or a multidisciplinary paradigm. Traditionally the systematic integration of disciplines within courses has created a range of lenses for focusing upon issues such as in medical sociology and health. However, by their very nature, Education Studies courses are complex and influenced by (...)
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  • The Unity of Science.Jordi Cat - 2013 - Stanford Encyclopedia of Philosophy.