Transdisciplinary research knits together knowledge from diverse epistemic communities in addressing social-environmental challenges, such as biodiversity loss, climate crises, food insecurity, and public health. This paper reflects on the roles of philosophy of science in transdisciplinary research while focusing on Indigenous and other subaltern forms of knowledge. We offer a critical assessment of demarcationist approaches in philosophy of science and outline a constructive alternative of transdisciplinary philosophy of science. While a demarcationist focus obscures the complex relations between (...) epistemic communities, transdisciplinary philosophy of science provides resources for meeting epistemic and political challenges of collaborative knowledge production. (shrink)

Intellectual property law tends to be viewed as the only (or most significant) mechanism for achieving policy goals relating to innovation assets. Yet more creative and effective solutions are often available. When analysed from a transdisciplinary perspective, relying on the cooperative efforts of researchers from fields other than law, innovation governance is characterized not simply as the product of legal rules, but as a function of the interaction of legal rules, practices and institutions. When policy-makers seek to identify conditions (...) under which the creation, use and exchange of innovation assets flourishes, care should be taken to focus on this combination of factors. This article describes the development of an ontology—a computerized method of representing knowledge as concepts and relations between concepts—to convey such understanding. Policy makers (and researchers) are provided with an organized, accessible representation of innovation governance that enriches their understanding and improves their decision-making. (shrink)

Over the past decades, we have witnessed calls for greater transdisciplinary engagement between scientific and societal actors to develop more robust answers to complex societal challenges. Although there seems to be agreement that these approaches might nurture innovations of a new kind, we know little regarding the research practices, their potential, and the limitations. To fill this gap, this article investigates a funding scheme in the area of transdisciplinary sustainability research. It offers a detailed analysis of the imaginaries (...) and expectations on which the funding scheme rests and how researchers actually practice transdisciplinarity within the respective projects. Identifying three ideal typical models of science–society relations at work, attention is paid to how, where, and when societal and scientific arenas get entangled. This article discusses the tensions between classical academic values and efforts to open research to society, the prevailing power structures that make societal participation challenging, the importance of place and technopolitical cultures, and how temporal project structures impede more radical openings to new ways of knowledge production. We finally emphasize that transdisciplinary knowledge production can only become a serious option for addressing societal challenges if broader changes are made to the knowledge regimes in place. (shrink)

Finding solutions to complex health problems, such as obesity, violence, and climate change, will require radical changes in cross-disciplinary education, research, and practice. The fundamental determinants of health include many interrelated factors such as poverty, culture, education, environment, and government policies. However, traditional public health training has tended to focus more narrowly on diseases and risk factors, and has not adequately leveraged the rich contributions of sociology, anthropology, economics, geography, communication, political science, and other disciplines. Further, students are often not (...) sufficiently trained to work across sectors to translate research findings into effective, large-scale sustainable actions. During the past 2 decades, national and international organizations have called for more effective interdisciplinary, transdisciplinary, and translational approaches to graduate education. Although it has been difficult to work across traditional academic boundaries, some promising models draw on pedagogical theory and feature cross-disciplinary training focused on real-world problems, linkage between research, professional practice, community action, and cultivation of leadership skills. We describe the development the Doctor of Public Health program at the University of California, Berkeley, USA and its efforts to improve transdisciplinary and translational research education. We stress the need for international collaboration to improve educational approaches and better evaluate their impact. (shrink)

Despite a widely agreed necessity for agroecological transition, there are various substantial constraints that hinder the adoption of alternative, more sustainable, practices. We employ the niche management concept to examine the initial phases of transition in the local wine-growing niche in Israel, or specifically, the replacement of herbicides with the use of cover-crops combined with the practice of mowing of herbaceous growth using specialized trimming machines. Our goal is to uncover the triggers, drivers and agents of change in farming practices (...) within the agroecological system in which it happened, despite entrenched, widely recognized risk perceptions among farmers. The problem-oriented research design revolved around a transdiciplinary team that included ecologists and social scientists. We identified three groups of frontrunners who initiated, developed and sustained the adoption of the more sustainable agricultural practices. The two-year study focused on interviewing vineyard farmers who were transitioning to cover crops, and this qualitative research was paralleled with continuous ecological monitoring. The farmers believed that the risks inherent in the new practice, if any, were preventable and manageable. The transdisciplinary research design, which integrated farmers into the social and ecological research process, further assisted in facilitating a transition by creating a forum for stimulating communication between diverse stakeholders during the transition, increasing trust between actors from the various sectors and identifying key issues of concern (e.g., risk and associated costs) to better align the motives of farmers, wine-makers, and ecologists. The research design may have also contributed to the adoption of a more holistic view of the agroecological system by various stakeholders and the belief that one cultivation method clearly benefits the system, particularly in the long-term. We therefore conclude with key-insights on the role of the research itself in agroecological transition processes. (shrink)

ABSTRACTThis article explains the implications and benefits of founding transdisciplinary collaborations of knowledge production in critical realism. We call such equal partnerships of researchers and practitioners knowledge alliances. Drawing on the distinction between the referent to which we refer and our references, we show that practitioners can contribute to the process of knowledge production by providing access to referents and producing references but also by achieving societal relevance. In order to accomplish excellence, knowledge production should be organized in ways (...) that engage different types of knowledge in a constructive interplay and use the respective strong points of researchers and practitioners. Abduction and retroduction, two modes of inference vital to critical realism, are particularly inclined to benefit from involving practitioners in knowledge production. We call such an approach potential-oriented and put... (shrink)

Character strengths research has the potential to imply that youth have character deficits or moral failings that cause their problematic behavior. This ignores the impact of context, especially for youth who are members of historically marginalized groups in under resourced communities. On the other hand, framing youth who are members of underrepresented groups solely as products of oppression undermines their agency and the power of collective action. It may be possible to promote character development in a contextually relevant, culturally grounded (...) way through a transdisciplinary, participatory action approach. We engaged in this work in three phases: goal specification; logic model identification; and intervention development and testing. Lessons learned included the need for intensive trust-building and identifying the limitations in scope and capacity. Overall, a transdisciplinary, participatory action approach is a promising strategy to overcome the existing bias in virtue development research and to leverage positive psychology to address health disparities. (shrink)

Inter- and transdisciplinary research arise as necessary conditions to address societal problems. These collaborations, by definition, encompass experts from distinct domains, demanding an epistemic dependence between researchers. In such cases where, additionally, an epistemic asymmetry exists, this might then lead to tensions and enhance epistemic disagreements. How should scholars behave when in peer disagreement? On the one hand, in philosophical literature on the epistemology of disagreement, normative accounts about how one should respond when facing an epistemic disagreement are usually (...) built upon hypothetical scenarios that do not portray real-life disagreements in scientific settings. On the other hand, Science and Technology Studies (STS) research that deals with academic and scientific disagreement typically uses a descriptive, empirical approach. We argue that before a normative account of responses to disagreement is developed, we need to understand how academic disagreement actually takes place in real interdisciplinary scientific practice. In this chapter, we address a case of academic disagreement within an interdisciplinary research team in Brazil during their development of a framework for transdisciplinary collaboration. Data was collected with ethnographic tools, while the analytic perspective of the investigation is grounded on recent debates about research groups in social epistemology and in the epistemology of disagreement. We will show that an interplay between trust and disagreement is required for dealing with inter- and transdisciplinary research practices. We hold that shedding light on disagreements and communications between collaborators may improve the epistemic performance of collaborative research teams by refining the dynamics of inter- and transdisciplinary investigations. (shrink)

The main goal of this article is to explain the transdisciplinary training model developed at the National University of Education in Ecuador, based on the ancestral worldviews of Buen Vivir. Good Living is a philosophical and political concept of the Kichwa indigenous peoples in the Andean Region, where human beings are interconnected with planet Earth and the whole cosmos. In 2008, Ecuador became the first country in the world to recognize the Rights of Nature in its Constitution, in order (...) to face climate change and to restore the ecological footprint. This article first unifies scientific knowledge with ancestral wisdom, creating an inter-epistemological dialogue using a transdisciplinary approach. Second, the article explores the epistemological notions of transdisciplinary education: self-training, hetero-training, eco-training, and onto-training. Third, the article argues that as a result, Educational Sciences of Good Living emerged to design regenerative cultures that face socio-ecological challenges of the Anthropocene age. In sum, the article argues that training transdisciplinary educators implies an intercultural, decolonial, and biocentric approach that promotes their inner spiritual self-awareness, among other perceptive, affective, emotional, rhetorical, poetic, epistemic, creative, artistic, cognitive, and philosophical dimensions. (shrink)

This book is not just about thinking or acting in transdisciplinary ways, but about being transdisciplinary. To achieve this requires a deconstruction of our current way of acting within the definition of being that others impose upon us. Transdisciplinarity is a phenomenological perspective of reality and its manifestation in the world in which we exist. The volume develops a widely based transdisciplinary understanding of the issues faced by higher education institutions and those who work within and with (...) these institutions to educate professionals. It incorporates international contributions from organisational theory, anthropologists, historians, psychologists, social sciences, philosophers and practitioners to create a volume that makes an important and distinct contribution to the literature on higher education and professional practice. "Transdisciplinarity provides one of our greatest challenges in higher education, both to the way it is organized and to the nature of the curriculum. This book is an important contribution to the debate about its implications." "Higher education is being challenged by the nature of knowledge and how it is organized-the world is transdisciplinary but out institutions are constrained by the disciplines. This book contributes to the important debates about the challenges transdisciplinarity provides to our institutions." Professor David Boud Emeritus Professor, Faculty of Arts and Social Sciences, University of Technology, Sydney. (shrink)

This paper outlines different types of knowledge and how they are applied to different problem types. It makes the case that co-created knowledge, generated by innovative and collaborative partnerships of scholars within a transdisciplinary framework is best suited to address the most complex and therefore most important problems in food systems scholarship. It applies Transaction Costs theory to highlight some of the options we scholars face and applies these concepts to the issue of Payments for Ecosystems Services., with an (...) analogy and questions to ponder. (shrink)

This essay explores the intersections of religious ethics and American religious history and advocates for a transdisciplinary approach to scholarship in both disciplines. Four books, each published within the last 4 years, form the foundation of this discussion by modeling distinctive elements of transdisciplinary scholarship: Heathen: Religion and Race in American History by Kathryn Gin Lum; Make Yourselves Gods: Mormons and the Unfinished Business of American Secularism by Peter Coviello; Peaceful Families: American Muslim Efforts Against Domestic Violence by (...) Juliane Hammer; and The Sex Obsession: Perversity and Possibility in American Politics by Janet R. Jakobsen. Each of these texts raises questions that hover at the intersections of religious ethics and American religious history, demonstrating how scholarship in both areas can be strengthened through a destabilization of the disciplines themselves. (shrink)

Although the Neo-Darwin Theory of Evolution is one of the most celebrated theories in science, nonetheless it has received many criticisms. These criticisms are documented and a new transdisciplinary theory of origin is introduced. Darwin's original argument was that natural selection, through heritable changes, changed simple organisms over time. These heritable changes are responsible for the complex plethora of life seen around us today. Darwin's original theory, however, was deconstructed after the fact into a mutation-based theory. This mutation-based theory (...) in its current form is an insufficient and indeed unnecessary transdisciplinary explanation. A subsequent statistical comparison between the six extant scientifically based primary theories of origin was undertaken and based on current biological knowledge a statistically significantly best fit phenotypic model emerged. (shrink)

This article offers a description of transdisciplinary facilitation that is suitable for theologians and ministers. The reflective aspect of transdisciplinary facilitation is illustrated through an engagement with transdisciplinary research on environmentalism and ecotheology. This article also suggests that Ernst Conradie could be appreciated, drawn on and critiqued as a transdisciplinary theologian and not a contextual theologian.

Firstly, I discuss deferent descriptions of transdisciplinary research and argue that Wentzel van Huyssteen’s postfoundationalist description of epistemology provides a progenitive epistemology for a variety of transdisciplinary engagements. Secondly, I suggest that complexity, as described by Paul Cilliers, can be rooted in a postfoundationalist epistemology and illuminates the facilitation of transdisciplinary research. Based on this description and facilitation of transdisciplinarity, I argue that transdisciplinary theologians need to be skilled empathisers because knowledge is generated and exchanged by (...) embodied agents, embedded in particular disciplines. In a transversal move I suggest that, given contemporary research on empathic skills and the embodied aspects of empathy, Stanislavski’s approach to the training of actors illuminates a way in which we can train transdisciplinary theologians. The training develops empathetic skills through both mental and embodied exercises and equips students to generate empathy in different contexts without following set rules. (shrink)

The goal of the present Research Topic is to provide a forum where research groups, investigating teaching and teachers from multiple perspectives involving multidisciplinary (i.e., different disciplines working on different aspects of a problem independently within their disciplinary boundaries), interdisciplinary (i.e., restructuring and integrating existing disciplinary approaches to address problems relevant for all participating disciplines) and ideally transdisciplinary (i.e., seeking to integrate different lines of work from contributing disciplines to create new approaches or even new scientific disciplines) approaches (Hall, (...) 2018; Klein, 2017), can present and discuss the opportunities and challenges of such endeavors. The articles published in the research topic can be broadly classified into three categories: Conceptual reviews of transdisciplinary research on teaching and teachers, the results of transdisciplinary research projects, and methodological challenges and innovations related to transdisciplinary cooperation. Conceptual reviews of transdisciplinary researchThe Research Topic is initiated by Pea and Linn, who provide their personal perspectives on the emergence of the learning sciences as a transdisciplinary research community from the early 1970s to today. In line with the Research Topic’s aim, the paper illustrates how the specific approach of the learning sciences integrated approaches from disciplines as diverse as science education, psychology, an... (shrink)

Introducción: Alude a que la salud pública tiene causas multifactoriales con alta connotación social. Objetivo: presentar una estrategia de superación transdisciplinaria para la actualización teórico-metodológica de los profesionales de la salud. Método: se determinaron los fundamentos teóricos de diferentes enfoques y tendencias en gestión de proyectos de investigación. Se concibió una estrategia de superación basada en los principios y conceptos de los estudios de la complejidad, la metodología de la Teoría de la Red de Actores, las ideas de la dirección (...) organizacional y de las premisas de la perspectiva transdisciplinaria. Resultados: se presenta una estrategia educativa para incrementar la capacidad de adaptarse a cambios, de generar conocimientos y de aumentar el desempeño integral que supone cualidades como son: la creatividad, el tratamiento de los valores y el trabajo en equipo. La estrategia contiene cursos de posgrado, pregrado y emergentes, adiestramientos, asesorías, talleres, la participación en eventos y la producción de publicaciones. Conclusiones: se aplicaron los principios y conceptos de los estudios de la complejidad, la metodología de la Teoría de la Red de Actores, las nuevas ideas de la dirección organizacional, así como las premisas de la perspectiva transdisciplinaria para elaborar una estrategia dirigida a la actualización epistemológica de los profesionales de la salud en la gestión de proyectos de investigación. La estrategia y sus interconexiones con los diversos factores para lograr una transformación, aprovecha la coordinación global no dirigida ni controlada por ningún subsistema de la que emergen propiedades nuevas, que garantizan su identidad, estructura, funcionamiento, sinergia y robustez. Introduction: Public health has multifactorial causes of high social connotation. Objective: The objective of this work is to present a strategy for transdisciplinary theoretical and methodological advancement of health professionals. Method: Theoretical foundations of various approaches and trends in research project management were determined. An advancement strategy was conceived based on the principles and concepts of the Complexity Theory, the methodology of the Actor-Network Theory, the ideas of the Organizational Development Theory and the premises of the transdisciplinary approach. Results: A resulting educational strategy is presented to increase the capacity of public health professionals to adapt to changes, to generate knowledge within the field and to increase overall performance in the workplace. This advancement strategy assumes qualities such as: creativity, ethical values and teamwork. The strategy includes postgraduate and undergraduate courses, as well as courses on emerging topics, training and consulting activities, workshops, participation in scientific events and publishing. Conclusions: The principles and concepts of the Complexity Theory, the Actor-Network Theory methodology, the ideas of the Organizational Development Theory, as well as the premises of the transdisciplinary perspective were considered to elaborate a strategy aimed at the epistemological advancement of public health professionals as it relates to the management of research projects. The strategy and its interconnections with the various factors that lead to transformation take advantage of the global coordination neither directed nor controlled by any subsystem from which new properties emerge, guaranteeing their identity, structure, functioning, synergy and strength. (shrink)

The guiding idea behind this collection of papers is a presentation of the transdisciplinary scope of the new semiotics offering a deeper and broader framework than the structuralist semiology that has been the foundation of most European semiotic analyses of culture, texts and languages.

In the accompanying article contributed by Robert B. Lawson, proposals are made for revising the curriculum for doctoral students in biology in order to enhance a transdisciplinary awareness of biological science. The article is written mainly in the context of Dr Lawson's role as a scientist and educator in the United States. BioEssays will welcome articles along similar lines from educators in other countries. These should be sent to the Staff Editor, Dr Adam S. Wilkins.

This study highlights an innovative educational project entitled ‘Dynamic Teaching through Communication Skills’ as well as forming part of joint initiative for Erasmus + Communities and Students Together (CaST) 2019-1-UK01-KA203-061463. The pilot study shows that there are many ways to approach teaching across the disciplines with Engaged Learning. The proposal includes discussions on the practical methodologyof integrated content and language in higher education. While bringing real worldproblem solving into the Health Engineering degree, the chapter underscores aspects of persuasion and pitch (...) development within the paradigm of English as a LinguaFranca. (shrink)

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 of ‘theory’. It identifies two distinct – dialectical and anti-dialectical, or dialectical and transversal – transdisciplinary trajectories. It locates the various contributions to the special issue of which it is the introduction within this conceptual field, drawing attention to the distinct contribution of the French debates about structuralism and its aftermath – those by Serres, Foucault, Derrida, Guattari and Latour, in particular. It concludes with an appendix on Foucault’s place within current debates about disciplinarity and academic disciplines. (shrink)

A recently blossoming historiographical literature recognizes that physical anthropologists allied with scholars of diverse aspects of society and history to racially classify European peoples over a period of about a hundred years. They created three successive race classification coalitions – ethnology, from around 1840; anthropology, from the 1850s; and interwar raciology – each of which successively disintegrated. The present genealogical study argues that representing these coalitions as ‘transdisciplinary’ can enrich our understanding of challenges to disciplinary specialization. This is especially (...) the case for the less well-studied nineteenth century, when disciplines and challenges to disciplinary specialization were both gradually emerging. Like Marxism or structuralism, race classification was a holistic interpretive framework, which, at its most ambitious, aimed to structure the human sciences as a whole. It resisted the organization of academia and knowledge into disciplines with separate organizational institutions and research practices. However, the ‘transdisciplinarity’ of this nationalistic project also bridged emerging borderlines between science and politics. I ascribe race classification's simultaneous longevity and instability to its complex and intricately entwined processes of political and interdisciplinary coalition building. Race classification's politically useful conclusions helped secure public support for institutionalizing the coalition's component disciplines. Institutionalization in turn stimulated disciplines to professionalize. They emphasized disciplinary boundaries and insisted on apolitical science, thus ultimately undermining the ‘transdisciplinary’ project. (shrink)

Addressing “wicked” socio-ecological problems necessitate the integration of knowledge and methods from multiple disciplines. Transdisciplinarity (TD) is one such strategy; its focus is to enhance the comprehensiveness, robustness, and relevance of science via cross-disciplinary team science (CDTS). What separates TD from other forms of CDTS (e.g., multidisciplinary, interdisciplinary) is the meaningful inclusion of a diverse set of nonacademic stakeholders. In collaboration, the TD team draws on tacit and explicit knowledge to co-develop new understandings of vexing “real-world” problems. However, guidance for (...) TD is scant and it leaves open, for instance, questions about how to develop an appropriate team, acquire essential team-based skills, manage the costs of participation, develop individual and group readiness, and satisfy organization expectations, while also attempting to build the trust-based relationships that are fundamental to the approach. Needed are “boundary players” with multi-dimensional skills who transcend the science, facilitate cooperation, and reduce transaction costs. (shrink)

This paper explores the complex relationship between intellectual property (IP) and the transdisciplinary collaborative design (co-design) of new digital technologies for agriculture (AgTech). More specifically, it explores how prioritizing the capturing of IP as a central researcher responsibility can cause disruptions to research relationships and project outcomes. We argue that boundary-making processes associated with IP create a particular context through which responsibility can, and must, be located and cultivated by researchers working within transdisciplinary collaborations. We draw from interview (...) data and situated IP practices from a transdisciplinary co-design project in Aotearoa New Zealand to illustrate how IP is a fluid boundary-requiring-and-producing object that impels researchers into its management, and produces tensions that need to be noticed and skillfully navigated within research relations. We propose located response-ability as a conceptual tool and practice to reposition IP within the relations that make up a transdisciplinary co-design project, as opposed to prioritizing IP by default without recognizing its possible impacts on collaborative relations and other project aims and accountabilities. This can support researchers practicing responsible innovation in making everyday decisions on how to protect potential IP without disrupting the collaborative relations that make the creation of potential IP possible, and the existence of protected IP relevant and beneficial to project collaborators and wider societal actors. This may help to ensure that societal benefits can be generated, and positive science–society relationships prioritized and preserved, in the design of new AgTech. (shrink)

When two people try to communicate there is, inevitably, confrontation: representation against representation, subconscious against subconscious. As this confrontation is subconscious, it often degenerates into conflict. A new model of civilisation is necessary, whose keystone is the dialogue between human beings, nations, cultures and religions for the survival of humanity. Inthe formation of a new model of civilization, the methodology of transdisciplinarity is crucial.

In South Africa scholars in the broad field of practical theology are currently faced with a daunting challenge: to rethink the reconciling role of the institutional church in the light of continued challenges facing reconciliation within post-apartheid and post-Truth and Reconciliation Commission (TRC) South Africa. This contribution investigates whether the transdisciplinary, region-centred scientific research approach with a focus on the Hölderlin perspective on reconciliation could assist scholars in practical theology to address reconciliation in a post-apartheid and post-TRC society. The (...) article proposes a contextual and constructive approach to reconciliation in order to assist South African scholars in the field of practical theology and the institutional church to address the challenges of reconciliation in a postapartheid and post-TRC society. The contribution confirms that this approach does indeed assist the field of practical theology to contribute to reconciliation without the risk of speaking a language that nobody beyond theology can understand. (shrink)

‘Complexics’ denotes the meta-transdisciplinary field specifically concerned with giving us suitable cognitive tools to understand the world’s complexity. Additionally, the use of the adjective ‘complexical’ would avoid the common confusion caused by the adjective ‘complex’, which belongs to everyday usage and already has its own connotations of complication and confusion. Thus, ‘complexical’ thinking and ‘complexical’ perspective would provide clearer terms, be freer of confusion, and refer more precisely to epistemic elements in contrast to the ‘complexity’ typical of many phenomena (...) of reality. In short, the world would be ‘complex’, but our way of looking at the world would be ‘complexical’. As a meta-transdiscipline, ‘complexics’ would carry on the perspective of cybernetics: “Cybernetics deals with all forms of behaviour insofar as they are regular, or determinate, or reproducible. The materiality is irrelevant… The truths of cybernetics are not conditional on their being derived from some other branch of science. Cybernetics has its own foundations” (Ashby, 1956:1). Thus, it has a distinctly transdisciplinary mission to provide concepts, schema and possibilities of thinking and representation able to express the multidimensional and systemic interwovenness and interdependence of the many, highly significant phenomena of reality that have these characteristics. On the level of theory, complexics needs to provide a set of principles, concepts and conceptual landscapes that can be applied transversally to distinct areas of knowledge and phenomena of reality, enabling us to gain a much firmer grasp of the complex aspects of their existence than we currently have. For this reason, our aim needs to be, as Morin says, not “to reduce complexity to simplicity, [but] to translate complexity into theory” (1994:315). (shrink)

Inter- and transdisciplinary (ITD) approaches represent promising ways to address complex global challenges, such as climate change. Importantly, arts–sciences collaborations as a form of inter and transdisciplinarity have been widely recognized as potential catalysts for scientific development and social change towards sustainability. However, little attention has been paid to the process of reasoning among the participants in such collaborations. How do participants in arts–science collaboration reason together to overcome disciplinary boundaries and to co-create interventions? This article investigates how inter- (...) and transdisciplinary reasoning (or ITD reasoning) unfolded in a collaboration involving experts from the natural sciences, humanities, and the arts. We studied how collaborators reasoned through different understandings and experiences of climate change as well as through multiple ways of fostering motivation to take action via two co-designed artworks, HOMONEXUS (a participatory textile and acoustic installation) and GLACIER NEX US (a performance staging a dialogue between a melting glacier and a glaciologist). Our conclusions are threefold: (i) ITD reasoning can increase participants’ capacity to navigate often-unpredictable situations by cross-fertilizing ideas and overcoming blind-spots; (ii) humanities in arts–science collaborations can foster a more nuanced understanding of the differences and similarities of different knowledge systems as well as a deeper ecological understanding of sustainability problems; and (iii) the aesthetic experiences stimulated by arts–science interventions may help to raise awareness about the climate emergency and sustainable actions by providing pleasant and positive or dazzling and negative aesthetic experiences. (shrink)

Expectations play a distinctive role in shaping emerging technologies and producing hype cycles when a technology is adopted or fails on the market. To harness expectations, facilitate and provoke forward-looking discussions, and identify policy alternatives, futures studies are required. Here, expert anticipation of possible or probable future developments becomes extremely arbitrary beyond short-term prediction, and the results of futures studies are often controversial, divergent, or even contradictory; thus they are contested. Nevertheless, such socio-technical imaginaries may prescribe a future that seems (...) attainable to those involved in the visioneering process, and other futures may thus become less likely and shaping them could become more difficult. This implies a need to broaden the debate on socio-technological development, creating spaces where policy, science, and society can become mutually responsive to each other. Laypeople’s experiential and value-based knowledge is highly relevant for complementing expertise to inform socially robust decision-making in science and technology. This paper presents the evolution of a transdisciplinary, forward-looking co-creation process—a demand-side approach developed to strengthen needs-driven research and innovation governance by cross-linking knowledge of laypeople, experts, and stakeholders. Three case studies serve as examples. We argue that this approach can be considered a method for adding social robustness to visioneering and to responsible socio-technical change. (shrink)

Using contemporary insights from feminist critical theory and the literary image of synecdoche, we argue that transdisciplinary knowledge is productive because it “maximizes serendipity.” We draw on student learning experiences in a course on Gender and Science to illustrate how the dichotomous frameworks and part-whole correspondences that are predominant in much disciplinary discourse must be dismantled ifor innovative intellectual work to take place. In such a process, disciplinary presumptions interrogate and unsettle one another to produce novel questions and answers.

Traditional Chinese Medicine is often considered an “experiential medicine.” As such, it is seen as in need of conceptual elevation by scientific experiments and theorization, which actualize and undermine scientized forms of TCM. This essay argues that the predicaments of TCM are thoroughly modern and must be understood within the “Modern Constitution” in which the production and proliferation of asymmetries are both constitutive of and obscured by modern knowledge production. This essay dislodges these asymmetries through transdisciplinary engagements with TCM. (...) This transdisciplinary approach, as I will show, allows us to animate the experiential in order to unsettle the relations between the empirical and the conceptual, the concrete and the abstract, and the contingent and the universal. Most importantly, it enables reconsiderations of the experiential and the empirical as conditions for thinking, doing, and being that insist on immanence, move analogously, and travel sideways. Thus, rather than wanting conceptual uplifting, TCM as an experiential medicine could not only work as a critique of the Modern Constitution but also force a conceptual disruption from within by insisting on the empirical as conceptual. (shrink)

_Rediscovering Aesthetics_ brings together prominent international voices from art history, philosophy, and artistic practice to discuss the current role of aesthetics within and across their disciplines. Following a period in which theories and histories of art, art criticism, and artistic practice seemed to focus exclusively on political, social, or empirical interpretations of art, aesthetics is being rediscovered both as a vital arena for discussion and a valid interpretive approach outside its traditional philosophical domain. This volume is distinctive, because it provides (...) a selection of significant but divergent positions. The diversity of the views presented here demonstrates that a critical rethinking of aesthetics can be undertaken in a variety of ways. The contributions open a transdisciplinary debate from which a new field of aesthetics may begin to emerge. Contributors include: Claire Bishop, Diarmuid Costello, Paul Crowther, Arthur Danto, Nicholas Davey, Thierry de Duve, James Elkins, Francis Halsall, Michael Ann Holly, Julia Jansen, Michael Kelly, Robert Morris, Tony O'Connor, Peter Osborne, Adrian Piper, David Raskin, Carolee Schneemann, Richard Shiff, Wolfgang Welsch, and Richard Woodfield. (shrink)

What is sex? Some feminists have harboured suspicions about this form of question, given its philosophical (or ‘metaphysical’1) pedigree. But philosophy no longer has the disciplinary monopoly on it. Indeed, with regard to sex, the more interesting task today is to pose and to attempt to answer the question from within a transdisciplinary problematic. For the question requires a theoretical response capable of recognizing that it concerns a cultural and political (and therefore neither a specifically philosophical nor a merely (...) empirical) problem. It requires an account of sex which is theoretically satisfying whilst being both adequate to and critical of everyday experience; a critical-theoretical account capable of embracing the everyday experience of sex, its lived contradictions. This article represents a first attempt to construct a transdisciplinary concept of sex to this end. It traces a line from Simone de Beauvoir’s The Second Sex to some recent attempts to define ‘sex’ and various related but importantly different concepts, and ends by proposing an answer to the question ‘What is sex?’ that draws on the philosophy of Immanuel Kant. For our transdisciplinary efforts will of necessity spring from some specific discipline(s) while not remaining confined within them, and not allowing them to remained confined within themselves (which has been something of a problem for philosophy, historically). (shrink)

The construct of wellbeing has been criticised as a neoliberal construction of western individualism that ignores wider systemic issues such as inequality and anthropogenic climate change. Accordingly, there have been increasing calls for a broader conceptualisation of wellbeing. Here we impose an interpretative framework on previously published literature and theory, and present a theoretical framework that brings into focus the multifaceted determinants of wellbeing and their interactions across multiple domains and levels of scale. We define wellbeing as positive psychological experience, (...) promoted by connections to self, community and environment, supported by healthy vagal function, all of which are impacted by socio-contextual factors that lie beyond the control of the individual. By emphasising the factors within and beyond the control of the individual and highlighting how vagal function both affects and are impacted by key domains, the biopsychosocial underpinnings of wellbeing are explicitly linked to a broader context that is consistent with, yet complementary to, multi-levelled ecological systems theory. Reflecting on the reciprocal relationships between multiple domains, levels of scale and related social contextual factors known to impact on wellbeing, our GENIAL framework may provide a foundation for a transdisciplinary science of wellbeing that has the potential to promote the wellbeing of individuals while also playing a key role in tackling major societal challenges. (shrink)

In this article, we describe the transdisciplinarity process in our education postgraduate program at the University of Veracruz. The program emphasizes the main processes of the eco-formation experience for sustainability through a transdisciplinarity methodology that is focused on three processes: Re-Learning; Eco-literacy; and Dialogue of Knowledge. The experience of self-knowledge is described through our specific re-learning practices in the Mastership program, which represents a central tenet in the process for creating our Learning Community through holarchy practices, profound dialogues, and self-organization (...) processes. Finally we discuss three central ideas: creativity, spirituality, and play, which express and nurture our Learning Community. (shrink)

Phenomenon of transdisciplinarity was put into the fore of analysis rather recently. In the article an attempt is made to find out whether it is possible to attribute this phenomenon not only to a science of the 21st century, or we have here the case where some scientific realities come to the attention of researchers with certain delay and has its value for the culture in general? It is possible to judge even the emergence of a kind of cognitive revolution (...) affecting both science culture. We need to find out what is meant by a transdisciplinarity, and how it differs from the inter- or multiransdisciplinarity. In the study the method of historical reconstruction, combining elements of presentism and antiqurism, was implemented. This method allows us to interpret historical events in the context of a specific level of knowledge, and at the same time to evaluate them in terms of modern ideas related to transdisciplinarity, inter- and multidisciplinarity. System-structural method, focused on an integrated analysis of the dynamics of development of cognitive processes in culture was implied as well, and the method of comparative analysis, which is aimed at comparing different but conceptually similar processes in various areas of conceptual art practice. It is in the framework of paradigm adopted a tacit agreement among scientists about the validity and effectiveness of research methods and techniques of inquiry. Within the paradigm, which presupposes certain fundamental principles, goals, and certain values shared by the scientific community, the novel sprouts of radical ideas once emerge. The scientific revolution here means a radical revision of the admissibility of accepted and proven methods, goals and values that are common to the members of the scientific community. Typically, new theories and concepts proposed and already mastered new scientific community, which is gradually replacing its representatives on the key command altitudes. The kernel of scientific community in fact is a style of thinking that is emerged in the context of a particular discipline, and then experience expansion in the form of discursive practices at a wide space of science and culture due to the novel cognitive schemes open the way to synthesize various research domains into a certain integrity. There is no question of the scientific revolution in the sense of Kuhn, since any significant goals and values of the scientific communities are not affected. Nevertheless, in some sense cognitive revolution taking place, the revolution of transdisciplinary type. The adoption of a new style of scientific thinking often gives rise to new types of objects and directions of cognitive activity, a new type of explanation that require new types of research proposals and cultural activities. Thus, the main idea of this article is that along with the Kuhn type scientific revolutions, transdisciplinary type scientific revolutions are conceivable, and even transdisciplinary cognitive types. This revolutions manifests in a change in style of reasoning, and it results in the expansion of this style to wide space of science and culture through the cognitive schemes and techniques, which enables to synthesize research and art activity in some integrity. Adoption of a new way of reasoning and the transition to new discursive practices generates new types of research facilities, new mechanisms of explanation, new cultural blueprints and instruments. Cognitive activity, based on a new style of thinking, involves multidisciplinarity, formation of new scientific and cultural institutions, and, therefore, causes a noticeable social change. Based on an analysis of interdisciplinary, multidisciplinary and transdisciplinary processes in modern science and culture the authors claim that it is namely transdisciplinarity would determine the face of science and culture in the medium term, and will form the basis for the convergence of science, technology, art, and consciousness studies in general. (shrink)

Resumen: La sociedad requiere de forma creciente la realización efectiva de instancias participativas dirigidas a fomentar la colaboración entre distintos ámbitos organizacionales, disciplinarios y socio-culturales. Los desafíos intrínsecos a este tipo de instancias requieren el desarrollo de metodologías que permitan insertar reflexividad dentro del ámbito dialógico y orientar el mismo hacia la creación de “boundary objects” que pueda servir de referente entre las distintas perspectivas involucradas, constituyéndose en un facilitador para la colaboración futura. Para responder a estas necesidades, el artículo (...) elabora, a partir del concepto de metálogo originariamente propuesto por Gregory Bateson, una propuesta sistémico-constructivista de observación e intervención contextual, dirigida a fomentar reflexividad a partir de la promoción de observación de segundo orden. En este contexto de mayor reflexividad, se promueve la co-construcción de documentos donde se coordinen las perspectivas de los participantes y las expectativas de los arreglos estructurales y organizacionales en los que estos operan. El artículo justifica teóricamente y describe la técnica del metálogo, además de destacar aprendizajes, buenas prácticas y reflexiones derivadas de su aplicación en diversas experiencias transdisciplinarias en Chile.: Contemporary society shows an increasing demand for participatory instances able to effectively foster the collaboration of diverse organizational, disciplinary and socio-cultural areas. The challenges intrinsic to such participatory instances require the development of methodologies that may allow for the insertion of reflexivity within the dialogical interaction, while also promoting the collective construction of "boundary objects": such objects, in turn, by serving as a common reference for the different perspectives involved in the dialogue, have the potential of facilitating the future collaboration among such perspectives. To respond to these demands -and inspired by the notion of metalogue originally introduced by Gregory Bateson- this paper elaborates a systemic-constructivist proposal of observation and contextual intervention, aimed at fostering reflexivity within dialogical-participatory instances by inducing their participants to perform a second-order observation of the distinctions mobilized within the interaction. Building upon this reflexivity, the metalogue pursues the co-construction of documents able to coordinate the perspectives of the participants and the expectations of the structural and organizational arrangements in which they operate. In addition to justifying and describing the technique of the metalogue, the paper highlights some lessons learned, good practices and proposals derived from its application in various transdisciplinary experiences in Chile. (shrink)

The development of classical and contemporary informatics, the cross-fertilization between computer science, software engineering, cognitive science, and neuropsychology, has led to a whole range of extremely interesting new research areas known as cognitive informatics. Cognitive informatics is the transdisciplinary study of cognitive and information sciences that investigates into the internal information processing mechanisms and processes of the natural intelligence--human brains and minds. Cognitive informatics is a branch of information and computer science that studies computing by cognitive methodologies and studies (...) cognitive science by informatics and computing theories. Cognitive informatics is a cutting-edge and profound interdisciplinary research area that tackles the fundamental problems of modern informatics, computation, software engineering, artificial intelligence, cognitive science, neuropsychology, and life sciences. Almost all of the hard problems yet to be solved in the above areas share a common root in the understanding of mechanisms of natural intelligence and cognitive processes of the brain. Cognitive informatics is perceived as a new frontier that explores the internal information processing mechanisms of the brain, and their engineering applications in computing and the information technology industry. (shrink)

Paradigm-shifts, termed scientific revolutions, occur periodically in the course of sciences development. The twentieth century witnessed o number of revolutions, first by Albert Einstein and then by Niels Bohr in physics, and subsequently in biology, cosmology and, trough the pioneering work of Pierre Teilhard de Chardin, in the transdisciplinary area that includes human mind and consciousness. But scientific development did not come to a standstill: while the spirit of Einstein and Teilhard is as present as ever their specific theories (...) are object to the dynamic of theory development troughs periods of "normal" and "revolutionary" science. Today another revolution lo about to occur, bringing science to the threshold of a more comprehensive and integrated account of the observed phenomenon. The currently emerging transdisciplinary unified theory is consistent whit the goals and vision of both Albert Einstein and Teilhard de Chardin. It penetrates deeper into the domains of reality than the 2Otis century's mainstream physical, biological and psychological theories did - below the level of the quanta that populate space-time, to the quantum vacuum, better termed cosmic plenum, that generates the quanta and interconnects them throughout space and time. In the twentieth century Einstein 's general relativity gave us the relativistically interlinked universe, where all things are connected by signals propagating across the geometric structure of space-time, and Teilhard de Chardin laid the foundations of a unified theory where life and mind emerge consistently out of the physical world. In the twenty-first century transdisciplinary unified theory will extend these conceptions and give us the coherent universe, where all things are intrinsically connected by a fundamental information and virtual-energy field at a fundamental level of physical reality. (shrink)