(2014). They proposed that transdisciplinary reflexivity has four features. Kly, A., Zimmermann, A. When approaching a conceptual literature review, it is common for the researcher to already have several important articles at hand. Given that a heterogeneous collection of people is trying to address complex situations from different ideologies, mindsets, value sets, agendas, power positions, perspectives, and interests, working together can be a profound challenge. It refers to an act of self-reference where the act of reflecting on something or examining it affects the person who is reflecting or instigated the examination (see Wickson et al. They provide a platform upon which to integrate the dynamics that will shape the outcome (Rossini & Porter, 1981). While throughout the 20th century, ever-greater specialization was encouraged, the next century will see transdisciplinary approaches take center stage. They describe the desired future workers as needing to speak language of multiple disciplines, with an in-depth understanding of one or more fields but also able to converse in the language of a broader range of disciplines.. Both disciplinary knowledge and non-academic knowledge (also called life-world or local expert knowledge) should be taken into account when new knowledge from the transdisciplinary enterprise is synthesized. Transdisciplinary research approaches are being applied to today's complex health problems, including the climate crisis and widening inequalities. Transdisciplinary knowledge (the common result of collaboration) cannot emerge from collaborative enterprises unless the integration and synthesis of divergent contributions to addressing the problem is facilitated. This article considers the opportunities and . However, transdisciplinarity provides opportunities to transcend individual disciplines in order to collaborate to construct knowledge and create solutions to global issues. Transdisciplinary work is often said to involve a common learning process; that is, people working together on transdisciplinary problems have to find a process that works for them so they can learn in common (Kly, Zimmermann, & Schneider, 2015). Futures, 65(1), 110-122. Webster, J., & Watson, R. T. (2002). Transdisciplinary groups, and their attendant dynamics, tend to progress through five developmental stages. Kennedy, M. (2007). Transdisciplinary professional learning and practice (pp.89-96). And it is becoming more common in schools, despite the barriers that exist in the U.S. Divisional challenges include the requirement of cooperating and coordinating between different disciplines and creating cohesiveness across the program. Prior to her placement at the DOE, Day was a mathematics teacher and in 2015 ,Day received the Fulbright Distinguished Award in Teaching. Dohn, N. B. An example is occasions when non-academic knowledge informs the design of a transdisciplinary project but is excluded when creating integrated knowing. Another example is when non-academic knowledge is ignored when the joint enterprise is initiated, but expected to be used when the common result is created (Defila & Di Giulio, 2015; Pohl & Hirsch Hadorn, 2008). Integrating knowledge: Challenges raised by the inventory of synthesis. Futures, 65(1), 123-135. In 2009, Cunningham tendered the collective intelligence approach to knowledge integration. Once exposed, those involved can perceive them, thereby acknowledging and unlocking their potential to inform or impair the common result (i.e., the new transdisciplinary knowledge) (Defila & Di Giulio, 2015). These future users are intricate to the research project. MIS Quarterly, 26( 2), xiii-xxiii. Arts & Health, 8(1), 82-101. Each person brings their interests and needs to the enterprise, and these feed into and shape the relational patterns amongst the team members. Framing a socially relevant problem entails assuming a critical stance toward fellow members understandings, values and assumptions. Mutual knowledge emerges as novel insights are generated, relationships [are] redefined, and integrative frameworks built (p.119). Nicolescu, B. 235-253). Fourth, the higher the degree of familiarity among group members, the better the chance for meta-knowledge to form; that is, members can learn about each others expertise. When it comes to knowledge integration, those involvedhave to (a) detect potentially relevant contributions, (b) uncover and relate worldviews, and (c) possibly reprocess results so they can be synthesized into new knowledge. She published Transformative Practice in 2006. One of the main challenges of addressing the complexity of the world from a transdisciplinary perspective is respecting individual and collective diversities, for these deeply affect communications before and during collaborations (Dinc, 2011; Pohl & Hirsch Hadron, 2008). To that end, the goal of this research was to identify and synthesize ideas from the transdisciplinary literature about the key aspects affecting transdisciplinary collaboration, and do so by conducting a conceptual literature review. What would it look like to move along the pathway to convergence, from disciplinary to transdisciplinary teaching and learning? Complex problems (uncertainty and ambiguity) require group self-reflexivity (Godemann, 2011; Penker & Muhar, 2015). Nicolescu, B. At the third stage, norming, a sense of common identity and purpose begin to emerge, manifested in growing consensus, cohesion, and comfortableness with each other. Snow, C.P. 2009. (2016): Material objects and psychological theory: A conceptual literature review. Researchers at the National Science Foundation (NSF) call this convergence, and say that it has three primary characteristics: What do we mean by transdisciplinary? In its Federal STEM Strategic Plan, a collaboration of government agencies wrote in 2018 that science, technology, engineering, and mathematics (STEM) education should move through a pathway where disciplines converge and where teaching and learning moves from disciplinary to transdisciplinary. First, the size and constancy of the group matters. UMCES integration and application network. Thought styles facilitate the production and integration of ideas on the interface between disparate stakeholders (Darbellay, 2015), possible because of the common learning process. The essence of transdisciplinarity is the cooperation and collaboration of a collection of diverse actors who normally do not work together yet are mutually concerned for transdisciplinary problems. Findley, T. W. (1989). Defila, R., & Di Giulio. Manifesto of transdisciplinarity [Trans. A one-person approach would involve one person integrating multidisciplinary and/or sectoral perspectives into their personal worldview. This differs from a systematic review of the literature, which is anchored to a defined research question. Individual and collective diversities deeply affect communications and collaborations during transdisciplinary work. 2) (pp. Futures, 38(9), 1046-1059. Rossini, F. A., & Porter, A. L. (1981). Transdisciplinary learning requires that all teachers are involved and collaborate. Often used in combination, these five approaches to integration are complementary rather than mutually exclusive (Defila & Di Giulio, 2015). They co-construct a negotiated and shared knowledge though the act of transdisciplinary intelligence, understood to be the linking of ideas with each other. (2011). The teacher-centered approach, also known as the traditional or didactic approach, is a method of instruction where the teacher is the primary source of information and the center of the learning experience. Abington, England: Taylor & Francis. This approach reflects a richer notion of transdisciplinarity, a merging of disciplinary and societal knowing, and can be informed by embedded stakeholders (Wickson et al., 2006). Because conceptual reviews lack a system, they have the flexibility to address the complexity of the substantive issue [being studied] (Kennedy, 2007, p.146) (see also Findley, 1989). Convergence education and a transdisciplinary approach to teaching and learning helps students develop critical reasoning skills, systemic understanding of complex issues, scientific literacy, perspective taking, and consensus building, all as they plan and carry out local actions for social good. It is a highly demanding task without which transdisciplinary collaborative work cannot happen. In summary, common learning requires that group members be guided by a common concern, acknowledge their diversity, and be willing to work together to build an atmosphere of respect for temporarily setting aside respective perspectives (Kly et al., 2015). Luxembourg, University of Luxembourg. Four features of reflexivity. Affiliated with 19 professional journals, she is Associate Editor of two home economics journals and part of the Editorial Team for Integral Leadership Review. 12/21 Towards a Planetary, Deliberately Developmental, Regenerative Culture: The Butterfly Civilization, 09/17 An Integral Catholic Leader: Father Anthony de Mello, SJ, 12/21 The Unintentional Bully: An Autoethnographic Reflection on Leadership, 12/21 - Integral Reflections on Science and Spirituality with Peter Merry and Nish Dubashia, 12/21 - Clare W. Graves Revisited: Beyond Value Systems: Biocultural Co-evolution and the Double Helix Nature of Existence, 12/21 Vision is Only the Beginning: Educators Talk about Highly Effective Leadership in Colleges and Universities. Convergence education and a transdisciplinary approach to teaching and learning helps students develop critical reasoning skills, systemic understanding of complex issues, scientific literacy . Tackling wicked problems: Through the transdisciplinary imagination. All rights reserved. Acknowledgement: This article is based on the work of the Federal Coordination in STEM Education (FC-STEM) Interagency Working Group on Convergence, under the direction of Quincy Brown and Nafeesa Owens of the Office of Science and Technology Policy. Figure 1: Special qualities of transdisciplinary collaboration. No one perspective, discipline, or world view constitutes a privileged place from which to understand the world or these intractable problems (Nicolescu, 2010, 2014). From modernity to cosmodernity. Retrieved from http://www.eera-ecer.de/ecer-programmes/conference/20/contribution/35405/. McGregor, S. L. T. (2015). McMillan, H. S., Morris, M. L., & Atchley, E. K. (2011). Three pertain to the group itself (inclusion in the group, collaboration, and group reflexivity), and two to the knowledge shared and created (integration, and usability). (2010). If goals were accomplished, group members will feel empowered to engage in transformative action, especially if they have been reflexive as a group, and appreciative of each others efforts. International Journal of Consumer Studies, 36(1), 61-69. Her professional and scholarly work is available at http://www.consultmcgregor.com. Collaborative reflexivity better ensures the integration and synthesis (assimilation and combination) of both academic and real-world contributions and perspectives, leading to useful transdisciplinary knowledge. Students, especially in the early grades, still require a strong foundation of disciplinary knowledge and skills. Terms of Use In B. Nicolescu & A. Ertas (Eds. Those engaged in such work can benefit from the results of conceptual literature reviews, which help map the terrain of particular phenomenon; in this case, transdisciplinary collaboration. Munich, Germany: OEKOM. This approach has been used in education for centuries and is still prevalent in many schools today. Schauppenlehner-Kloyber, E., & Penker, M. (2015). : Towards an analytical framework. In the future, other scholars should conduct similar reviews to help build a richer map of the transdisciplinary collaboration terrain. Transdisciplinarity is a promising notion, but its ability to . It entails role clarity, identifying and accepting personal differences, and dealing with conflicts so the group can move ahead (Jagues & Salmon, 2007; Schauppenlehner-Kloyber & Penker, 2015). How scholars from applied studies can benefit from cross-disciplinary learning processes on transdisciplinarity. Malden, MA: Blackwell. (2007). (Ed.). They explained that the process starts with individual needs, shifts to group needs (establishing rules and norms), and ends with task needs (working together). Research in physical medicine and rehabilitation II: The conceptual review of the literature and how to read more articles than you ever wanted to see in your entire life. First, those who are involved have to come together for the first time (forming), and orient and familiarize themselves with each other and the purpose of working together. At the very least, it allows teachers and, more importantly, students to make connections across disciplines, creating an opportunity for greater depth and complexity. The common result is the integrated knowledge produced in this process; this so-called synthesis (Defila & Di Giulio, 2015, p. 125). (Ed.). These pieces are used as springboards for a broader search (Findley, 1989). Transdisciplinary learning in professional practice. The resultant integration creates transdisciplinary knowledge. Pohl and Hirsch Hadorn (2008) added that integration requires participants to be open to each others insights, cultures, knowledge, paradigms, practices, and discourses. Integral Leadership Review, 15(3) http://integralleadershipreview.com/13135-616-the-nicolescuian-and-zurich-approaches-to-transdisciplinarity/. Their solution necessitates the integration of life-world and local expert perspectives and scientific/disciplinary perspectives. Advantages of the Curriculum Based Method: It's highly structured approach to learning gives new and uncertain home educators a solid framework to rely on. Interdisciplinary curriculum reform in the changing university. Design: Kelly Day is the Albert Einstein Distinguished Educator Fellow at the Department of Energy and is on the Interagency Working Group for Convergence Education. Third, the team can strive for transdisciplinary praxis whereby they remake and/or reinterpret abstract theory and disciplinary knowledge through insights gained in concrete practice and vice versa; that is, they inform each other. Transdisciplinarity: The dawn of an emerging approach to acquiring knowledge. A pragmatist approach to. To work best, this collaborative work is characterized by reflexivity, which Polk defined as on-going scrutiny of the choices that are made when identifying and integrating diverse values, priorities, worldviews, expertise and knowledge (2015, p. 114). Required fields are marked *. Penker, M., & Muhar, A. Your Privacy Rights Brown and Harris (2015) referred to the emergence of the collective mind (p. 179) during transdisciplinary work. The only literature that is reviewed is that concerned with the research question. American Journal of Physical Medicine and Rehabilitation, 68(2), 97-102. Kelly J. Leavy, P. (2011). Appreciating that integration at disciplinary boundaries may not be enough anymore, the transdisciplinary team can, second, achieve integration by embedding stakeholders in the problem being examined. New York, NY: Springer. The integrated outcome usually lacks depth because it is almost impossible for the leader to be familiar with all aspects of the work, which were delegated to people who worked alone instead of together (Rossini & Porter, 1981). A., Sneider, C., & Comer, M. (2013). Transdisciplinary results are achieved by effectively dealing with different people holding different worldviews. The emergence of the collective mind. (2015). Within a landscape where intersectionally minoritized 1 children of color are the growing demographic majority in early childhood classrooms, where research from multiple disciplines confirms that the early years of life are a critical time for learning and development, and where major investments have been made in early childhood education throughout the country (Barnett, 2017; Hustedt . Albany, NY: SUNY Press. Hartling, L. M., Linder, E. G., Britton, M., & Spalthoff, U. Day, along with a panel of federal educators and practitioners at the Smithsonian's National Education Summit on July 27-28, 2022. Each of disciplinary and local expert knowledge, values, worldviews, and interests have to be integrated (Penker & Muhar, 2015). Respectively, this refers to each individual group member, the interactions amongst members, the central concern or focus of their work, and the larger environment and context within which the transdisciplinary work is happening. transdisciplinarity in sustainability research: From complex systems theory to reflexive science. (2015). Transdisciplinary Journal of Engineering and Science, 2, 81-92. Futures, 65(1), 45-56. The latter require group learning processes, which involve a shift in values, structures and processes and lead to empowerment for self-organised action (Schauppenlehner-Kloyber & Penker, 2015, p. 69). In P. Gibbs (Ed.). An approach to curriculum integration which dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes. A sample of 242 lower secondary school students was selected and a pre- and post-test research design was used to ascertain whether a two-level transdisciplinary educational approach used by technology teachers affected the development . Petticrew, M., & Roberts, H. (2005): Systematic reviews in the social sciences. Analysis for radical design. The actors are dissimilar in several characteristics, making it crucial that the group captures everyones perspectives and input so they can be integrated into the final common result (Baturalp, 2014, p. 248). DOI 10.1007/978-3-319-56185-1, Levinson, M. (2016, January 21). Each respective stakeholders knowledge is transferred from one to the other. Graphic courtesy of Kelly Day (Tim UR/iStock/Getty Images, anilakkus/iStock/Getty Images Plus, dulezidar/iStock/Getty Images Plus, and losinstantes/iStock/Getty Images Plus). Vasquez, J. These conceptual threads reflect Polks (2015) aforementioned five challenges: inclusion in the group, collaboration within a group, group reflexivity, and knowledge integration, and knowledge usability. Bucharest, Romania: Curtea Veche Publishing House. Those engaged in such work can benefit from the results of conceptual literature reviews, which contain synthesized data from selective literature. In J. Godemann & G. Michelesen (Eds. in collaboration with disciplines that could work together on composite solutions to the challenge. [When this happens], the perspectives can begin to interact. In order for common learning to occur during transdisciplinary work, team members have to unlearn many things, a collaborative offering that requires humility and modesty. As these diverse perspectives are processed, common learning occurs. Wickson, F., Carew, A. L., & Russell, A. W. (2006). Rethinking science for sustainable development: Reflexive interaction for a paradigm of transformation. 08/29 The Momentous Leap to a Flourishing World in 2050: Why, What, and How! Second, transdisciplinary is a collaborative, team-approach. Mathison S, Freeman M. The logic of interdisciplinary . A. Background: However, the term continues to be misappropriated and poorly understood by researchers and clinicians alike which hinders its potential use and impact. Cognitive and social factors. Second, at the conflict stage, members of the group move through power struggles as they get to know each other, hopefully well enough to continue working together (storming). More empirical evidence is needed to inform educators and practitioners which strategies work and which do not in the pandemic context. In their 2020 Future Work Skills report, The Institute for the Future think tank emphasizes the need for the skills transdisciplinarity develops: Many of todays global problems are just too complex to be solved by one specialized discipline (think global warming or overpopulation). (2014). Transdisciplinary group developmental stages. (2010). The formality of learning science in everyday life: A conceptual literature review. McGregor, S. L. T. (2012). In order to have effective activities in an inclusive setting, the group has to work through an intensive and ongoing collaboration. Integral Leadership Review, 9(2). Interdisciplinary teaching means teaching across disciplines, generally by using a common theme, topic, or issue. Jones, C. (2009) Interdisciplinary Approach: Advantages, Disadvantages, and the Future Benefits of Interdisciplinary Studies. The recursive approach to integrating or synthesizing knowledge is based on learning to be reflexive together, that is the people who pose the problems, those who are implicated in the problems and those who help deal with them (p. 117). Multidisciplinary learning is a wonderful way to totally integrate your education into a comprehensive unit rather than scrambling to draw connections between seemingly unrelated parts. Third, participants can create models that facilitate shared understandings and mutual learning. Paper prepared for the International Symposium on Research Across Boundaries. Yeung (2015) coined the term transdisciplinary learning, which happens at the intersection where stakeholders are engaged in transdisciplinary collaboration. Human Resource Development Review, 10(1), 6-25. Newig (2007) indicated that group processes can be more effectively managed if several key aspects of collaboration are accounted for: fairness of any procedures, transparency of the process, open communications, early involvement, joint determination of process rules, impartiality of mediation, and openness regarding any decisions to be made within and by the group. Four factors can affect this common learning process, called I, We, It, and Globe. STEM lesson essentials. Carol began her career as a primary school teacher. Close, A. G., Dixit, A., & Malhotra, N. K. (2005). Instead of university scholars determining the research questions and research design, these decisions are made jointly (Pohl & Hirsch Hadorn, 2008). Common, social learning takes this further by including collective engagement and interaction with others thereby fostering the co-creation of transdisciplinary knowledge, and the means required to transform a problematic situation (Schauppenlehner-Kloyber & Penker, 2015). We bring these disciplines together by integrating inquiry-based science education, civic engagement, place-based education, global citizenship education, and education for sustainable development, so that students can engage in local action for global goals, whether it is about food security or environmental justice. Proitz, T., Mausethagen, S., & Skedsmo, G. (2015, September). This would include the humanities, arts, and trades, for example. It can happen on three levels (Wickson et al., 2006). 119-136). The literature review is nearing completion when new ideas cease to emerge, called conceptual saturation (Dohn, 2010; Webster & Watson, 2002). Futures, 65(1), 55-71. This can happen when stakeholders remain open to relativizing ones own perspective and accepting other viewpoints as equally relevant. Focus on worldviews. The transition along the pathway to convergence, from disciplinary to transdisciplinary teaching and learning, does not just happenit is intentional, explicit, and measured. New York, NY: Earthscan. Dordrecht, The Netherlands: Springer. Pohl, C., & Hirsch Hadorn, G. (2007). Fifth, group dynamics are further improved if the group exhibits strong group reflexivity (i.e., meta-reflection), defined as their ability to (a) reflect on the transdisciplinary groups objectives, strategies, and processes, coupled with their ability to (b) use this knowledge to adapt to their context and circumstances. Sixth, group dynamics are deeply shaped by the members willingness to share information and their knowledge so it can be transformed into co-created transdisciplinary knowledge. The integration of diverse knowledge requires respect for the role of both abstract (academic-based) knowledge and case-specific (real world, local expert) knowledge. The transdisciplinary approach (TA) of service integration bridges that gap by allowing professionals to share roles across disciplines in order to meet the needs of children and families.. Save my name, email, and website in this browser for the next time I comment. First, collaborative deliberation is emphasized while group members build a shared understanding of the overall epistemic (validity of knowledge) and normative orientation of their work. Jagues, D., & Salmon, G. (2007). Whilst the teachers are united in their ambition for establishing a curriculum that gives greater status to the arts, curriculum integration presents significant challenges, notably in how subject knowledge is understood and presented within an integrated curriculum. London, England: Springer.
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