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Transdisciplinarity. Said Al- Abadi Sultan Qaboos University. Table of Contents. What’s New? Role of technology Example References. What’s New . relatively young approach emerged seven centuries later than disciplinarity Jean Piaget coined "transdisciplinarity"

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transdisciplinarity

Transdisciplinarity

Said Al-Abadi

Sultan Qaboos University

table of contents
Table of Contents
  • What’s New?
  • Role of technology
  • Example
  • References
what s new
What’s New
  • relatively young approach
  • emerged seven centuries later than disciplinarity
  • Jean Piaget coined "transdisciplinarity"
  • deals with relevant, complex societal problems and organizes processes of mutual learning between agents from the scientific and the non-scientific world
  • concerns between the disciplines, across the different disciplines, and beyond all discipline(eg research on effective information systems for biomedical research
  • goal ► holistic understanding/unity of knowledge
slide4

provides tools to understand reality & to confront changes

  • develops a new vision and a new experience of learning . 
  • yield a deeper understanding of the problem being studied “as a complex dynamic system”
  • - disciplinary and transdisciplinary research are complementary.
slide5

tackles complexity in science and it challenges knowledge disintegration

  • knowledge production is characterized by its hybrid nature, non-linearity and reflexivity, transcending any academic disciplinary structure
  • accepts local contexts and uncertainty ► context-specific negotiation of knowledge
  • implies intercommunicative action.
role of technology
Role of Technology
  • Accelerates race of innovation (joint problem-solving)
  • Needed in fields of major technical development ( nuclear/bio-technology/genetics)
  • Enhances tools of information technology and nanotechnology
  • Role of technology ?
example a case study of teaching and learning transdisciplinarity
Example (A case study of teaching and learning transdisciplinarity)
  • The Institute for Sustainability and Technology Policy (ISTP)/founded 1988 / Western Australian Government
  • funding ceased 1992 ►Institute is now an independent School within Murdoch University's Division of Arts
  • has experienced continued growth over this period and is now an active research, learning and teaching centre
slide8

teaching staff and the students have been drawn from a range of disciplines, practical backgrounds and cultures and themselves possess diverse interdisciplinary and multidisciplinary skills

  • The Institute's learning, teaching and research cover 6 key areas:
  • Sustainable Cities: eg city policy, urban planning, transport, water and waste.
  • Sustainable Regions: eg natural resource management, regional Western Australia.
  • Sustainable Futures: eg advancement and critique of innovation and technology.
slide9

Sustainable Energy and Third World Development: eg renewable energy, population policy, grassroots development, women and development.

  • Sustainable Politics: eg social justice, environmental justice, globalisation, policy development, participatory democracy, social movements.
  • Sustainable Selves: eg personal identity, education, spirituality, environmental and social ethics, eco-philosophy, ethical dimensions of technology and sustainable development.
slide10

These key areas are between the disciplines, across the disciplines and beyond the disciplines

  • Most of the postgraduate degrees and research topics cross over two or more of these key areas
  • main aim► to enable teaching and learning within the four pillars of education in the context of transdisciplinarity for sustainability.
  • The quality of learning is inseparable from the quality of teaching within a higher education system
references
References

Kessel, F. & Rosenfield, P. (2008). Toward transdis­ciplinary research: Historical and contempo­rary perspectives. American Journal of Preven­tive Medicine, 35(2S), S225-S234.

Mitrany, M. & Stokols, D. (2005). Gauging the transdisciplinary qualities and outcomes of doctoral training programs. Journal of Plan­ning and Education Research, 24, 437-449.

Lawrence, R.&Despres, C.(2004). Futures of Transdisciplinarity. Futures. 36(4). 397-405.

Nicolescu, B. (1997). The transdisciplinary evolution of the university condition for sustainable development. Presented at the 'Universities' Responsibilities to Society', Bangkok: Chulalongkorn University.

Morin, E. (1999). Seven complex lessons in education for the future. Paris: UNESCO Publishing.