Pohl, C., & Hirsch Hadorn, G. (2008). Integral Leadership Review, 15(3) http://integralleadershipreview.com/13135-616-the-nicolescuian-and-zurich-approaches-to-transdisciplinarity/. (2013). This process helps them collaboratively build new transdisciplinary knowledge that can be used to address the complex problem. First, it is focused on complex, wicked problems of the life-world. The emergence of the collective mind. McMillan, H. S., Morris, M. L., & Atchley, E. K. (2011). Kelly Day is the Albert Einstein Distinguished Educator Fellow at the Department of Energy and is on the Interagency Working Group for Convergence Education. Pohl and Hirsch Hadorn (2008) called this mutual learning (p.114), arguing that the core challenge of transdisciplinary research is concurrently understanding the diverse scientific and societal views of problems while integrating diverse insights. Members of transdisciplinary teams confront particular social contexts, and strive to innovate through mutual learning and the co-production of knowledge. Consumer Moral Leadership was released in 2010. (2014). Transdisciplinary collaboration involves the interaction of both cognitive and social factors. 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. This approach has been used in education for centuries and is still prevalent in many schools today. Transdisciplinaritys intractable problems are intertwined with [the] sociopolitical context, and require participation of stakeholders to generate socially accepted outcomes (Carew & Wickson, 2010, p. 1146). Additionally, transdisciplinarity requires merging divergent knowledge bases and value systems to create a new understanding of an issue or challenge and its potential solutions. Berlin, Germany: Birkhuser Verlag. Transdisciplinary approaches to complex global problems are gaining momentum, if not yet mainstream (Lawrence, 2015). Solway, R., Camic, P. M., Thomson, L. J., & Chatterjee, H. J. Affiliated with 19 professional journals, she is Associate Editor of two home economics journals and part of the Editorial Team for Integral Leadership Review. Third, participants can create models that facilitate shared understandings and mutual learning. Often used in combination, these five approaches to integration are complementary rather than mutually exclusive (Defila & Di Giulio, 2015). This would include the humanities, arts, and trades, for example. They contribute substantially to the research process, assuming far more than an information source, consultancy, or a feedback role (Defila & Di Giulio, 2015). Carol serves on numerous boards and committees dedicated to science education and is on the part-time faculty of the Physics Department at George Washington University, where she earned her doctorate. The Challenges of Inter-University Cooperation in Sustainability Education, 11 (2019 . These challenges mirror the special qualities of transdisciplinary collaboration. Four factors shaping common learning. Paper presented at the European Educational Research Association Conference. Leveraging integration entails weaving perspectives together into a new whole, reaching effective synthesis. A single disciplinary approach has limitations, particularly as it is concerned with the norms of that one particular discipline, ignoring other disciplines contributions to the issue or potential solutions. For the past 50 years, scholars have mainly focused on developing the transdisciplinary approach from three perspectives: philosophically, theoretically, and conceptually (for examples of these efforts see Darbellay, 2015; Klein et al., 2001; McGregor, 2015; Nicolescu, 2002, 2011, 2014). Lawrence, R. J. Common learning happens when the group achieves a thought collective, or a common thought style all their own (Kly et al., 2015, p. 76). In sum, transdisciplinarity provides students with key skills and complexity of thought that employers are seeking in a future workforce, and well-developed transdisciplinary programs in higher education provide students with unique opportunities to develop these skills. Transdisciplinary learning in professional practice. 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). Transdisciplinary collaborative knowledge synthesis comes from integrating the information and ideas shared by a number of experts (disciplinary and local actors). Teachers and students across the country, with the support of the Smithsonian and other federal partners, are tackling the most pressing environmental and social issues of our time, supporting young students as they take action to address complex global issues, and helping them find solutions that address societal needs through convergence education. Sue L. T. McGregor,PhD is a Canadian home economist (40 years) at Mount Saint Vincent University, Canada (retired) . (2017). No one perspective, discipline, or world view constitutes a privileged place from which to understand the world or these intractable problems (Nicolescu, 2010, 2014). Popa, F., Guillermin, M., & Dedeurwaerdere, T. (2015). (2006), who distinguish it from personal reflection). Futures, 65(1), 45-56. They wrote: Problems that are relevant to peoples lives, communities, or society, as a whole, often cross disciplinary boundaries, making them inherently engaging and interesting. Her professional and scholarly work is available at http://www.consultmcgregor.com. Four strategies to facilitate integration. With this approach to integration, knowledge is generated by the group that acts and learns as a whole. Within the curriculum, collaborators should identify ways to help students develop a deep understanding of different perspectives and explore the challenge through different lenses. Although a conceptual review can and should use literature selectively (Findley, 1989; Kennedy, 2007), the review should also ensure that a relatively complete census of relevant literature is accumulated. Petrie 1 writes about transdisciplinarity in this way: "The notion of transdisciplinarity exemplifies one of the historically important driving forces in the area of interdisciplinarity, namely, the idea of the desirability of the integration of knowledge into some meaningful whole. These future users are intricate to the research project. In this process, members of the group remain themselves while at the same time understanding the others, and making progress with them toward a common understanding (i.e., a common learning) (Kly et al., 2015). Typology of integration approaches. 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. (2007). In more detail, common group learning best ensures a consensus with the final outcome (the new transdisciplinary knowledge). The TD wheel: A heuristic to shape, support and evaluate transdisciplinary research. Transdisciplinarity: Thinking inside and outside the box. Songca, R. (2006). The IWG is co-led by Louie Lopez and Jorge Valdes, with support from Executive Secretary Emily Kuehn. Rethinking inter-and transdisciplinarity: Undisciplined knowledge and the emergence of a new thought style. STEM lesson essentials. In P. Gibbs (Ed.). Brown, V. A., Harris, J. Acknowledging these group formation stages, Collins and Fillery-Travis (2015) recommended team coaching as a way to ensure that the substantial psychological investment required to join a transdisciplinary team is respected. It is also difficult to deal with divergent worldviews, threatening a unified acceptance of the final integrated product. This differs from a systematic review of the literature, which is anchored to a defined research question. In transdisciplinary group work, knowledge building has an active, experimental and social character making it imperative that reflexivity is accommodated (Popa et al., 2015, p. 48). They produce a centralized collection of synthesized ideas, which act as a point of reference for others interested in the topic. They provide a platform upon which to integrate the dynamics that will shape the outcome (Rossini & Porter, 1981). Retrieved from http://basarab-nicolescu.fr/Docs_Notice/Irina_Dinca.pdf. 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 . These tasks involve those who were involved in the transdisciplinary enterprise and/or those who are tasked with integrating the outcomes. Transdisciplinary professional learning and practice (pp.89-96). Paper prepared for the International Symposium on Research Across Boundaries. See also 'Interdisciplinary approach'; 'Multidisciplinary approach'. We also discuss three key challenges that transdisciplinary research faces in the context of addressing the broader challenges of the Anthropocene, and we consider approaches to dealing with these specific challenges, based especially on our experiences with building up transdisciplinary research projects at the Institute for Advanced Rossini, F. A., & Porter, A. L. (1981). ), Transdisciplinary studies: Science, spirituality and society (No. Third, the more balanced the power relationships, and the more even the group members status, the more positive the group dynamics. Unlearning to learn in common. Does public participation in environmental decisions lead to improved environmental quality? . Second, transdisciplinary is a collaborative, team-approach. 39-54). (2015). (2011). (2015). Defila and Di Giulio (2015) suggested that Rossini and Porters (1981) typology of four approaches to integration is the only one that is actually used in transdisciplinary research (see also Pohl & Hirsch Hadorn, 2008): common group learning, system (group modelling), negotiation, and delegation (integration by leader), with a fifth approach, collective intelligence, added by Cunningham (2009). As an example, the researcher was familiar with Polks (2015) article which identified five overarching concerns about the key challenges to transdisciplinary collaboration. Alliances with other professional societies can foster familiarity with one another's perspectives and research (National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, 2005) and provide a . Editor's Note: To learn more about the Convergence Education framework, join Carol ODonnell and Kelly J. These dynamics require people who are experienced in leading group processes, whether they are team members or external facilitators (Schauppenlehner-Kloyber & Penker, 2015). 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 . American Journal of Physical Medicine and Rehabilitation, 68(2), 97-102. New York, NY: Springer. And it is becoming more common in schools, despite the barriers that exist in the U.S. In P. Gibbs (Ed.). In the context of education, learning needs to be more about the development of skills to work with people in other disciplines with other points of view (the process) so that viable alternative solutions can be created to support innovation. Walnut Creek, CA: Left Coast Press. To achieve the research goal, a conceptual literature review was conducted. 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. Sixth, the results of the transdisciplinary team work have to be disseminated and diffused to relevant audiences, who in turn have to promote and apply them. 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. 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. These powerful group dynamics are influenced by several key factors (Godemann, 2011). Another step in developing a transdisciplinary program is identifying collaborative partners and fostering collaboration institutionally, divisionally, and departmentally (i.e., providing multiple layers of support and connection). Publishing such reviews will make the concepts, challenges, and approaches to transdisciplinary collaboration more accessible for critique, application, adaptation, and implementation (Penker & Muhar, 2015). Luxembourg, University of Luxembourg. 235-253). Whats actually new about trandisciplinarity? Third, transdisciplinary teams comprise diverse members from different disciplines working with future users who will use the results in their professional or everyday life. She published Transformative Practice in 2006. Her TedX Talk demonstrates her passion for doing science and object-driven learning., Kelly J. The social robustness of emergent transdisciplinary knowledge and boundary objects are continually assessed and reflected upon during the groups work (Polk, 2015, see also Penker & Muhar, 2015). Brown and Harris (2015) referred to the emergence of the collective mind (p. 179) during transdisciplinary work. Hand-in-hand with this factor is the requirement that the group cover all relevant expertise and insights. Dohn, N. B. Awards Ceremony Highlights the Range and Influence of Smithsonian Education for Teachers and Students, A New Smithsonian Guide for How You Can Make Your Daily Routine More Sustainable, 2023 Smithsonian Magazine Munich, Germany: OEKOM. (Eds.). In response to the call for more empirical evidence and the need for cultivating . Mutual knowledge emerges as novel insights are generated, relationships [are] redefined, and integrative frameworks built (p.119). The shared result does not reflect the addition of all individual contributions; rather, the final whole (a transdisciplinary result) is greater than the sum of all of the contributory parts (Lozano, 2014). Brown, V. A., & Harris, J. From modernity to cosmodernity. 22-45). Day, along with a panel of federal educators and practitioners at the Smithsonian's National Education Summit on July 27-28, 2022. 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. Also, the group must be representative and people must have legitimate reasons to be involved (Penker & Muhar, 2015). 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. : Towards an analytical framework. (2011). Today, problem- and phenomenon-based learning means that students are tackling some of the most complex topics of our times, whether it is cybersecurity, innovation and entrepreneurship, climate change, biodiversity loss, infectious disease, water scarcity, energy security, food security, or deforestation. More information is available here:https://s.si.edu/EducationSummit2022, Carol ODonnell Retrieved from http://integralleadershipreview.com/4758-feature-article-integral-leadership%E2%80%99s-potential-to-position-poverty-within-transdisciplinarity1. Tackling wicked problems: Through the transdisciplinary imagination. Students, especially in the early grades, still require a strong foundation of disciplinary knowledge and skills. Klein (2008) explained that [i]ntellectual integration is leveraged socially through mutual learning and joint activities that foster common assessments. Oxford University Press. (2015). In other words, a transdisciplinary program should involve collaboration and connection between disciplines rather than just a shared theme taught independently within individual disciplines. Springer. Austin, TX: TheAtlas Publishing. This goal can be compromised. Conceptual literature reviews serve to help map the terrain of a particular phenomenon. When these four factors are effectively managed, they facilitate social learning, cooperation, transparent interaction and growth-enhancing communication (Schauppenlehner-Kloyber & Penker, 2015, p. 61). Actually, transdisciplinary knowledge is diffused during its creation (because the end (future) users are co-creating it) and afterwards, through both formal disciplinary channels (conferences, journal articles), and informal knowledge dissemination channels. 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). Terms of Use (2011). Olomouc, Czechia: Palack University Press. Transdisciplinary and interdisciplinary approaches to teaching and learning offer occasions to consider the same issue from different disciplinary perspectives. Godemann, J. Finally, transdisciplinary reflexivity depends on the critical and transformational aspects of collaboration. Normally, there is a society-wide interest in improving the situation, but the best way to do so is in dispute. They must shift away from the comfort zone of working individually by sharing ideas with others for the purpose of integrating learning experiences. Day What would it look like to move along the pathway to convergence, from disciplinary to transdisciplinary teaching and learning? Darbellay, F. (2015). All participants can hold onto their own worldview (identity), but they must be prepared to link the teams integrative perspective into their own identity (Defila & Di Giulio, 2015). Penker, M., & Muhar, A. New York, NY: Springer. Transdisciplinary research: Characteristics, quandaries and quality. Transdisciplinary group developmental stages. Beyond humiliation: Toward learning that dignifies the lives of all people. Conceptual literature reviews provide a comprehensive review of existing literature on a topic. A convergence approach to research integrates insights and approaches from what have historically been distinct scientific and technological disciplines. 2) (pp. Methodological challenges in transdisciplinary research. She is Docent in Home Economics at the University of Helsinki, a Kappa Omicron Nu Research Fellow (leadership), an The ATLAS Transdisciplinary Fellow, and an Associate Member of Sustainability Frontiers. 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. Analysis for radical design. In its 2018 Federal STEM Strategic Plan, a collaboration of government agencies wrote 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, members of the transdisciplinary team can integrate knowledge from different disciplines. 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. Respecting this assertion, transdisciplinarity is about dialogue and engagement across ideologies, scientific, religious, economic, political and philosophical lines (Shrivastava & Ivanaj, 2011, p. 85). Common learning. These may or may not be the same people. Learning by itself involves the enrichment of existing knowledge and the creation of new knowledge (Schauppenlehner-Kloyber & Penker, 2015, p. 62). Figure 1: Special qualities of transdisciplinary collaboration. Transdisciplinarity: The dawn of an emerging approach to acquiring knowledge. Pohl, C., & Hirsch Hadorn, G. (2007). https://serc.carleton.edu/sp/library/interdisciplinary/what.html, Your email address will not be published. Rather than just disciplinary teams, transdisciplinary collaborative work involves disciplinary-sector teams, including the private sector (industries and businesses), civil society, and public agencies (governments). Required fields are marked *. Heinemann Educational Books. Polk, M. (2015). Second, the more experienced people are with transdisciplinary group work, the better the communication and the collaboration. Pohl and Hirsch Hadorn (2008) recommended that transdisciplinary enterprises should employ a recursive model, with recursive meaning repeating things. (2014). (2002). Disciplines are often characterised by different paradigms, methods and research approaches (Lowe & Phillipson, 2009); failure to recognise or acknowledge such differences has been identified as. Transdisciplinary collaborative work has several special qualities (see Figure 1). In order to have effective activities in an inclusive setting, the group has to work through an intensive and ongoing collaboration. 119-136). Team work is much more challenging because ill-managed or unrecognized ideological, value, or opinion differences can hinder collaboration. ), Transdisciplinarity: Bridging science, social sciences, humanities and engineering (pp. Transdisciplinary collaborative work must especially accommodate reflexivity, a key aspect of group dynamics. [When this happens], the perspectives can begin to interact. Nicolescu, B. 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. We develop resources to support educators as they move from disciplinary to transdisciplinary teaching and learning along the pathway to convergence. This approach helps ensure broad-based support for the final integrated product (but does so at the expense of full integration) (Rossini & Porter, 1981). Save my name, email, and website in this browser for the next time I comment. Transdisciplinary higher education: A theoretical basis revealed in practice. The literature review is nearing completion when new ideas cease to emerge, called conceptual saturation (Dohn, 2010; Webster & Watson, 2002). Day. 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).