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same level of
Reality; moreover, in most cases, it only concerns fragments of one level of Reality. On the contrary, transdisciplinarity concerns the dynamics engendered by the action of several levels of Reality at once. The discovery of these dynamics necessarily passes through disciplinary knowledge. While not a new discipline or a new superdiscipline, transdisciplinarity is nourished by disciplinary research; in turn, disciplinary research is clarified by transdisciplinary knowledge in a new, fertile way. In this sense, disciplinary and transdisciplinary research are not antagonistic but complementary. As in the case of disciplinarity, transdisciplinary research is not antagonistic but complementary to
322:"transdisciplinarity represents the capable germ to promote an endogenous development of the evolutionary spirit of internal critical consciousness, where religion and science are complementary. Respect, solidarity and cooperation should be global standards for the entire human development with no boundaries. This requires a radical change in the ontological models of sustainable development, global education and world-society. We must rely on the recognition of a plurality of models, cultures and socio-economical diversification. As well as biodiversity is the way for the emergence of new species, cultural diversity represents the creative potential of world-society."
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interdisciplinarity always remains within the framework of disciplinary research. If transdisciplinarity is often confused with interdisciplinarity or multidisciplinarity (and by the same token, we note that interdisciplinarity is often confused with multidisciplinarity) this is explained in large part by the fact that all three overflow disciplinary boundaries. Advocates maintain this confusion hides the huge potential of transdisciplinarity. One of the best known professionals of transdisciplinarity in
Argentina is
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little boxes in the matrix. This chart includes all realms of anthropological research (no one is excluded). It is the starting point for a systematical order for all human sciences, and also a source for a consistent networking and structuring of their results. This "bio-psycho-social" orientation framework is the basis for the development of the "Fundamental Theory of Human
Sciences" and for a transdisciplinary consensus. (In this tabulated orientation matrix the questions and reference levels in
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merely at an academic or disciplinary collaboration level, but through active collaboration with people affected by the research and community-based stakeholders. In such a way, transdisciplinary collaboration becomes uniquely capable of engaging with different ways of knowing the world, generating new knowledge, and helping stakeholders understand and incorporate the results or lessons learned by the research.
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norms can be used to form goals of the problem-solving process (target knowledge). A third relates to how a problematic situation can be transformed and improved (transformation knowledge). Transdisciplinarity requires adequate addressing of the complexity of problems and the diversity of perceptions of them, that abstract and case-specific knowledge are linked, and that practices promote the common good.
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through three methodological postulates: the existence of levels of
Reality, the logic of the included middle, and complexity. In the presence of several levels of Reality the space between disciplines and beyond disciplines is full of information. Disciplinary research concerns, at most, one and the
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When the very nature of a problem is under dispute, transdisciplinarity can help determine the most relevant problems and research questions involved. A first type of question concerns the cause of the present problems and their future development (system knowledge). Another concerns which values and
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are also the subject of the humanities.). Niko
Tinbergen was familiar with both conceptual categories (i.e. the four central questions of biological research and the levels of analysis), the tabulation was made by Gerhard Medicus. Certainly, a humanist perspective always involves a transdisciplinary
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In this "scheme of transdisciplinarity", all anthropological disciplines (paragraph C in the table of the pdf-file below), their questions (paragraph A: see pdf-file) and results (paragraph B: see pdf-file) can be intertwined and allocated with each other for examples how these aspects go into those
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seeks "the development of transdisciplinary discourse in the convergence of art, science, technology and consciousness research." The
Plasticities Sciences Arts (PSA) research group also develops transdisciplinary approaches regarding humanities and fundamental sciences relationships as well as the
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Transdisciplinary education is education that brings integration of different disciplines in a harmonious manner to construct new knowledge and uplift the learner to higher domains of cognitive abilities and sustained knowledge and skills. It involves better neural networking for lifelong learning.
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Another critical defining characteristic of transdisciplinary research is the inclusion of stakeholders in defining research objectives and strategies in order to better incorporate the diffusion of learning produced by the research. Collaboration between stakeholders is deemed essential – not
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Transdisciplinarity arises when participating experts interact in an open discussion and dialogue, giving equal weight to each perspective and relating them to each other. This is difficult because of the overwhelming amount of information involved, and because of incommensurability of specialized
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but now widely used by other disciplines. The
Belmont Forum elaborated that a transdisciplinary approach is enabling inputs and scoping across scientific and non-scientific stakeholder communities and facilitating a systemic way of addressing a challenge. This includes initiatives that support the
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The term transdisciplinarity is increasingly prevalent in health care research and has been identified as important to improving the effectiveness and efficiency in health care. Transdisciplinary within public health emphasizes integrating diverse individuals, skills, perspectives, and expertise
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According to
Nicolescu, transdisciplinarity is nevertheless radically distinct from multidisciplinarity and interdisciplinarity because of its goal, the understanding of the present world, which cannot be accomplished in the framework of disciplinary research. The goal of multidisciplinarity and
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As the prefix "trans" indicates, transdisciplinarity concerns that which is at once between the disciplines, across the different disciplines, and beyond each individual discipline. Its goal is the understanding of the present world, of which one of the imperatives is the overarching unity of
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It is the art of combining several sciences in one person. A transdisciplinary is a scientist trained in various academic disciplines. This person merged all his knowledge into one thick wire. That united knowledge wire is used to solve problems that include many problems. The decision of a
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introduced this usage of the term in 1970, and in 1987, the
International Center for Transdisciplinary Research (CIRET) adopted the Charter of Transdisciplinarity at the 1st World Congress of Transdisciplinarity, Convento da Arrabida, Portugal, November 1994.
185:. Interdisciplinarity, like pluridisciplinarity, concerns the transfer of methods from one discipline to another, allowing research to spill over disciplinary boundaries, but staying within the framework of disciplinary research.
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seeks to understand the interconnections of the human race with the different levels of reality that co-exist in nature and in the cosmos, and this includes mystical and spiritual experiences, very present in the rituals of
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languages in each field of expertise. To excel under these conditions, researchers need not only in-depth knowledge and know-how of the disciplines involved, but skills in moderation, mediation, association and transfer.
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Transdisciplinary
Education as Ethic of the Diversity Reform in the World-Society of the 21st Century, article published by Javier Collado on June 20th: World Refugee Day in Global Education Magazine,
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focus. A good and classic example of mixing very different sciences was the work developed by Leibniz in seventeenth-eighteenth centuries in order to create a universal system of justice.
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implies a transdisciplinary vision that integrates and unifies diverse epistemes that are in, between, and beyond the scientific disciplines, that is, including ancestral wisdom,
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See José Andrés-Gallego, 42. "Are Humanism and Mixed Methods Related? Leibniz's Universal (Chinese) Dream": Journal of Mixed Methods Research, 29(2) (2015): 118-132:
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refers to the integration of diverse forms of research, and includes specific methods for relating knowledge in problem-solving. A 2003 conference held at the
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showcased the diverse meanings of multi-, inter- and transdisciplinarity and made suggestions for converging them without eliminating present usages.
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924:"Multi-, Inter-, and Transdisciplinarity within the Public Health Workforce: A Scoping Review to Assess Definitions and Applications of Concepts"
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approach. It applies to research efforts focused on problems that cross the boundaries of two or more disciplines, such as research on effective
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Art & Science field. An example of transdisciplinary research in the arts and humanities can be seen in Lucy Jeffery's study on the work of
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transdisciplinary executive is the only one that takes into account the total resolution of a problem without leaving any loose thread.
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across disciplines to dissolve traditional boundaries and develop holistic approaches linking ecosystem and human health boundaries.
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Vilsmaier, Ulli; Merçon, Juliana; Meyer, Esther (2023). "Transdisciplinarity". In Philipp, Thorsten; Schmohl, Tobias (eds.).
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Currently, transdisciplinarity is a consolidated academic field that is giving rise to new applied researches, especially in
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Wickson, F.; Carew, A. L.; Russell, A. W. (2006). "Transdisciplinary research: characteristics, quandaries and quality".
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Hult, F.M. (2010). Theme-based research in the transdisciplinary field of educational linguistics. In F.M. Hult (Ed.),
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capacity building required for the successful transdisciplinary formulation and implementation of research actions.
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The site of the International Center for Transdisciplinary Research (CIRET). E-zine "Transdisciplinary Encounters".
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Coevolution in the Big History: A Transdisciplinary and Biomimetic Approach to the Sustainable Development Goals
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The range of transdisciplinarity becomes clear when the four central questions of biological research ((1)
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Transdisciplinarity has been flagged internationally as an important aim of education. For example,
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represents an ecology of knowledge between scientific knowledge and the ancestral wisdom of
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Transdisziplinäre Kommunikation: Aktuelle Be-Deutungen im fächerübergreifenden Dialog
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Transdisciplinarity is also used to signify a unity of knowledge beyond disciplines.
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Transdisziplinarität: wissenschaftliche Zukunft und institutionelle Wirklichkeit
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Sell, Kerstin; Hommes, Franziska; Fischer, Florian; Arnold, Laura (2022-09-01).
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Transdisciplinary communication: Current meanings in interdisciplinary dialogue
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Transdisciplinarity can be found in the arts and humanities. For example, the
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Ingénium transdisciplinaire: La pratique du débat dans le bouddhisme tibétain
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Journal of the International Association of Transdisciplinary Psychology
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Transdisciplinary Beckett: Visual Arts, Music, and the Creative Process
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Transdisciplinary Beckett: Visual Arts, Music, and the Creative Process
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In the CIRET approach, transdisciplinarity is radically distinct from
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Funtowicz, S.; Ravetz, J. (1993). "Science for the post-normal age".
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Transdisciplinary Genius: The practice of debate in Tibetan Buddhism
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https://www.slideshare.net/sindhyaajith/trans-disciplinary-education
71:. Statements consisting only of original research should be removed.
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external links, and converting useful links where appropriate into
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Being Human: Bridging the Gap between the Sciences of Body and Mind
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Max-Neef, Manfred A. (2005). "Foundations of Transdisciplinarity".
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International Journal of Environmental Research and Public Health
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Transdisciplinarity: scientific future and institutional reality
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PLASTIR : The Transdisciplinary Review of human plasticity
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1079:"Transdisziplinarität: Problemorientierung ohne Methodenzwang"
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1252:] (in German). Vienna: Ă–sterr. Kunst- und Kulturverlag.
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Brand, Frank; Schaller, Franz; Völker, Harald, eds. (2004).
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and the Caribbean. In this sense, the transdisciplinary and
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transdisciplinary-net, Swiss Academies of Arts and Sciences
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Tinbergen, Nico (1963). "On Aims and Methods in Ethology".
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International Association of Transdisciplinary Psychology
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The book series dedicated to transdisciplinary research.
883:"Transdisciplinarity in Health Care: A Concept Analysis"
377:) are graphed against distinct levels of analysis (e.g.
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may not follow Knowledge (XXG)'s policies or guidelines
1420:"Toward a science of transdisciplinary action research"
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Transdisziplinarität: Bestandsaufnahme und Perspektiven
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681:"The Charter of Transdisciplinarity | Inters.org"
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and other sacred plants. In abstract, the teaching of
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Research strategy that crosses disciplinary boundaries
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Directions and prospects for educational linguistics
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Pages displaying wikidata descriptions as a fallback
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International Center for Transdisciplinary Research
1068:Hirsch Hadorn, Gertrude; et al., eds. (2008).
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1476:. Bielefeld: transcript Verlag. pp. 381–390.
126:, a field research method originally developed in
994:] (in German). Göttingen: Universitätsverlag.
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1391:"Transdisciplinarity as a Nonimperial Encounter"
846:: CS1 maint: bot: original URL status unknown (
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1152:] (in German). UVK, Univ.-Verlag Konstanz.
1108:"Mapping Transdisciplinarity in Human Sciences"
992:Transdisciplinarity: inventory and perspectives
862:http://mmr.sagepub.com/content/9/2/118.abstract
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1361:Transdisciplinarity: New Structures in Science
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139:Transdisciplinarity has two common meanings:
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999:Collado-Ruano, Javier (January–June 2016).
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831:"The Framework of Anthropological Research"
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1424:American Journal of Community Psychology
1239:] (in French). Editions l'Harmattan.
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1181:Transdisciplinarity: Theory and Practice
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311:, an international journal supported by
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1244:Hamberger, E.; Luger, K., eds. (2008).
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1070:Handbook of Transdisciplinary Research
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1609:(ppt; with explanations in the notes)
1224:The awakening of the learner's genius
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1623:World Knowledge Dialogue Foundation
1474:Handbook Transdisciplinary Learning
1271:(2nd ed.). Berlin: de Gruyter.
1077:Jaeger, J.; Scheringer, M. (1998).
881:Van Bewer, Vanessa (October 2017).
326:Influence in disciplines and fields
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205:and interdisciplinarity research.
196:Transdisciplinarity is defined by
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1220:Le réveil du génie de l'apprenant
709:Wickson, Carew & Russell 2006
620:Brand, Schaller & Völker 2004
1662:Academic discipline interactions
1602:"Basic Theory of Human Sciences"
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1179:Nicolescu, Basarab, ed. (2008).
1172:Manifesto of Transdisciplinarity
736:(pp. 19-32). New York: Springer.
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1453:Zeitschrift fĂĽr Tierpsychologie
1183:. Cresskill, NJ: Hampton Press.
691:from the original on 2021-07-31
590:from the original on 2021-07-30
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1036:(Dissertation). Archived from
1027:Collado-Ruano, Javier (2018).
1005:Revista Colombiana de Bioética
238:research of Javier Collado on
147:In German-speaking countries,
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1632:Claremont Graduate University
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248:Indigenous peoples in Ecuador
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632:Funtowicz & Ravetz 1993
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67:the claims made and adding
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1389:Steinmetz, George (2007).
1269:Der Aufbau der realen Welt
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1628:Transdisciplinary Studies
1594:Transdisciplinary Studies
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1231:Carmona, Bernard (2013).
1218:Carmona, Bernard (2009).
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543:Global Education Magazine
309:Global Education Magazine
18:Transdisciplinary studies
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1382:The Biology of Knowledge
30:Not to be confused with
1072:. Heidelberg: Springer.
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555:Science of team science
153:University of Göttingen
106:boundaries to create a
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1384:. Chichester: Wiley.
1364:. The conference at
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100:Transdisciplinarity
32:Interdisciplinarity
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1136:. London: ibidem.
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1284:(1): 5–16.
979:Works cited
413:Adaptation
344:, entitled
265:Big History
252:Big History
240:Big History
236:biomimetics
189:knowledge.
175:Jean Piaget
167:Wider usage
124:ethnography
77:August 2007
1651:Categories
1615:2018-02-08
1333:2018-02-08
1314:. Berlin.
1124:2018-02-08
1047:2018-06-04
1019:2018-06-04
695:2021-07-31
685:inters.org
594:2021-07-31
561:References
461:Individual
416:Phylogeny
388:individual
371:adaptation
246:, such as
61:improve it
1526:excessive
1342:cite book
950:1660-4601
794:2255-033X
566:Citations
421:Molecule
404:Causation
375:phylogeny
359:causation
281:Argentina
261:ayahuasca
257:shamanism
65:verifying
1584:Archived
1542:May 2024
1444:16791514
1380:(1984).
1170:(2002).
1144:(2003).
968:36078616
909:28547926
865:Archived
842:cite web
774:Archived
689:Archived
588:Archived
525:See also
409:Ontogeny
365:ontogeny
277:Colombia
221:—
108:holistic
1520:Please
1512:use of
1286:Bibcode
1190:Futures
1057:Futures
959:9517885
509:italics
491:Society
273:Ecuador
59:Please
1667:Holism
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373:, (4)
362:, (2)
313:UNESCO
279:, and
269:Brazil
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259:with
135:Usage
118:(see
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315:and
114:for
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