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). Transdisciplinaritys intractable problems are intertwined with [the] sociopolitical context, and require participation of stakeholders to generate socially accepted outcomes (Carew & Wickson, 2010, p. 1146). 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). Divisional challenges include the requirement of cooperating and coordinating between different disciplines and creating cohesiveness across the program. The transdisciplinary integration of STEM teaching and learning across STEM fields and with other fields such as the humanities and the arts enriches all fields and draws learners to authentic challenges from local to global in scale. (OSTP, 2018, p 20). Solutions to the problem are more comprehensive than the single contributions and are shared by all (Defila & Di Giulio, 2015, p. 125). Chalkboards to cybercourses: The Internet and marketing education. They explained that the process starts with individual needs, shifts to group needs (establishing rules and norms), and ends with task needs (working together). It revealed four overarching issues: (a) managing group processes, (b) reflexivity, (c) the common learning process, and (d) facilitating integration and synthesis (see Figure 2). 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). Finally, the management and communicative skills of the self-selected or delegated group leader affect group dynamics. And it is becoming more common in schools, despite the barriers that exist in the U.S. Austin, TX: TheAtlas Publishing. Dordrecht, The Netherlands: Springer. Edutopia. From modernity to cosmodernity. Kennedy, M. (2007). transdisciplinarity in sustainability research: From complex systems theory to reflexive science. In social processes like transdisciplinary group work, reflexivity is a collaborative process of acknowledgement, critical deliberation and mutual learning on values, assumptions and understandings that enable members of the group to create new meanings, new rules for interacting with each other (heuristics), and new identities within the transdisciplinary group (Popa, Guillermin, & Dedeurwaerdere, 2015, p. 47). Within each discipline, educators must establish a foundation for students for how their discipline thinks; in other words, students must be taught how to think (critically) inside the proverbial disciplinary box before being asked to think (critically) outside of it. 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. 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. Darbellay, F. (2015). Abington, England: Taylor & Francis. Third, participants can create models that facilitate shared understandings and mutual learning. Futures, 65(1), 110-122. Snow, C.P. This goal can be compromised. 235-253). 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. In these instances, integration is facilitated by the Internet, meaning interactions among individuals can happen in different locations, often asynchronously (i.e., at different times). She was a Professor in the Faculty of Education. 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). Four factors can affect this common learning process, called I, We, It, and Globe. Success of transdisciplinary learning can be blocked if course quality is poor, if training and aid for educators is negligible, or if specialty biases arise. Sue L. T. McGregor,PhD is a Canadian home economist (40 years) at Mount Saint Vincent University, Canada (retired) . Austin, TX: TheAtlas Publishing. Transdisciplinary problems: The teams addressing them and their support through team coaching. Oxford University Press. It ensures that people are not stymied by the preliminary state of knowledge when coming into and moving through the transdisciplinary integrative process. For clarification, a shared point of view is not the same thing as an identical point of view. Thought styles facilitate the production and integration of ideas on the interface between disparate stakeholders (Darbellay, 2015), possible because of the common learning process. Beyond these abstract initiatives, transdisciplinarity is now being implemented in practice, including research, policy development, practical (on-the-ground) problem solving, curriculum development, and entrepreneurial initiatives (e.g., Du Plessis, Sehume, & Martin, 2013; Hirsch Hadorn et al., 2008; Klein et al., 2001; Leavy, 2011; Pohl & Hirsch Hadorn, 2007; Shrivastava & Ivanaj, 2011). Nicolescu (2011) goes further, positing that the resultant transdisciplinary knowledge is alive and in flux, because those co-creating it are alive and always changing as the team work unfolds. 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. Heinemann Educational Books. These future users are intricate to the research project. Editor's Note: To learn more about the Convergence Education framework, join Carol ODonnell and Kelly J. The results show that the transdisciplinary literature is engaging with how best to ensure that collaborations accommodate the special qualities of transdisciplinary work (see Figure 1). Appreciating that information is relatively easy to transfer between participating parties, group dynamics make it much more difficult for new, co-produced knowledge to emerge, and be shared and applied. Her TedX Talk demonstrates her passion for doing science and object-driven learning., Kelly J. ), Transdisciplinary education, philosophy and applications (pp. 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). All learning content is divided into four levels of management and six zones of leadership. 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). Examples are poverty and inequalities, hunger, violence, disease, unsustainability, and uneven wealth and income distribution. A transdisciplinary program should begin by identifying a complex, multifaceted, global problem (e.g., Global Grand Challenges, National Academy of Engineering Grand Challenges, Humanitarian Grand Challenge, etc.) Stage two helps form the basis for team cohesiveness in that people deal with disagreements, resistance, defensiveness, unsureness, and vested concerns. Required fields are marked *. Indeed, Schauppenlehner-Kloyber and Penker (2015) added group dynamics as a key factor of effective collaboration, predicated on the assumption that transdisciplinary groups move through four stages: (a) the latent and informal emergence of a need, and then an explicit call, for transdisciplinary work; (b) collaborative problem framing and team building; (c) co-production of solution-oriented and transferable knowledge; and, (d) the integration and application of the knowledge produced. Mathison S, Freeman M. The logic of interdisciplinary . Transdisciplinary collaboration involves the interaction of both cognitive and social factors. 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. Transdisciplinary collaboration in designing patient handling/transfer assistive devices: Current and future designs. Publishing such reviews will make the concepts, challenges, and approaches to transdisciplinary collaboration more accessible for critique, application, adaptation, and implementation (Penker & Muhar, 2015). In order for cognitive and social factors to interact, transdisciplinary teams have to manage conflicting approaches; clarify and negotiate stakeholders differences; compromise; communicate in a systematic fashion; and, engage in mutual, common, and joint learning activities (Baturalp, 2014; Klein, 2008). Advances in trandisciplinarity: Epistemologies, methodologies and processes. Essentials of transdisciplinary research. . DOI 10.1007/978-3-319-56185-1, Levinson, M. (2016, January 21). Students, especially in the early grades, still require a strong foundation of disciplinary knowledge and skills. 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. Rethinking inter-and transdisciplinarity: Undisciplined knowledge and the emergence of a new thought style. This article considers the opportunities and . (2015). (2011). | READ MORE, Dr. Carol ODonnell is Director of the Smithsonian Science Education Center, dedicated to transforming K-12 Education through Science in collaboration with communities across the globe. Because transdisciplinary work intentionally involves many stakeholders from diverse backgrounds, collaboration and group processes have to be effectively managed (Wickson, Carew, & Russell, 2006). Often used in combination, these five approaches to integration are complementary rather than mutually exclusive (Defila & Di Giulio, 2015). Finally, transdisciplinary reflexivity depends on the critical and transformational aspects of collaboration. Integral Leadership Review, 15(3) http://integralleadershipreview.com/13135-616-the-nicolescuian-and-zurich-approaches-to-transdisciplinarity/. However, transdisciplinarity provides opportunities to transcend individual disciplines in order to collaborate to construct knowledge and create solutions to global issues. Mutual knowledge emerges as novel insights are generated, relationships [are] redefined, and integrative frameworks built (p.119). Olomouc, Czechia: Palack University Press. Save my name, email, and website in this browser for the next time I comment. Klein (2008) explained that [i]ntellectual integration is leveraged socially through mutual learning and joint activities that foster common assessments. Each of disciplinary and local expert knowledge, values, worldviews, and interests have to be integrated (Penker & Muhar, 2015). 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. New York, NY: Earthscan. Complex problems (uncertainty and ambiguity) require group self-reflexivity (Godemann, 2011; Penker & Muhar, 2015). The Smithsonian and other federal agencies that support STEAM teachers are here to help. In A. Ertas (Ed. This would include the humanities, arts, and trades, for example. 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 . Luxembourg, University of Luxembourg. Nicolescu, B. (2017, March 6). The understandings derived from individual studies found in the literature are identified and merged into a more comprehensive conceptual understanding (Proitz, Mausethagen, & Skedsmo, 2015). The goal is to achieve critical awareness by engaging in reasoned, jointly-agreed-to normative orientations, ideally leading to critical, transformative action (Popa et al., 2015). Hand-in-hand with this factor is the requirement that the group cover all relevant expertise and insights. Individual and collective diversities deeply affect communications and collaborations during transdisciplinary work. What would it look like to move along the pathway to convergence, from disciplinary to transdisciplinary teaching and learning? The ideal size seems to be between 4-12 members, and the more constant the number stays, the higher the chance of group integration and positive dynamics. Findley, T. W. (1989). 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. Transdisciplinary approaches to complex global problems are gaining momentum, if not yet mainstream (Lawrence, 2015). It is a highly demanding task without which transdisciplinary collaborative work cannot happen. Educators are using transdisciplinary learning to help students address deep scientific questions and tackle broad societal needs. Each respective stakeholders knowledge is transferred from one to the other. The output of their interactions is a common intellectual product (i.e., a body of integrated knowledge), which is owned and used by the group. Vasquez, J. Effective group dynamics better ensure that a new culture of learning and interaction emerges, along with new competencies and shared values. First, the size and constancy of the group matters. These students may struggle in a social situation where they have to speak up and be vulnerable. The results help people understand how the literature conceptually frames a phenomenon. 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. And unfortunately, any attempts to solve these problems often create new problems, yet but everyone feels something must be done (Brown, Harris, & Russell, 2010; Pohl & Hirsch Hadron, 2008; McGregor, 2012). A pragmatist approach to. In 2009, Cunningham tendered the collective intelligence approach to knowledge integration. Multiple disciplinary teamwork has both benefits and drawbacks. They must shift away from the comfort zone of working individually by sharing ideas with others for the purpose of integrating learning experiences. Paper presented at the European Educational Research Association Conference. 22-45). Group dynamics. Kly, A., Zimmermann, A. Eventually, if group dynamics remain positive, the group starts performing together, working smoothly as a unit, with shared goals, norms, and a good atmosphere. Therefore, the complexities involved in coordinating and managing these programs can be a daunting undertaking. Div. K-C. Voss]. These challenges mirror the special qualities of transdisciplinary collaboration. However, one of the key competencies for the 21st century is to . (2018, May 7). Conceptual literature reviews serve to help map the terrain of a particular phenomenon. 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. Individual and collective diversities deeply affect communications and collaborations during transdisciplinary work. At the Smithsonian, for example, we have a front door to discoveries in science, history, art, and culture. They contribute substantially to the research process, assuming far more than an information source, consultancy, or a feedback role (Defila & Di Giulio, 2015). Key aspects of collaboration. (2006), who distinguish it from personal reflection). 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). Retrieved from http://integralleadershipreview.com/4758-feature-article-integral-leadership%E2%80%99s-potential-to-position-poverty-within-transdisciplinarity1. ), Sustainablity communication (pp. Nicolescu, B. 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. The practice of learning physics contributes to the development of many transdisciplinary skills learners are able to exercise independent of the physics discipline. Dinc, I. Yeung (2015) coined the term transdisciplinary learning, which happens at the intersection where stakeholders are engaged in transdisciplinary collaboration. Group processes running out of control can seriously endanger transdisciplinary research [and work] (Penker & Muhar, 2015, p. 143). 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.. Journal of Curriculum Studies, 38(3), 251-271. https://doi.org/10.1080/00220270500422632, Science Education Resource Center at Carleton College. Malden, MA: Blackwell. Integrated learning is the most rudimentary level of collaboration across disciplines. Dennison, B. Johannesburg, South Africa: Real African Publishers. A., Sneider, C., & Comer, M. (2013). Principles of designing transdisciplinary research. Day. 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). Rather than inventorying the documents gleaned from this process, results of the conceptual literature review will be shared in a narrative, organized by the most common conceptual threads emergent from the literature. Day 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. 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. Webster, J., & Watson, R. T. (2002). Your email address will not be published. With Russ Volckmann, she co-published Transversity in 2011 and, in 2012, she co-edited The Next 100 Years: Creating Home Economics Futures. (2015). In G. P. Hampson & M. Rich-Tolsma (Eds. Transdisciplinary research: Characteristics, quandaries and quality. 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). Penker, M., & Muhar, A. Also, the group must be representative and people must have legitimate reasons to be involved (Penker & Muhar, 2015). They serve as much needed summaries and time-savers for researchers, professionals, practitioners, and academics because they produce a central resource, a point of reference, for future work on the topic (Close et al., 2005). 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. Du Plessis, H., Sehume, J., & Martin, L. (2013). Teaching for convergence is not about replacing disciplinary teaching with transdisciplinary teaching; instead, it is about a pathway to convergence. In more detail, common group learning best ensures a consensus with the final outcome (the new transdisciplinary knowledge). 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. 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). 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). The TD wheel: A heuristic to shape, support and evaluate transdisciplinary research. Futures, 42(10), 1146-1155. The latter include any physical, virtual, social, political, and temporal environment, conditions, and circumstances deeply affecting the collaborative enterprise (Jagues & Salmon, 2007; Schauppenlehner-Kloyber & Penker, 2015). Second, reflexivity underpins the process of framing socially relevant problems. Focus on worldviews. Evaluation of interdisciplinary and transdisciplinary research. Factors influencing group dynamics. Like Defila and Di Giulio (2015), Pohl and Hirsch Hadorn (2008) also recommended that transdisciplinary stakeholders turn to Rossini and Porters (1981) typology of integration, an act that can be enriched by using one of four recommended integration facilitation strategies. Third, the more balanced the power relationships, and the more even the group members status, the more positive the group dynamics. Pohl, C., & Hirsch Hadorn, G. (2007). Tackling wicked problems: Through the transdisciplinary imagination. (2014). https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780198733522.001.0001/oxfordhb-9780198733522, Gibbs, P. (2001). Transdisciplinarity: Thinking inside and outside the box. Failure to account for these issues compromises group dynamics, and, by association, the extent and quality of transdisciplinary collaboration. They proposed that transdisciplinary reflexivity has four features. This type of consensus requires collaborative problem framing (Defila & Di Giulio, 2015, p. 125). Each person brings their interests and needs to the enterprise, and these feed into and shape the relational patterns amongst the team members. When these four factors are effectively managed, they facilitate social learning, cooperation, transparent interaction and growth-enhancing communication (Schauppenlehner-Kloyber & Penker, 2015, p. 61). This differs from a systematic review of the literature, which is anchored to a defined research question. This conceptual literature review was about the most challenging aspects of transdisciplinarity collaboration. It can happen on three levels (Wickson et al., 2006). A., & Russell, J. Learning by itself involves the enrichment of existing knowledge and the creation of new knowledge (Schauppenlehner-Kloyber & Penker, 2015, p. 62). Transdisciplinary knowledge is validated through an iterative and adaptive process that involves social (common) learning and the confrontation of different, reasoned perspectives. in collaboration with disciplines that could work together on composite solutions to the challenge. 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). The main purpose of transdisciplinary work is to bring reflexivity into processes of knowledge production. Brown, V. A., Harris, J. Cunningham, S. W. (2009). Terms of Use In J. Godemann & G. Michelesen (Eds. 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. At this fourth stage, people experience a sense of constructive belonging, interdependence, empathy, a sense of satisfaction, and a high commitment to the transdisciplinary process. Klein, J. T. (2008). Figure 1: Special qualities of transdisciplinary collaboration. Integration is the crux of transdisciplinary team work (Klein, 2008). Other scholars agree, recognizing that transdisciplinary learning is based on equal dignity and right relationships (Hartling, Linder, Britton, & Spalthoff, 2013). 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. Teaching in Higher Education, 21(4), 471-483. http://dx.doi.org/10.1080/13562517.2016.1155549, Nikitina, S. (2006) Three strategies for interdisciplinary teaching: contextualizing, conceptualizing, and problemcentring.
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