Created Paul Thomas by Marzena Topka
20 March 2011
8.30pm – 11.30pm
http://en.wikipedia.org/wiki/Transdisciplinarity (accessed March 20, 2011)
2003 conference in Gottingen Brand/Schaller/Völker 2004
1970 Jean Piaget introduced the term
1987, the International Center for Transdisciplinary Research (CIRET) adopted the Charter of Transdisciplinarity  at the 1st World Congress of Transdisciplinarity.
Planetary Collegium (transdisciplinarity in arts and humanities)
The range of transdisciplinarity becomes clear when the four central questions of biological research ((1) causation, (2) ontogeny, (3) adaptation, (4) phylogeny [after Niko Tinbergen 1963, see also Tinbergen’s four questions, cf. Aristotle: Causality / Four Major Causes]) are graphed against distinct levels of analysis (e.g. cell, organ, individual, group; [cf. “Laws about the Levels of Complexity” of Nicolai Hartmann 1940/1964, see also Rupert Riedl 1984]):
Bambara, E., “Alle radici della Transdisciplinarità. Edgar Morin e Basarab Nicolescu”, PhD Thesis, University of Messina, 2000
Brand, Frank; Schaller, Franz & Völker, Harald (Hrsg.): Transdisziplinarität. Bestandsaufnahme und Perspektiven. Beiträge zur THESIS-Arbeitstagung im Oktober 2003 in Göttingen. Göttingen: Universitätsverlag, 2004.
Hirsch Hadorn, Gertrude; Hoffmann-Riem, Holger; Biber-Klemm, Susette; Grossenbacher-Mansuy, Walter; Joye, Dominique; Pohl, Christian; Wiesmann, Urs & Zemp, Elisabeth (eds) (2008): Handbook of Transdisciplinary Research, Springer.
Hamberger, E., Luger, K. (Hrsg.)(2008): Transdisziplinäre Kommunikation. Aktuelle Be-Deutungen im fächerübergreifenden Dialog, Wien: Österr. Kunst- und Kulturverlag, ISBN 9783854372646
Jaeger J., Scheringer M. 1998. Transdisziplinarität. Problemorientierung ohne Methodenzwang. GAIA 7(1): 10-25.
Ronald Jones, Interdisciplinarian, The Experience Design Group,Konstfack University of Art Design and Craft, Stockholm, Sweden 
Max-Neef, Manfred A. “Foundations of Transdisciplinarity” Ecological Economics 53(2005) 5-16.
Nicolai Hartmann: Der Aufbau der realen Welt, Berlin, 1939 (2nd Ed. 1964), de Gruyter
Basarab Nicolescu, “Manifesto of Transdisciplinarity”, State University of New York Press, New York, USA, 2002, translation from the French by Karen-Claire Voss.
Rupert Riedl: The Biology of Knowledge. Chichester, 1984, John Wiley
Thompson Klein, Julie; Grossenbacher-Mansuy, Walter; Häberli, Rudolf; Bill, Alain; Scholz, Roland W.; Welti, Myrtha (Hrsg.) (2001). Transdisciplinarity: Joint problem solving among science, technology, and society. An effective way for managing complexity. Basel: Birkhäuser
Niko Tinbergen: On Aims and Methods in Ethology. Zeitschrift für Tierpsychologie, 1963, 20: 410-433
Stokols, D. (2006). Toward a science of transdisciplinary action research. American Journal of Community Psychology, 38, 63-77. http://www.springerlink.com/content/46152846475696gu/
The Science of Team Science – Assessing the value of transdisciplinary research. Supplement issue of the American Journal of Preventive Medicine, August, 2008. http://cancercontrol.cancer.gov/brp/scienceteam/ajpm.html
 External links
International Center for Transdisciplinary Research The site of the International Center for Transdisciplinary Research (CIRET). E-zine “Transdisciplinary Encounters”.
Transdisciplinary Studies The book series dedicated to transdisciplinary research.
Gerhard Medicus. “Basic Theory of Human Sciences” (ppt; with explanations in the notes).
 Journal of the International Association of Transdisciplinary Psychology
Basarab Nicolescu Manifesto of Transdisciplinarity, State University of New York (SUNY) Press, New York, 2002 , translation from French by Karen-Claire Voss.
^ Mittelstrass 2003
^ Brand/Schaller/Völker 2004
^ (Funtowicz & Ravetz 1993)
^ Hirsch Hadorn et al. 2008, Jaeger & Scheringer 1998
^ Nicolescu 2002
^ Convento da Arrabida, Portugal, November 1994
^ [Excerpt from Medicus 2005, with the authors permission
Basarab Nicolescu (Ed.) Transdisciplinarity – Theory and Practice, Hampton Press, Cresskill, NJ, USA, 2008.
Gerhard Medicus, 2005. “Mapping Transdisciplinarity in Human Sciences” (pdf).
Russian school of transdisciplinarity, 2000-2010 Articles Russian school of transdisciplinarity, 2000-2011
Curtin Library search:
Rediscovering aesthetics; transdisciplinary voices from art history, philosophy, and art practice.(Brief article)(Book review)
Reference & Research Book News, May, 2009
The Art Book
Volume 17, Issue 1, page 50, February 2010
Charles Camic; Hans Joas 1948-
Lanham, MD : Rowman & Littlefield Publishers c 2003
Wrestling with Angels, Searching for Ghosts: Toward a Critical Pedagogy of Visual Culture
Tavin, Kevin M.
Studies in Art Education, Spring, 2003, Vol.44(3), p.197-213 [Peer Reviewed Journal]
Beyond Visual Culture: Seven Statements of Support for Material Culture Studies in Art Education
Bolin, Paul E. ; Blandy, Doug
Studies in Art Education, Spring, 2003, Vol.44(3), p.246-263 [Peer Reviewed Journal]
Transdisciplinary Digital Art. Sound, Vision and the New Screen Digital Art Weeks and Interactive Futures 2006/2007, Zurich, Switzerland and Victoria, BC, Canada. Selected Papers / edited by Randy Adams, Steve Gibson, Stefan Müller Arisona.
Randy Adams Stefan Müller Arisona; Steve Gibson; SpringerLink (Online service)
Berlin, Heidelberg : Springer-Verlag Berlin Heidelberg 2008
Technoetic Pathways toward the Spiritual in Art: A Transdisciplinary Perspective on Connectedness, Coherence and Consciousness
Leonardo, 2006, Vol.39(1), p.65-69
:: Andrew Frost :: Daniel Mafe :: Darryn Ansted :: Douglas Kahn :: Edward Colless :: Erica Seccombe:: Harry Nankin :: Hugh Davies :: Gavin Perin :: Ian Gwilt :: Justin Clemens :: Adam Nash :: Kathy Cleland :: Leon Marvell :: Linda Matthews :: Lloyd Barret :: Lucia Ayala :: Mark Titmarsh :: Mitchell Whitelaw :: Oron Catts :: Petra Gemeinboeck :: Rob Saunders :: Stephen Little ::
Art and Technology | Contemporary Art and New Media: Towards a Hybrid Discourse
Nicolas Bourriaud, Curator and Writer, Paris
23 March 2011
5.00pm – 11pm
Ann Ring Petersen ::
Jens Hauser ::
1976 John Lutz
‘The potential for Improving Science Education Through Transdisciplinary Integration with Art Education’.
Jacobson 1975 Reviews od Research in Science Education
Institute of Behavioral Research on Creativity (1973)
Buros 1972 The Seventh Mental Measurements Yearbook
Institute for Personality and Ability Testing 1967
Personality Press 1966
Pennsylvania Department of Education 1974
Ascott 1964 Analogue Structures and Diagram Boxes
Ascott ‘Behaviourist Art and the Cybernetic Vision’. Cybernetica: Journal of the International Association
Matthew Wilson Smith. 2007. The Total Work of Art: from Bayreuth to Cyberspace. New York: Routledge.
Shanken, E. ‘From Cybernetics to Telematics: The Art, Pedagogy, and Theory of Roy Ascott.’
Ascott, R. 2003. Telematic Embrace: Visionary Theories of Art, technology and Consciousness. Berkeley: University of California Press.
Syncretic Reality: art, process, and potentiality
- Clark, Natural Born Cyborgs: Minds, Technologies,
and the Future of Human Intelligence (Oxford, U.K.: Oxford
Univ. Press, 2003).
Bateson, Steps to an Ecology of Mind (San Francisco:
Handbook of Transdisciplinary Research
Looks at a series of projects which successfully met the challenge of bridging theory and action gap through transdisciplinary approach.. The authors argue for a broad applicability of transdisciplinary research methodologies and encourage further advancement of such practices to address challenges in all areas of life from climate change to poverty. (vii-viii)
Transdisciplinary approach requires stepping into a problem defined field rather than to work within a specific field of knowledge. Handbook developed on a belief that learning form examples.
Idea o the Handbook
‘The world has problems, but universities have departments’
Ethnocentrism of disciplines
‘new social contract of science’
‘new commitment of science’
ideas about transdisciplinarity emerged in the 1970s
Pohl and Hirsch Hadorn 2007
The Emergence of Transdisciplinarity as a Form of Research
Hirsch Hadon, G., S. Biber-Klemm, W. Grossenbacher-Mansuy, H. Hoffmann-Riem, D. Joyce, C. Pohl, U. Wiesmann, E. Zemp
‘transdisciplinary’ research which crosses boundaries of discipline to address and solve real life problems
Johann Heinrich Lambert (1728-1777)
‘Systems approach to structure complexity as a set of interrelated elements.’
His systematology – a forerunner to present day systems thinking (Rescher 1979)
Royal Society 1662
Francis Bacon (1561-1626)
Julie Thompson Klein
Roderick Lawrence & Carole Despres
Special issue on transdisciplinarity
The journal Futures
goal linked to changing higher education’s relationship to society
chapter gives overview of theoretical and conceptual frameworks for transdisciplinarity (TD)
the term ‘ transdisciplinary’ traces back to the first international conference of interdisciplinarity, France 1970
co-sponsored by the Organization for Economic Cooperation and Development (OECD)
pressure for universities to reform
universities failing to serve humanity
call for more purposeful education
Erich Jantsch 1972
His vision for universities was driven by social sysms design, general systems theory and organizational theory
Jean Piaget 1972 – ‘higher stage in the epistemology of interdisciplinary relations’
But neither Piaget nor Kockelmans proposed a programme of education
1979 collection of essays on interdisciplinarity published in USA
‘Kockelman situated transdisciplinarity in the philosophical and educational dimension of sciences.’
Focus on making research and education more socially relevant
Some fields already had transdisciplinary outlook
e.g. philosophy – reflecting on all kinds of knowledge
woman’s studies – aiming to transcend existing disciplines by forging new paradigms
peace and security studies
ecological and environmental studies
USA ‘transdisciplinary’ science as a form of transcendent interdisciplinary research
The International University Reforms Observatory (ORUS)
National Reforms Observatories
The Centre International de Recherches et Etudes Transdisciplinarie (CIRET)
Education informed by complexity in science
Basarab Nicolescu ‘The Transdisciplinary Evolution of Learning’ (on the CIRET web)
Enacts the four pillars of learning of Jaques Delors (at UNESCO’s International Commission on Education for the 21st century: learning to know, learning to do, learning to live together, learning to be.
‘Declaration of Recommendations CIRET-UNESCO international congress in Locarno 1997
OECD – University and the Community 130 – 1982
Robert Constanza 1990 – meta disciplines
Major TD discourse evolved from European and North-South partneships for sustainability
Early – 1972 Jantsch
What is the international context for this problem and the project’s approach P427
Enhancing Transdisciplinary Research: A Synthesis in Fifteen Propositions
The process of transdisciplinary research is still being developed
Defining scope and process of transdisciplinary research
‘Definition: Transdisciplinarity is, on the one hand, rooted in the rise of the so-called knowledge society, which refers to the growing importance of scientific knowledge in all societal fields. On the one hand, it acknowledges that knowledge also exists and is produced in societal fields other than science. The difference is that systematization leading to specialization is more pronounced in the science than in othr societal fields. Transdisciplinary research focuses on the links between different sciences and between science and other parts of society. This leads to the following general definition.
Proposition 1: Transdisciplinary research is research that includes cooperation within the scientific community and a debate between research and the society at large. Transdisciplinary research therefore transgresses boundaries between scientific disciplines and between science and other societal fields and includes deliberation about facts, practices and values.”
Pioneering transdisciplinary project in social theory
1905 – 40 volume series of books on social life
Ritter, Don (2008) “The Ethics of Aesthetics.” eds. R. Adams, S. Gibson, S. Muller Arisona, Transdisciplinary Digital Art, Berlin: Springer. p. 5-14
Davis, Ami. Transvergence in Art History
Article questions the ability of art history to deal with transdisciplinary art
Root-Berstein, Robert Scott. “On Paradigms and Revolutions in Science and Art: The Challenge of Interpretation.” Art Journal Summer 1984:109.
Von Hagens’Ä™ work, entitled Bodyworlds
Eduardo Kac GFP Bunny
Art Journal editor Samuel Edgerton Jr
âÄœThe Tyranny of the Possible,” Irina Aristarkhova
24 March 2011
10am – 10.30am
12pm – 1pm
4pm – 1am
Adams, Randy and Stefan Müller Arisona, Steve Gibson (eds). 2006/2007. Transdisciplinary Digital Art, Sound, Vision and the New Screen Digital Art Weeks and Interactive Futures 2006/2007. Berlin, Heidelberg : Springer-Verlag Berlin Heidelberg 2008. Springer eBooks.
Introduction: Why Transdisciplinary Digital Art?
Distinctions between Interdisciplinary and Transdisciplinary.
Whereas in Interdisciplinary projects each participant performs their disciplinary function in transdisciplinary research each participant connects and crosses over between media and disciplines.
Marcin Ramocki’s DIY: The Militant
Embrace of Technology introduces a Marxist analysis of digital culture
Gibson gives John Cages’s Variation V in which the composer, the film artists Stan VanDerBeek and Nam June Paik and choreographer Merce Cuningham
interdisciplinary research/projects tend to accept areas of expertise each bring to the project
this book expands on theories and history proposed by Christiane Paul in Digital Art.
How is art contributing to imaging at the moment
Where are we positioning ourselves in regards to transdisciplinarity
2007 Metanexus Conference, Transdisciplinarity and the Unity of Knowledge: Beyond the “Science and Religion Dialogue”
|Transdisciplinarity as Methodological Framework for Going Beyond the Science-Religion Debate
Epitomize 3 different positions on transdiscplinarity
First World Congress of Transdisciplinarity (Convento da Arrábida, Portugal).
1985 to include beyond discipline in the definition of term
TransNet Conference- Transdisciplinary Approaches to Performance
transdisciplinary festival and symposium of creativity, theory, research and technoculture.
Critical Studies in New Media
For more information on Roy Ascott and the Planetary Collegium:
Art and Design in a Culture of Connectivity
we can place transdisciplinary research at the intersection of five objectives: to amplify thought (concept development); to share consciousness (collaborative processes); to seed structures (self-organising systems); to make metaphors (knowledge navigation); to construct identities (self-creation).
Consciousness Reframed: art & consciousness in the post-biological era
Fraun Kultur Labor
Artivistic: Turn On
Transdisciplinarity : recreating integrated knowledge. — Edited by Margaret Somerville and David J. Rapport. — Oxford : EOLSS Publishers, 2000.
Vitrine transdisciplinaire, Société des arts technologiques, Montreal, Que., Canada, October 6-22, 2000. — Leaflet / Pamphlet.
Altered States : transformations of perception, place, and performance : A Transdisciplinary Conference, University of Plymouth, Plymouth, England, United-Kingdom, July 23-24, 2005. — Organisation : The Planetary Collegium (CAiiA-STAR), University of Plymouth, Plymouth.
Performing Art Performing Science Conference : Transdisciplinary Approaches to Performance, School for the Contemporary Arts, Simon Fraser University, Burnaby, B. C., Canada, June 16-18, 2005.
The Ancient Black Art and Transdisciplinary Extent of Pseudoreplication
Hurlbert, Stuart H
Journal of Comparative Psychology, 2009, Vol. 123(4), p.434-443
Beyond Visual Culture: Seven Statements of Support for Material Culture Studies in Art Education
Bolin, Paul E. ; Blandy, Doug
Studies in Art Education, Spring, 2003, Vol.44(3), p.246-263
The Condition of Art Education: Critical Visual Art Education [CVAE] Club, Winter 2010
Hausman, Jerome ; Ploof, John ; Duignan, James ; Brown, W. Keith ; Hostert, Nicholas
Studies in Art Education, Dec, 2010, Vol.51(2), p.368
Ayers, W. Education Beyond Education. Studies in Art Education v. 51 no. 2 (Winter 2010) p. 189-91
Garoian, C. R. Drawing Blinds: Art Practice as Prosthetic Visuality. Studies in Art Education v. 51 no. 2 (Winter 2010) p. 176-88
Leonardo, 2004, Vol.37(2), p.111-116
Tavin, Kevin M.
Studies in Art Education, Spring, 2003, Vol.44(3), p.197-213
Ogbechie, Sylvester Okwunodu
Art Journal, Spring, 2005, Vol.64(1), p.80(10)
Reference & Research Book News, Nov, 2006
The Hedgehog Review, Summer, 2004, Vol.6(2), p.61(11)
Perell??, Josep ; Altai??, Vicen??
Leonardo, 2008, Vol.41(3), p.233-237
World Futures, Nov, 1998, Vol.52(3), p.383(9)
Leonardo, 2008, Vol.41(1), p.82-82
Arts Education Policy Review, 2001, Vol.102(3), p.9-10
Leonardo, 2007, Vol.40(2), p.189-197
Leonardo, 2008, Vol.41(3), p.204-204
Robert Pepperell Michael Punt
Bristol, UK : Intellect 2000
Leonardo, 2002, Vol.35(2), p.119-120
Studies in Art Education, Winter, 1994, Vol.35(2), p.127-128
Hausman, Jerome J.
Arts Education Policy Review, 2000, Vol.102(2), p.17-18
Art Education, March, 2010, Vol.63(2), p.6
Research into creative behaviour
Creativity part of many aspects of life
6 propositions came out of this
Houseman is writing about The Conference on Creativity: A Report the Rockefeller Foundation, edited by Manuel Barkan and Ross L. Mooney, The Ohio State University, 1953.
‘arts as an area of experience that provided a framework from which creativity might be studied.’
‘Marion Quin Dix, an art supervisor of the Elizabeth New Jersey public schools when I was an art teacher, and her husband, Lester Dix (then Professor, Department of Education, Brooklyn College, New York) joined Barkan, Mooney, and Harold Pepinsky (the Ohio State University) in developing and receiving a grant from the Humanities Division of the Rockefeller Foundation to convene an interdisciplinary conference centering on research into creative behavior in the arts and its educational significance. Barkan, in introducing the Conference on Creativity, set forth six propositions: (1) “creative experience, although intensified in the arts is present in many other areas of human behavior;” ( 2) creative experience provides “a way of forming experience which is basic to the organic growth of human personality,·” ( 3) creative experience “functions to form particular aspects of an individual’s ideas, feelings, and attitudes so that they become an integral part of the whole stream of his living;” (4) the function of art education is to “provide opportunities for creative experience;” (5) the role of the teacher is “to create the kind of circumstances in which youth can come to grips with the ideas and feelings they want and need to embody in an organic form;” and (6) the intensity for feeling and forming which creative experience encourages ” leads to a more generalized outcome, than that related to the arts as such, since it sensitizes the student to a discipline which can be used to form many other experiences in life.” ‘
the idea was to harness and enhance artistic behavior
‘Three major directions for an understanding of creativity were identified as Social, Behavioral, and Conceptual fields.’
Social – art improving morale and combating delinquency
Behavioral – are certain environments more conducive to creativity? What are the signs of creative experience? How can creativity be evaluated?
Conceptual: – to build a descriptive model of a visual art student
Linking creativity and satisfaction
Creativity was recognized as individual transforming their experience into meaning (meaningful).
Hessels, L.K. ; van Lente, H.
Research Policy, 2008, Vol.37(4), p.740-760
Hirsch Hadorn, G. ; Bradley, D. ; Pohl, C. ; Rist, S. ; Wiesmann, U.
Ecological Economics, 2006, Vol.60(1), p.119-128
AIP Conference Proceedings 437, 182 (1998)
Strokrocki, Mary, Ed.
National Art Education Association
Configurations, 2004, Vol.12(3), p.375-400
A short excerpt from the presentation, “The Scruffy Interloper: Artistic Process and Trans-disciplinary Meddling,” by Terryl Atkins.
Recorded at the CURA Conference, “Explorations in Qualitative and Arts-Based Research”, August 29-31, 2008, Thompson Rivers University, Kamloops, BC.
Artists expanding the liminal
Chaotic flux of reality
Shatters parameters of what we think which is crucial for interdisciplinarity
Art and Science Transdisciplinary Lecture: Mel Chin, Artist, Whitehouse to the Safehouse. Part I.
Vera List Center
Deal with social political issues and site specific
Collective attitude working in public sphere
‘Revival field’ – gardens of hyperaccumulators
‘signum’ subway stop with Peter Jemison, installation
‘Operation Pedered’ to end lead poisoning – lead contaminated soil
‘Strange flower of democracy’
hackteria talk 1 @ Videotage – transdisciplinary approaches on art & science education (part 1)
Background in education
Background in science
Artificial and the living interface (sensor biosensors, micro and nano)
1912 On the Permanent Life of TissueOutside of the Organism by Alexis Carrel
Art & Science Transdisciplinary Lectures: Pascal Gielen, Sociologist, and Michael Hardt, Philosopher. Part II. October 26, 2010.
Art and Science Transdisciplinary Lecture: Anna Blume, Art Historian. Part I
Art & Science Transdisciplinary Lectures: Okwui Enwezor, Curator. Part I. November 2, 2010.
Okwui Enwezor, talks about Cildo Meireles – a Brazillian artist
Role as art and politics not as separate
Michael Hardt. “US education and the crisis.” December 1, 2010. English.
Informing Science: International Journal of an Emerging Transdiscipline
Institute of Transdisciplinary Studies
early precursors of transdisciplinary thinking (Jantsch, Kuhn)
first efforts (Fried, Pettman)
theoretical developments in the 1980s (Gregoire and Prigogine, Meyer, Rowland)
Three key publications in 1994 (De Freitas, Hooks, Gibbons)
from 2000 and later Klein, Nicolescu, and Nowotny
D’Ambrosio, Ubiratan. “Universities and Transdisciplinarity.” Rencontres Transdisciplinaires. 9-10 (1997). CIRET. 26 October 2006.<http://nicol.club.fr/ciret/locarno/loca5c10.htm>
De Freitas, Lima de, et al, eds. “The Charter of Transdisciplinarity.” CIRET: International Center for transdisciplinary Research. 6 November 1994. CIRET. 26 October 2006. <http://nicol.club.fr/ciret/english/charten.htm>
De Mello, Maria. “Transdisciplinarity: An Experiment in Implementation.” Rencontres Transdisciplinaires. 16 (2002). CIRET. 26 October 2006. <http://nicol.club.fr/ciret/bulletin/b16/b16c12.htm>
Henagulph, Seb. “Three Pillars of Transdisciplinarity.” Goodshare.org. 22 April 2000. Goodshare.org. 26 October 2006. < http://www.goodshare.org/pillars.htm>
Uploaded 25 03 2011
Janz, Bruce B. “Transdisciplinarity as a Model of Post-Disciplinarity.” Home Page for the Pegasus WWW Server. 1999. University of Central Florida. 26 October 2006. <http://pegasus.cc.ucf.edu/~janzb/papers/transdisciplinarity.pdf>
Janz discusses the influence of German reformation mystic Jacob Boehme on the leading thinker on transdisciplinarity (most consistent effort directed) Basarab Nicolescu,
Director of CIRET
CIRET’s dissatisfaction with university structures and attempts to work outside the disciplinary models.
Janz reflects critically on the vision of the university held by those who advance transdisciplinarity as a new model of knowledge (CIRET and UNESCO). And especially CIRET.
Outlines vision of CIRET and looks to how this vision may be advanced..
Push for a more holistic approach to the disjointedness of knowledge – but respecting necessity of specialization.
What is interesting about this article is that no one perspective can have a hold of whole of reality
Concerns that accumulation of knowledge has no moral compass/direction
Knowledge abstracted for mreality
Disciplinary coopration/collaboration not enough (and establishing of one meta-discipline)
Particularity needs to be preserved
This is the position presented part of Charter and the Declarations of Locarno.
Scientism on one hand and mysticism on the other (utopian streak in trandisciplinarity proposed and disseminated by CIRET).
Jantz questions the theoretical status of The Charter Transdisciplinarity
‘Boehme does not give us as much as we want in a
theoretical framework for the critique of disciplinarity’
bringing together of two strands of knowledge science and humanities
goal of transdisciplinarity to resist current structures of science
Jantz proposes these need to emerge more organically rather than through prior legislating.
Transdisciplinarity revises disciplinarity
Tools it picked is dialogue – but language needs to be examined (it can liberate as much as it can imprison).
Jantz’s criticism of transdisciplinarity as advocated for by CIRET is that it
‘establish an abstract
theory of dialogue before the fact, and then proceed to use it.’
‘Disciplines in dialogue have their “others” which show
themselves back for what they are. Transdisciplinarity itself does not. It might be objected that
since it is not a science, or a religion, or a new philosophy, it does not need reflection in the same
way. The problem is that it is still a coherent approach to an identifiable subject matter, and as
such has a kind of internal unity and coherence. Manifestos and charters cannot be written about
Jantz suggests that CIRET’s willingness to use (discussion as central project)
Not just to foster discussion between disciplines but also where the discussion about the nature of transdisciplinarity itself is fostered.
Jantz sees the project of transdisciplinarity as a metaphysical project.
It makes a claim about nature of reality and ‘contemporary move within continental philosophy has been suspicious of assertions about reality.’
‘Transdisciplinarity’s foundation is that there is a reality out there that must be assumed
before true conversation can happen at all. Conversation has prerequisites in terms of beliefs or
assumptions (apart from the prerequisites in terms of skills), and not everyone can participate.’
Reality ‘cannot be legislated as
a prerequisite to conversation.’
despite all its declarations, manifestos, and charters, cannot yet subject itself to a philosophical
critique. It is object-oriented, and the object is its utopian vision.’
‘This may strike its practitioners as an ironic criticism, given the conferences, papers, and
discussions about the nature of transdisciplinarity. What have they been talking about, if not the
nature of the enterprise? But constructing an understanding of the world and subjecting it to the
same critique that it is encouraging in others are not the same thing.’
Hermeneutics and transdisciplinarity here share a common element
‘suggest that its ability to reflect on its own hidden assumptions has yet to take place’
‘virtue of transdisciplinarity is that it represents a dialogue among
thinkers from a wide variety of backgrounds, who do not have this as a professional obligation or
area of interest.’
Admits that CIRET is more than ideaology
And genuinely seeks to change the way we do thngs
Judge, A. J. N. “Transdisciplinarity through Structured Dialogue.” Knowledge Organization : KO 22.2 (1995): 82. Laetus in Praesens. 26 October 2006. <http://www.laetusinpraesens.org/docs/trandis.php>
Klein, Julie Thompson.“Interdisciplinarity and the Prospect of Complexity: The Tests of Theory Issues in Integrative Studies.” Issues in Integrative Studies. 19 (2001): 43-57. Association for Integrative Studies. 26 October 2006. <http://www.units.muohio.edu/aisorg/pubs/issues1/restricted/044/paper.pdf>
Klein, Julie Thompson. “Notes Toward a Social Epistemology of Transdisciplinarity.” Rencontres Transdisciplinaires. 12 (1998). CIRET. 26 October 2006.. <http://nicol.club.fr/ciret/bulletin/b12/b12c2.htm>
Lattanzi, Massimiliano. Transdisciplinarity: Stimulating Synergies, Integrating Knowledge. Geneva: UNESCO, Division of Philosophy and Ethics, 1998. UNESCO Documents and Publications. 26 October 2006. <http://unesdoc.unesco.org/images/0011/001146/114694eo.pdf>
Mittelstrass, Jürgen. “On Transdisciplinarity.” Science and the Future of Mankind. Vatican City: Pontifical Academy of Sciences, 2001: 495-500. The Holy See. 26 October 2006 <http://www.vatican.va/roman_curia/pontifical_academies/acdscien/documents/sv%2099(5of5).pdf>
Nicolescu, Basarab. “Transdisciplinarity and Complexity: Levels of Reality as Source of Indeterminancy.” Rencontres Transdisciplinaires. 15 (2000). CIRET. 26 October 2006. <http://nicol.club.fr/ciret/bulletin/b15/b15c4.htm:
Nicolescu, Basarab. “The Transdisciplinary Evolution of the University.” Rencontres Transdisciplinaires. 12 (1998). CIRET. 26 October 2006. < http://nicol.club.fr/ciret/bulletin/b12/b12c8.htm>
Nowotny, Helga. “The Potential of Transdisciplinarity.” Rethinking Interdisciplinarity. 1 May 2003 Interdisciplines. 26 October 2006. < http://www.interdisciplines.org/interdisciplinarity/papers/5>
O’Reilly, Meg. “Educational Design as Transdisciplinary Partnership: Supporting Assessment Design for Online.” ASCILITE 2004 Proceedings. 1 December 2004. ASCILITE. 26 October 2006 <http://www.ascilite.org.au/conferences/perth04/procs/oreilly.html>
Visser, Jean. “Nurturing the Scientific Mind in School: Transdisciplinary Experiences Avant la date.” Rencontres Transdisciplinaires. 18 (2005). CIRET. 26 October 2006. <http://nicol.club.fr/ciret/bulletin/b18/b18c10.htm>
The Academy of Transdisciplinary Learning and Advanced Studies
INTERNATIONAL CENTER FOR TRANSDISCIPLINARY RESEARCH
Holistic Education Network
Learning Development Institute
The Association for Integrative Studies
td-net: network for transdisciplinarity in sciences and humanities
Santa Fe Institute
Dr Douglas J. Cremer
Transdisciplinarity and Education: ‘The Treasure Within’
What University for Tomorrow? Towards a transdisciplinary Evolution of the University. Monte Verità, Locarno, Switzerland April 30 – May 2, 1997.
The Transdisciplinary Connection
Palaiologou, Ioanna. The Death of a Discipline or the Birth of a Transdiscipline: Subverting Questions of Disciplinarity within Education Studies Undergraduate Courses
Educational Studies, v36 n3 p269-282 Jul 2010
Buda, Sharon Liddell Arts Based Environmental Integrated Curriculum Construction and Implementation Supported by Learning Communities
Apostel, L., G. Berger, A. Briggs, and G. Michaud, ed. (1972). Interdisciplinarity: problems of teaching and research in universities. Paris: Organization for Economic Cooperation and Development. Contains H. Heckhausen, Discipline and interdisciplinarity, 83-90; M. Boisot, Discipline and interdisciplinarity, 89-97; E. Jantsch, Towards interdisciplinarity and transdisciplinarity in education and innovation, 97-121; A. Lichnerowicz, Mathematic and transdisciplinarity, 121-27; and J. Piaget, The epistemology of interdisciplinary relationships, 127-39.
Anne Nigten is the director of The Patchingzone,
Processpatching as a Method of Implementing Transdisciplinarity in Practice
Nigten, A. Processpatching, Defining New Methods in aRt
Higher Education: New Trends and Issues
BURNETT Ron : Cultures of Vision – Images, Media and the Imaginary
NICOLESCU Basarab : Science, Meaning and Evolution – The Cosmology of Jacob Boehme
NICOLESCU Basarab : Manifesto of Transdisciplinarity