{"id":3440,"date":"2017-05-23T20:58:52","date_gmt":"2017-05-24T03:58:52","guid":{"rendered":"http:\/\/blogs.unsw.edu.au\/tiic\/?page_id=3440"},"modified":"2017-05-23T20:58:52","modified_gmt":"2017-05-24T03:58:52","slug":"transdisciplinary-bibliography","status":"publish","type":"page","link":"https:\/\/blogs.unsw.edu.au\/tiic\/transdisciplinary-bibliography\/","title":{"rendered":"Transdisciplinary Bibliography"},"content":{"rendered":"

 <\/p>\n

Created Paul Thomas by Marzena Topka<\/p>\n

20 March 2011<\/p>\n

8.30pm \u2013 11.30pm<\/p>\n

 <\/p>\n

http:\/\/en.wikipedia.org\/wiki\/Transdisciplinarity<\/a> (accessed March 20, 2011)<\/p>\n

 <\/p>\n

Transdisciplinary<\/p>\n

 <\/p>\n

Holistic approach<\/p>\n

 <\/p>\n

2003 conference in Gottingen Brand\/Schaller\/V\u00f6lker 2004<\/p>\n

 <\/p>\n

1970 Jean Piaget introduced the term<\/p>\n

 <\/p>\n

1987, the International Center for Transdisciplinary Research (CIRET) adopted the Charter of Transdisciplinarity [1]<\/a> at the 1st World Congress of Transdisciplinarity.<\/p>\n

 <\/p>\n

Basarab Nicolescu<\/a><\/p>\n

 <\/p>\n

Planetary Collegium<\/a> (transdisciplinarity in arts and humanities)<\/p>\n

 <\/p>\n

The range of transdisciplinarity becomes clear when the four central questions of biological research ((1) causation<\/a>, (2) ontogeny<\/a>, (3) adaptation<\/a>, (4) phylogeny<\/a> [after Niko Tinbergen<\/a> 1963, see also Tinbergen’s four questions<\/a>, cf. Aristotle<\/a>: Causality \/ Four Major Causes]) are graphed against distinct levels of analysis (e.g. cell<\/a>, organ<\/a>, individual<\/a>, group<\/a>; [cf. “Laws about the Levels of Complexity” of Nicolai Hartmann<\/a> 1940\/1964, see also Rupert Riedl<\/a> 1984]):[7]<\/sup><\/a><\/p>\n

\u00a0<\/sup><\/p>\n

References<\/p>\n

Bambara, E., “Alle radici della Transdisciplinarit\u00e0. Edgar Morin e Basarab Nicolescu”, PhD Thesis, University of Messina, 2000<\/p>\n

 <\/p>\n

Brand, Frank; Schaller, Franz & V\u00f6lker, Harald (Hrsg.): Transdisziplinarit\u00e4t. Bestandsaufnahme und Perspektiven. Beitr\u00e4ge zur THESIS-Arbeitstagung im Oktober 2003 in G\u00f6ttingen. G\u00f6ttingen: Universit\u00e4tsverlag, 2004.<\/a><\/p>\n

 <\/p>\n

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.<\/a><\/p>\n

Hamberger, E., Luger, K. (Hrsg.)(2008): Transdisziplin\u00e4re Kommunikation. Aktuelle Be-Deutungen im f\u00e4cher\u00fcbergreifenden Dialog, Wien: \u00d6sterr. Kunst- und Kulturverlag, ISBN 9783854372646<\/a><\/p>\n

 <\/p>\n

Jaeger J., Scheringer M. 1998. Transdisziplinarit\u00e4t. Problemorientierung ohne Methodenzwang. GAIA 7(1): 10-25.<\/p>\n

 <\/p>\n

Ronald Jones, Interdisciplinarian, The Experience Design Group,Konstfack University of Art Design and Craft, Stockholm, Sweden [2]<\/a><\/p>\n

 <\/p>\n

Max-Neef, Manfred A. “Foundations of Transdisciplinarity” Ecological Economics 53(2005) 5-16.<\/p>\n

J\u00fcrgen Mittelstrass<\/a>: Transdisciplinarity – New Structures in Science<\/a>, presented at the conference “Innovative Structures in Basic Research”<\/a> at Schloss Ringberg<\/a>, 4 October 2000<\/p>\n

 <\/p>\n

J\u00fcrgen Mittelstrass<\/a>: Transdisziplinarit\u00e4t – wissenschaftliche Zukunft und institutionelle Wirklichkeit. 2003 ISBN 387940786X<\/a><\/p>\n

 <\/p>\n

Nicolai Hartmann<\/a>: Der Aufbau der realen Welt, Berlin, 1939 (2nd Ed. 1964), de Gruyter<\/p>\n

 <\/p>\n

Basarab Nicolescu<\/a>, “Manifesto of Transdisciplinarity”, State University of New York Press, New York, USA, 2002, translation from the French by Karen-Claire Voss.<\/p>\n

 <\/p>\n

Pohl, Christian & Hirsch Hadorn, Gertrude (2007): Principles for Designing Transdisciplinary Research – proposed by the Swiss Academies of Arts and Sciences, M\u00fcnchen: oekom Verlag.<\/a><\/p>\n

 <\/p>\n

Rupert Riedl<\/a>: The Biology of Knowledge. Chichester, 1984, John Wiley<\/p>\n

Thompson Klein, Julie; Grossenbacher-Mansuy, Walter; H\u00e4berli, 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: Birkh\u00e4user<\/a><\/p>\n

 <\/p>\n

Niko Tinbergen<\/a>: On Aims and Methods in Ethology. Zeitschrift f\u00fcr Tierpsychologie, 1963, 20: 410-433<\/p>\n

 <\/p>\n

Stokols, D. (2006). Toward a science of transdisciplinary action research. American Journal of Community Psychology, 38, 63-77. http:\/\/www.springerlink.com\/content\/46152846475696gu\/<\/a><\/p>\n

 <\/p>\n

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<\/a><\/p>\n

 <\/p>\n

[edit<\/a>] External links<\/p>\n

transdisciplinary-net, Swiss Academies of Arts and Sciences<\/a><\/p>\n

 <\/p>\n

Transdisciplinary Case Studies at ETH Zurich<\/a><\/p>\n

 <\/p>\n

International Center for Transdisciplinary Research<\/a> The site of the International Center for Transdisciplinary Research (CIRET). E-zine “Transdisciplinary Encounters”.<\/p>\n

 <\/p>\n

Transdisciplinary Studies<\/a> The book series dedicated to transdisciplinary research.<\/p>\n

 <\/p>\n

Gerhard Medicus. “Basic Theory of Human Sciences”<\/a> (ppt; with explanations in the notes).<\/p>\n

 <\/p>\n

World Knowledge Dialogue Foundation<\/a><\/p>\n

 <\/p>\n

Russian school of Transdistsiplinarity<\/a><\/p>\n

Transdisciplinary Studies<\/a> at Claremont Graduate University<\/a><\/p>\n

[3]<\/a> Journal of the International Association of Transdisciplinary Psychology<\/p>\n

[edit<\/a>] Sources<\/p>\n

Basarab Nicolescu<\/a> Manifesto of Transdisciplinarity, State University of New York (SUNY) Press, New York, 2002 , translation from French by Karen-Claire Voss.<\/p>\n

^<\/a> Mittelstrass 2003<\/p>\n

^<\/a> Brand\/Schaller\/V\u00f6lker 2004<\/p>\n

^<\/a> (Funtowicz & Ravetz 1993)<\/p>\n

^<\/a> Hirsch Hadorn et al. 2008, Jaeger & Scheringer 1998<\/p>\n

^<\/a> Nicolescu 2002<\/p>\n

^<\/a> Convento da Arrabida, Portugal, November 1994<\/p>\n

^<\/a> [Excerpt from Medicus 2005, with the authors permission<\/p>\n

Basarab Nicolescu (Ed.)<\/a> Transdisciplinarity – Theory and Practice, Hampton Press, Cresskill, NJ, USA, 2008.<\/p>\n

Article<\/a> by J\u00fcrgen Mittelstrass<\/a> entitled On Transdisciplinarity (URL accessed on 2 April 2006)<\/p>\n

Gerhard Medicus, 2005. “Mapping Transdisciplinarity in Human Sciences”<\/a> (pdf).<\/p>\n

Russian school of transdisciplinarity, 2000-2010<\/a> Articles Russian school of transdisciplinarity, 2000-2011<\/p>\n

 <\/p>\n

Curtin Library search:<\/p>\n

Rediscovering aesthetics; transdisciplinary voices from art history, philosophy, and art practice.(Brief article)(Book review)<\/p>\n

Reference & Research Book News, May, 2009<\/p>\n

The Art Book<\/p>\n

Volume 17, Issue 1, <\/a>page 50, February 2010<\/p>\n

The dialogical turn : new roles for sociology in the postdisciplinary age \/ edited by Charles Camic and Hans Joas.<\/a><\/p>\n

Charles Camic; Hans Joas 1948-<\/p>\n

Lanham, MD : Rowman & Littlefield Publishers c 2003<\/p>\n

 <\/p>\n

Wrestling with Angels, Searching for Ghosts: Toward a Critical Pedagogy of Visual Culture<\/p>\n

Tavin, Kevin M.<\/p>\n

Studies in Art Education, Spring, 2003, Vol.44(3), p.197-213 [Peer Reviewed Journal]<\/p>\n

Jstor?<\/p>\n

Beyond Visual Culture: Seven Statements of Support for Material Culture Studies in Art Education<\/p>\n

Bolin, Paul E. ; Blandy, Doug<\/p>\n

Studies in Art Education, Spring, 2003, Vol.44(3), p.246-263 [Peer Reviewed Journal]<\/p>\n

 <\/p>\n

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 M\u00fcller Arisona.<\/a><\/p>\n

Randy Adams Stefan M\u00fcller Arisona; Steve Gibson; SpringerLink (Online service)<\/p>\n

Springer eBooks<\/p>\n

Berlin, Heidelberg : Springer-Verlag Berlin Heidelberg 2008<\/p>\n

 <\/p>\n

 <\/p>\n

Technoetic Pathways toward the Spiritual in Art: A Transdisciplinary Perspective on Connectedness, Coherence and Consciousness<\/p>\n

Ascott, Roy<\/p>\n

Leonardo, 2006, Vol.39(1), p.65-69<\/p>\n

 <\/p>\n

http:\/\/blogs.unsw.edu.au\/tiic\/<\/p>\n

:: Andrew Frost :: Daniel Mafe :: Darryn Ansted :: Douglas Kahn :: Edward Colless ::\u00a0Erica Seccombe:: Harry Nankin :: Hugh Davies :: Gavin Perin :: Ian Gwilt :: Justin Clemens :: Adam Nash :: Kathy Cleland :: \u00a0Leon Marvell :: Linda Matthews :: Lloyd Barret :: Lucia Ayala\u00a0:: Mark Titmarsh :: Mitchell Whitelaw :: Oron Catts :: Petra Gemeinboeck ::\u00a0Rob Saunders ::\u00a0Stephen Little \u00a0::<\/p>\n

 <\/p>\n

Art and Technology | Contemporary Art and New Media: Towards a Hybrid Discourse<\/strong><\/p>\n

Nicolas Bourriaud<\/strong>, Curator and Writer, Paris<\/p>\n

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23 March 2011<\/p>\n

5.00pm \u00a0\u2013 11pm<\/p>\n

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http:\/\/blogs.unsw.edu.au\/tiic\/<\/p>\n

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Ann Ring Petersen ::<\/p>\n

Jens Hauser ::<\/p>\n

Roy Ascott*<\/p>\n

 <\/p>\n

transdisciplinary aesthetics<\/p>\n

transdisciplinary imaging<\/p>\n

 <\/p>\n

1976 John Lutz<\/p>\n

\u2018The potential for Improving Science Education Through Transdisciplinary Integration with Art Education\u2019.<\/p>\n

 <\/p>\n

Jacobson 1975 Reviews od Research in Science Education<\/p>\n

Noval 1963<\/p>\n

Platt 1964<\/p>\n

Suppes 1974<\/p>\n

Tinto 1975<\/p>\n

Beuchamp 1968<\/p>\n

Games 1970<\/p>\n

Institute of Behavioral Research on Creativity (1973)<\/p>\n

Buros 1972 The Seventh Mental Measurements Yearbook<\/p>\n

Institute for Personality and Ability Testing 1967<\/p>\n

Rorer 1972<\/p>\n

Personality Press 1966<\/p>\n

Pennsylvania Department of Education 1974<\/p>\n

 <\/p>\n

Ascott 1964 Analogue Structures and Diagram Boxes<\/p>\n

Ascott \u2018Behaviourist Art and the Cybernetic Vision\u2019. Cybernetica: Journal of the International Association<\/p>\n

Matthew Wilson Smith. 2007. The Total Work of Art: from Bayreuth to Cyberspace. New York: Routledge.<\/p>\n

Shanken, E. \u2018From Cybernetics to Telematics: The Art, Pedagogy, and Theory of Roy Ascott.\u2019<\/p>\n

Ascott, R. 2003. Telematic Embrace: Visionary Theories of Art, technology and Consciousness. Berkeley: University of California Press.<\/p>\n

Syncretic Reality: art, process, and potentiality<\/p>\n

 <\/p>\n

McLuhan, M.<\/p>\n

Yann Arthus-Bertrand<\/p>\n

 <\/p>\n

 <\/p>\n

    \n
  1. Clark, Natural Born Cyborgs: Minds, Technologies,<\/li>\n<\/ol>\n

    and the Future of Human Intelligence (Oxford, U.K.: Oxford<\/p>\n

    Univ. Press, 2003).<\/p>\n

     <\/p>\n

    Bateson, Steps to an Ecology of Mind (San Francisco:<\/p>\n

    Chandler, 1972).<\/p>\n

     <\/p>\n

     <\/p>\n

    http:\/\/www.springerlink.com\/content\/978-1-4020-6698-6#section=161081&page=1<\/a><\/p>\n

     <\/p>\n

    Gertrude Hirsch Hadorn<\/a>, Holger Hoffmann-Riem<\/a>, Susette Biber-Klemm<\/a>, Walter Grossenbacher-Mansuy<\/a>, Dominique Joye<\/a>, Christian Pohl<\/a>, Urs Wiesmann<\/a> and Elisabeth Zemp<\/a> (eds). 2008.<\/p>\n

    Handbook of Transdisciplinary Research<\/p>\n

    Springer<\/p>\n

     <\/p>\n

    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)<\/p>\n

    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.<\/p>\n

     <\/p>\n

    Td-net<\/p>\n

     <\/p>\n

    Part I<\/p>\n

    Chapter 1<\/p>\n

    Idea o the Handbook<\/p>\n

    P3<\/p>\n

     <\/p>\n

    Brewer 1999<\/p>\n

    \u2018The world has problems, but universities have departments\u2019<\/p>\n

    p4<\/p>\n

     <\/p>\n

    Campbell, 1969<\/p>\n

    Ethnocentrism of disciplines<\/p>\n

     <\/p>\n

    Lubchenco 1998<\/p>\n

    \u2018new social contract of science\u2019<\/p>\n

     <\/p>\n

    Cetto 2000<\/p>\n

    \u2018new commitment of science\u2019<\/p>\n

     <\/p>\n

    ideas about transdisciplinarity emerged in the 1970s<\/p>\n

     <\/p>\n

    Pohl and Hirsch Hadorn 2007<\/p>\n

     <\/p>\n

    ProClim 1997<\/p>\n

    System knowledge<\/p>\n

     <\/p>\n

    Part 1<\/p>\n

    Chapter 2<\/p>\n

    The Emergence of Transdisciplinarity as a Form of Research<\/p>\n

    Hirsch Hadon, G., S. Biber-Klemm, W. Grossenbacher-Mansuy, H. Hoffmann-Riem, D. Joyce, C. Pohl, U. Wiesmann, E. Zemp<\/p>\n

    P19<\/p>\n

     <\/p>\n

    Mittelstrass 1992<\/p>\n

    \u2018transdisciplinary\u2019 research which crosses boundaries of discipline to address and solve real life problems<\/p>\n

    p20<\/p>\n

     <\/p>\n

    Johann Heinrich Lambert (1728-1777)<\/p>\n

    \u2018Systems approach to structure complexity as a set of interrelated elements.\u2019<\/p>\n

    His systematology \u2013 a forerunner to present day systems thinking (Rescher 1979)<\/p>\n

    P21<\/p>\n

     <\/p>\n

    Royal Society 1662<\/p>\n

    Francis Bacon (1561-1626)<\/p>\n

     <\/p>\n

     <\/p>\n

    Part V<\/p>\n

    Chapter 26<\/p>\n

    Education<\/p>\n

    Julie Thompson Klein<\/p>\n

    P399<\/p>\n

     <\/p>\n

    Roderick Lawrence & Carole Despres<\/p>\n

    Special issue on transdisciplinarity<\/p>\n

    The journal Futures<\/p>\n

    2004<\/p>\n

     <\/p>\n

    goal linked to changing higher education\u2019s relationship to society<\/p>\n

    chapter gives overview of theoretical and conceptual frameworks for transdisciplinarity (TD)<\/p>\n

    p399<\/p>\n

     <\/p>\n

    the term \u2018 transdisciplinary\u2019 traces back to the first international conference of interdisciplinarity, France 1970<\/p>\n

    co-sponsored by the Organization for Economic Cooperation and Development (OECD)<\/p>\n

    pressure for universities to reform<\/p>\n

    universities failing to serve humanity<\/p>\n

    call for more purposeful education<\/p>\n

    Erich Jantsch 1972<\/p>\n

    His vision for universities was driven by social sysms design, general systems theory and organizational theory<\/p>\n

    P399<\/p>\n

     <\/p>\n

    OECD conference<\/p>\n

    Jean Piaget 1972 \u2013 \u2018higher stage in the epistemology of interdisciplinary relations\u2019<\/p>\n

    Joseph Kockelmans<\/p>\n

    But neither Piaget nor Kockelmans proposed a programme of education<\/p>\n

     <\/p>\n

    1979 collection of essays on interdisciplinarity published in USA<\/p>\n

    \u2018Kockelman situated transdisciplinarity in the philosophical and educational dimension of sciences.\u2019<\/p>\n

    Focus on making research and education more socially relevant<\/p>\n

     <\/p>\n

    Some fields already had transdisciplinary outlook<\/p>\n

    e.g. philosophy \u2013 reflecting on all kinds of knowledge<\/p>\n

    woman\u2019s studies \u2013 aiming to transcend existing disciplines by forging new paradigms<\/p>\n

    peace and security studies<\/p>\n

    ecological and environmental studies<\/p>\n

    arts<\/p>\n

    engineering<\/p>\n

    USA \u2018transdisciplinary\u2019 science as a form of transcendent interdisciplinary research<\/p>\n

     <\/p>\n

    Rosenfield 1992<\/p>\n

    P400<\/p>\n

     <\/p>\n

    Holistic education<\/p>\n

     <\/p>\n

    The International University Reforms Observatory (ORUS)<\/p>\n

    National Reforms Observatories<\/p>\n

    http:\/\/www.orus-int.org\/<\/a><\/p>\n

     <\/p>\n

    The Centre International de Recherches et Etudes Transdisciplinarie (CIRET)<\/p>\n

    Education informed by complexity in science<\/p>\n

     <\/p>\n

    Basarab Nicolescu \u2018The Transdisciplinary Evolution of Learning\u2019 (on the CIRET web)<\/p>\n

    Enacts the four pillars of learning of Jaques Delors (at UNESCO\u2019s International Commission on Education for the 21st<\/sup> century: learning to know, learning to do, learning to live together, learning to be.<\/p>\n

     <\/p>\n

    Edgar Morin<\/p>\n

    \u2018Declaration of Recommendations CIRET-UNESCO international congress in Locarno 1997<\/p>\n

    http:\/\/perso.club-internet.fr\/nicol\/ciret<\/a><\/p>\n

     <\/p>\n

    OECD\u00a0 – University and the Community 130 – 1982<\/p>\n

    Robert Constanza 1990 \u2013 meta disciplines<\/p>\n

     <\/p>\n

    Major TD discourse evolved from European and North-South partneships for sustainability<\/p>\n

     <\/p>\n

    Curriculum models<\/p>\n

    Early \u2013 1972 Jantsch<\/p>\n

    Normative interdisciplinarity<\/p>\n

    Costanza 1990<\/p>\n

     <\/p>\n

     <\/p>\n

    Part VI<\/p>\n

    Chapter 28<\/p>\n

    What is the international context for this problem and the project\u2019s approach P427<\/p>\n

     <\/p>\n

    Chapter 29<\/p>\n

    Enhancing Transdisciplinary Research: A Synthesis in Fifteen Propositions<\/p>\n

    P433<\/p>\n

     <\/p>\n

    The process of transdisciplinary research is still being developed<\/p>\n

    Defining scope and process of transdisciplinary research<\/p>\n

     <\/p>\n

    \u2018Definition: 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.<\/p>\n

     <\/p>\n

    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.\u201d<\/p>\n

    P435<\/p>\n

     <\/p>\n

     <\/p>\n

     <\/p>\n

     <\/p>\n

    Martin Bouber<\/p>\n

    Pioneering transdisciplinary project in social theory<\/p>\n

    1905 \u2013 40 volume series of books on social life<\/p>\n

     <\/p>\n

     <\/p>\n

    http:\/\/aesthetic-machinery.com\/index.html<\/a><\/p>\n

    Ritter, Don (2008) \u201cThe Ethics of Aesthetics.\u201d eds. R. Adams, S. Gibson, S. Muller Arisona, Transdisciplinary Digital Art<\/a>, Berlin: Springer. p. 5-14<\/p>\n

     <\/p>\n

     <\/p>\n

    http:\/\/www.ekac.org\/transvergence.html<\/a><\/p>\n

    Davis, Ami. Transvergence in Art History<\/p>\n

    Article questions the ability of art history to deal with transdisciplinary art<\/p>\n

     <\/p>\n

     <\/p>\n

     <\/p>\n

     <\/p>\n

    Root-Berstein, Robert Scott. “On Paradigms and Revolutions in Science and Art: The Challenge of Interpretation.” Art Journal Summer 1984:109.<\/p>\n

     <\/p>\n

    Von Hagens\u2019\u00c4\u2122 work, entitled Bodyworlds<\/p>\n

    Eduardo Kac GFP Bunny<\/p>\n

     <\/p>\n

    Art Journal editor Samuel Edgerton Jr<\/p>\n

     <\/p>\n

    \u00e2\u00c4\u0153The Tyranny of the Possible,” Irina Aristarkhova<\/p>\n

     <\/p>\n

     <\/p>\n

     <\/p>\n

    24 March 2011<\/p>\n

    10am \u2013 10.30am<\/p>\n

    12pm \u2013 1pm<\/p>\n

    4pm \u2013 1am<\/p>\n

     <\/p>\n

    Adams, Randy and Stefan M\u00fcller 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.<\/h3>\n

     <\/p>\n

    Gibson, Steve<\/p>\n

    Introduction: Why Transdisciplinary Digital Art?<\/p>\n

    P1-2<\/p>\n

     <\/p>\n

    Distinctions between Interdisciplinary and Transdisciplinary.<\/p>\n

    Whereas in Interdisciplinary projects each participant performs their disciplinary function in transdisciplinary research each participant connects and crosses over between media and disciplines.<\/p>\n

    P1<\/p>\n

     <\/p>\n

    Marcin Ramocki\u2019s DIY: The Militant<\/p>\n

    Embrace of Technology\u00a0 introduces a Marxist analysis of digital culture<\/p>\n

     <\/p>\n

    Gibson gives John Cages\u2019s Variation V in which the composer, the film artists Stan VanDerBeek and Nam June Paik and choreographer Merce Cuningham<\/p>\n

     <\/p>\n

    interdisciplinary research\/projects tend to accept areas of expertise each bring to the project<\/p>\n

    p2<\/p>\n

     <\/p>\n

    this book expands on theories and history proposed by Christiane Paul in Digital Art.<\/p>\n

     <\/p>\n

     <\/p>\n

    How is art contributing to imaging at the moment<\/p>\n

    Where are we positioning ourselves in regards to transdisciplinarity<\/p>\n

     <\/p>\n

    2007 Metanexus Conference, Transdisciplinarity and the Unity of Knowledge: Beyond the “Science and Religion Dialogue”<\/p>\n

     <\/p>\n

    http:\/\/www.metanexus.net\/magazine\/tabid\/68\/id\/10013\/Default.aspx<\/a><\/p>\n\n\n\n
    Transdisciplinarity as Methodological Framework for Going Beyond the Science-Religion Debate<\/p>\n\n\n\n
    By Basarab Nicolescu<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    Piaget<\/p>\n

    Erich Jantsch<\/p>\n

    Andr\u00e9 Lichnerowicz<\/p>\n

     <\/p>\n

    Epitomize 3 different positions on transdiscplinarity<\/p>\n

     <\/p>\n

    First World Congress of Transdisciplinarity (Convento da Arr\u00e1bida, Portugal).<\/p>\n

     <\/p>\n\n\n\n
    Basarab Nicolescu<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    1985\u00a0 to include beyond discipline in the definition of term<\/p>\n

     <\/p>\n

     <\/p>\n

     <\/p>\n

    TransNet Conference- Transdisciplinary Approaches to Performance<\/p>\n

    Perform.Media <\/a><\/p>\n

    transdisciplinary festival and symposium of creativity, theory, research and technoculture.<\/p>\n

     <\/p>\n

    http:\/\/www.jhfc.duke.edu\/jenkins\/courses\/isis250\/syllabus.htm<\/a><\/p>\n

    Critical Studies in New Media<\/p>\n

    Timothy Lenoir<\/p>\n

    Duke University<\/p>\n

     <\/p>\n

    Roy Ascott lecture at SCAD April 14 <\/a><\/p>\n

    For more information on Roy Ascott and the Planetary Collegium:
    \n<    http:\/\/www.planetary-collegium.net\/people\/detail\/ra<\/a>><\/p>\n

    Transdisciplinary Transformations:
    \nArt and Design in a Culture of Connectivity<\/p>\n

    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).<\/p>\n

    Consciousness Reframed: art & consciousness in the post-biological era
    \n    http:\/\/www.planetary-collegium.net\/news\/<\/a><\/p>\n

    http:\/\/www.thealit.de\/en\/concept<\/a><\/p>\n

    thealit<\/p>\n

    Fraun Kultur Labor<\/p>\n

     <\/p>\n

    Artivistic: Turn On<\/p>\n

    Gabriel Menotti<\/p>\n

     <\/p>\n

    http:\/\/www.netbehaviour.org\/<\/a><\/p>\n

    http:\/\/www.furtherfield.org\/<\/a><\/p>\n

     <\/p>\n

    http:\/\/www.fondation-langlois.org\/html\/e\/cherche.php?MotsCles=transdiscipli&Submit.x=0&Submit.y=0<\/a><\/p>\n

     <\/p>\n

    Arts Council of England, Collaboration and Ownership in the Digital Economy (CODE) <\/a>
    \n    The Arts Council of England is the national arts funding agency for England.<\/a><\/p>\n

    http:\/\/www.cl.cam.ac.uk\/CODE\/<\/p>\n

     <\/p>\n

    Caroline Langill, Shifting Polarities, Machinic aesthetics <\/a>
    \n    Laura Kikauka’s Misplaced Affection (1983) was groundbreaking.<\/a><\/p>\n

    Proboscis, Urban Tapestries <\/a>
    \n    Urban Tapestries is a transdisciplinary research project. The project team comprises a range of skills and backgrounds.<\/a><\/p>\n

     <\/p>\n

    Transdisciplinarity : recreating integrated knowledge. \u2014 Edited by Margaret Somerville and David J. Rapport. \u2014 Oxford : EOLSS Publishers, 2000.
    \nVitrine transdisciplinaire, Soci\u00e9t\u00e9 des arts technologiques, Montreal, Que., Canada, October 6-22, 2000. \u2014 Leaflet \/ Pamphlet.<\/p>\n

     <\/p>\n

    Altered States : transformations of perception, place, and performance : A Transdisciplinary Conference, University of Plymouth, Plymouth, England, United-Kingdom, July 23-24, 2005. \u2014 Organisation : The Planetary Collegium (CAiiA-STAR), University of Plymouth, Plymouth.<\/p>\n

     <\/p>\n

    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.<\/p>\n

     <\/p>\n

    Pelletier, Sonia. \u2013 \u00abVoir et entendre la techno\u00bb. \u2013 Le Devoir. \u2013 (14 oct. 2000). \u2013 P. D9.<\/a><\/p>\n

     <\/p>\n

     <\/p>\n

    Curtin Library<\/p>\n

    The Ancient Black Art and Transdisciplinary Extent of Pseudoreplication<\/p>\n

    Hurlbert, Stuart H<\/p>\n

    Journal of Comparative Psychology, 2009, Vol. 123(4), p.434-443<\/p>\n

     <\/p>\n

    Beyond Visual Culture: Seven Statements of Support for Material Culture Studies in Art Education<\/p>\n

    Bolin, Paul E. ; Blandy, Doug<\/p>\n

    Studies in Art Education, Spring, 2003, Vol.44(3), p.246-263<\/p>\n

     <\/p>\n

    The Condition of Art Education: Critical Visual Art Education [CVAE] Club, Winter 2010<\/p>\n

    Hausman, Jerome ; Ploof, John ; Duignan, James ; Brown, W. Keith ; Hostert, Nicholas<\/p>\n

    Studies in Art Education, Dec, 2010, Vol.51(2), p.368<\/p>\n

     <\/p>\n

    Ayers, W. Education Beyond Education. Studies in Art Education v. 51 no. 2 (Winter 2010) p. 189-91<\/p>\n

     <\/p>\n

    Garoian, C. R. Drawing Blinds: Art Practice as Prosthetic Visuality. Studies in Art Education v. 51 no. 2 (Winter 2010) p. 176-88<\/p>\n

     <\/p>\n

    Planetary Technoetics: Art, Technology and Consciousness<\/a><\/p>\n

    Ascott, Roy<\/p>\n

    Leonardo, 2004, Vol.37(2), p.111-116<\/p>\n

     <\/p>\n

    Wrestling with Angels, Searching for Ghosts: Toward a Critical Pedagogy of Visual Culture<\/a><\/p>\n

    Tavin, Kevin M.<\/p>\n

    Studies in Art Education, Spring, 2003, Vol.44(3), p.197-213<\/p>\n

     <\/p>\n

    Ordering the universe: Documenta 11 and the apotheosis of the occidental gaze<\/a><\/p>\n

    Ogbechie, Sylvester Okwunodu<\/p>\n

    Art Journal, Spring, 2005, Vol.64(1), p.80(10)<\/p>\n

     <\/p>\n

    Psychoanalysis and the image; transdisciplinary perspectives.(Brief Article)(Book Review)<\/a><\/p>\n

    Reference & Research Book News, Nov, 2006<\/p>\n

     <\/p>\n

    Beyond the disciplines: art without boundaries<\/a><\/p>\n

    Gablik, Suzi<\/p>\n

    The Hedgehog Review, Summer, 2004, Vol.6(2), p.61(11)<\/p>\n

     <\/p>\n

    Physics of Aesthetics: A Meeting of Science, Art and Thought in Barcelona<\/a><\/p>\n

    Perell??, Josep ; Altai??, Vicen??<\/p>\n

    Leonardo, 2008, Vol.41(3), p.233-237<\/p>\n

     <\/p>\n

    Towards a synthesis of art, science and spirituality – notes on transdisciplinarity<\/a><\/p>\n

    Petris, Bruno<\/p>\n

    World Futures, Nov, 1998, Vol.52(3), p.383(9)<\/p>\n

     <\/p>\n

     <\/p>\n

    Art: Key Contemporary Thinkers (review)<\/a><\/p>\n

    Harle, Rob<\/p>\n

    Leonardo, 2008, Vol.41(1), p.82-82<\/p>\n

     <\/p>\n

    Arts Education @ the Edge of the Net: The Future Will Be Moist!<\/a><\/p>\n

    Ascott, Roy<\/p>\n

    Arts Education Policy Review, 2001, Vol.102(3), p.9-10<\/p>\n

     <\/p>\n

    The Cybernetic Stance: My Process and Purpose<\/a><\/p>\n

    Ascott, Roy<\/p>\n

    Leonardo, 2007, Vol.40(2), p.189-197<\/p>\n

     <\/p>\n

    Cybernetic, Technoetic, Syncretic: The Prospect for Art<\/a><\/p>\n

    Ascott, Roy<\/p>\n

    Leonardo, 2008, Vol.41(3), p.204-204<\/p>\n

     <\/p>\n

    The postdigital membrane : imagination, technology and desire \/ Robert Pepperell and Michael Punt.<\/a><\/p>\n

    Robert Pepperell Michael Punt<\/p>\n

    Bristol, UK : Intellect 2000<\/p>\n

     <\/p>\n

    Human Consciousness and the Postdigital Analogue<\/a><\/p>\n

    Punt, Michael<\/p>\n

    Leonardo, 2002, Vol.35(2), p.119-120<\/p>\n

     <\/p>\n

    Criticizing Photographs: An Introduction to Understanding Images (Book-Review)<\/a><\/p>\n

    Hausman, Jerome<\/p>\n

    Studies in Art Education, Winter, 1994, Vol.35(2), p.127-128<\/p>\n

     <\/p>\n

    Arts Education in the Twenty-First Century: A Personal View<\/a><\/p>\n

    Hausman, Jerome J.<\/p>\n

    Arts Education Policy Review, 2000, Vol.102(2), p.17-18<\/p>\n

     <\/p>\n

    An Almost Forgotten 1953 Conference on Creativity.(Conference news)<\/a><\/p>\n

    Hausman, Jerome<\/p>\n

    Art Education, March, 2010, Vol.63(2), p.6<\/p>\n

    Research into creative behaviour<\/p>\n

    Creativity part of many aspects of life<\/p>\n

    6 propositions came out of this<\/p>\n

    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.<\/p>\n

    \u2018arts as an area of experience that provided a framework from which creativity might be studied.\u2019<\/p>\n

    \u2018Marion 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,\u00b7” ( 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.” \u2018<\/p>\n

    the idea was to harness and enhance artistic behavior<\/p>\n

    \u2018Three major directions for an understanding of creativity were identified as Social, Behavioral, and Conceptual fields.\u2019<\/p>\n

    Social \u2013 art improving morale and combating delinquency<\/p>\n

    Behavioral \u2013 are certain environments more conducive to creativity? What are the signs of creative experience? How can creativity be evaluated?<\/p>\n

    Conceptual: – to build a descriptive model of a visual art student<\/p>\n

     <\/p>\n

    Linking creativity and satisfaction<\/p>\n

    Creativity was recognized as individual transforming their experience into meaning (meaningful).<\/p>\n

     <\/p>\n

    Re-thinking new knowledge production: A literature review and a research agenda<\/a><\/p>\n

    Hessels, L.K. ; van Lente, H.<\/p>\n

    Research Policy, 2008, Vol.37(4), p.740-760<\/p>\n

     <\/p>\n

    Implications of transdisciplinarity for sustainability research<\/a><\/p>\n

    Hirsch Hadorn, G. ; Bradley, D. ; Pohl, C. ; Rist, S. ; Wiesmann, U.<\/p>\n

    Ecological Economics, 2006, Vol.60(1), p.119-128<\/p>\n

     <\/p>\n

    Cybersemiotics: A suggestion for a transdisciplinary framework for description of observing, anticipatory and meaning producing systems<\/a><\/p>\n

    Soren Brier<\/p>\n

    AIP Conference Proceedings 437, 182 (1998)<\/p>\n

     <\/p>\n

    Interdisciplinary Art Education: Building Bridges to Connect Disciplines and Cultures<\/a><\/p>\n

    Strokrocki, Mary, Ed.<\/p>\n

    National Art Education Association<\/p>\n

    2005<\/p>\n

     <\/p>\n

    Beauty and Bacteria: Visualizations in Molecular Microbial Ecology<\/a><\/p>\n

    Sommerlund, Julie<\/p>\n

    Configurations, 2004, Vol.12(3), p.375-400<\/p>\n

     <\/p>\n

    Internet<\/p>\n

    A short excerpt from the presentation, “The Scruffy Interloper: Artistic Process and Trans-disciplinary Meddling,” by Terryl Atkins.<\/p>\n

    Recorded at the CURA Conference, “Explorations in Qualitative and Arts-Based Research”, August 29-31, 2008, Thompson Rivers University, Kamloops, BC.<\/p>\n

    Artists expanding the liminal<\/p>\n

    In between<\/p>\n

    Unseeing<\/p>\n

    Chaotic flux of reality<\/p>\n

    Shatters parameters of what we think which is crucial for interdisciplinarity<\/p>\n

     <\/p>\n

    http:\/\/vimeo.com\/17866918<\/a><\/p>\n

    Art and Science Transdisciplinary Lecture: Mel Chin, Artist, Whitehouse to the Safehouse. Part I.<\/p>\n

    Vera List Center<\/p>\n

     <\/p>\n

    Mel Chin<\/p>\n

    Collaborative approach<\/p>\n

    Deal with social political issues and site specific<\/p>\n

    Collective attitude working in public sphere<\/p>\n

    \u2018Revival field\u2019 \u2013 gardens of hyperaccumulators<\/p>\n

    \u2018signum\u2019 subway stop with Peter Jemison, installation<\/p>\n

    \u2018Operation Pedered\u2019 to end lead poisoning \u2013 lead contaminated soil<\/p>\n

    \u2018Strange flower of democracy\u2019<\/p>\n

     <\/p>\n

    http:\/\/www.youtube.com\/watch?v=H3tYoPxUIGY<\/a><\/p>\n

    hackteria talk 1 @ Videotage – transdisciplinary approaches on art & science education (part 1)<\/p>\n

    Marc Dusseiller<\/p>\n

    Workshops<\/p>\n

    Background in education<\/p>\n

    Background in science<\/p>\n

    Artificial and the living interface (sensor biosensors, micro and nano)<\/p>\n

    Tissue ingeeneering<\/p>\n

    1912 On the Permanent Life of TissueOutside of the Organism by Alexis Carrel<\/p>\n

    Doc18<\/p>\n

    Diy festival<\/p>\n

     <\/p>\n

    Jill Scott<\/p>\n

     <\/p>\n

    http:\/\/vimeo.com\/17431705<\/a><\/p>\n

    Art & Science Transdisciplinary Lectures: Pascal Gielen, Sociologist, and Michael Hardt, Philosopher. Part II. October 26, 2010.<\/p>\n

     <\/p>\n

    http:\/\/vimeo.com\/18965755<\/a><\/p>\n

    Art and Science Transdisciplinary Lecture: Anna Blume, Art Historian. Part I<\/p>\n

     <\/p>\n

    http:\/\/vimeo.com\/17507765<\/a><\/p>\n

    Art & Science Transdisciplinary Lectures: Okwui Enwezor, Curator. Part I. November 2, 2010.<\/p>\n

    Okwui Enwezor, talks about Cildo Meireles \u2013 a Brazillian artist<\/p>\n

    Role as art and politics not as separate<\/p>\n

     <\/p>\n

    http:\/\/www.egs.edu\/faculty\/michael-hardt\/articles\/us-education-and-the-crisis\/<\/a><\/p>\n

    Michael Hardt. “US education and the crisis.”<\/a> December 1, 2010. English.<\/p>\n

     <\/p>\n

    http:\/\/inform.nu\/<\/a><\/p>\n

    Informing Science: International Journal of an Emerging Transdiscipline<\/p>\n

     <\/p>\n

    http:\/\/inform.nu\/<\/a><\/p>\n

     <\/p>\n

     <\/p>\n

    Institute of Transdisciplinary Studies<\/p>\n

    http:\/\/faculty.woodbury.edu\/cremerd\/readings.htm<\/a><\/p>\n

    early precursors of transdisciplinary thinking (Jantsch, Kuhn)<\/p>\n

    first efforts (Fried, Pettman)<\/p>\n

    theoretical developments in the 1980s (Gregoire and Prigogine, Meyer, Rowland)<\/p>\n

    Three key publications in 1994 (De Freitas, Hooks, Gibbons)<\/p>\n

    from 2000 and later Klein, Nicolescu, and Nowotny<\/p>\n

     <\/p>\n

    D\u2019Ambrosio, Ubiratan. \u201cUniversities and Transdisciplinarity.\u201d Rencontres Transdisciplinaires. 9-10 (1997). CIRET. 26 October 2006.<http:\/\/nicol.club.fr\/ciret\/locarno\/loca5c10.htm<\/a>><\/p>\n

     <\/p>\n

    De Freitas, Lima de, et al, eds. \u201cThe Charter of Transdisciplinarity.\u201d CIRET: International Center for transdisciplinary Research. 6 November 1994. CIRET. 26 October 2006. <http:\/\/nicol.club.fr\/ciret\/english\/charten.htm<\/a>><\/p>\n

     <\/p>\n

    De Mello, Maria. \u201cTransdisciplinarity: An Experiment in Implementation.\u201d Rencontres Transdisciplinaires. 16 (2002). CIRET. 26 October 2006. <http:\/\/nicol.club.fr\/ciret\/bulletin\/b16\/b16c12.htm<\/a>><\/p>\n

     <\/p>\n

    Henagulph, Seb. \u201cThree Pillars of Transdisciplinarity.\u201d Goodshare.org. 22 April 2000. Goodshare.org. 26 October 2006. < http:\/\/www.goodshare.org\/pillars.htm<\/a>><\/p>\n

     <\/p>\n

    Uploaded 25 03 2011<\/p>\n

    Janz, Bruce B. \u201cTransdisciplinarity as a Model of Post-Disciplinarity.\u201d Home Page for the Pegasus WWW Server. 1999. University of Central Florida. 26 October 2006. <http:\/\/pegasus.cc.ucf.edu\/~janzb\/papers\/transdisciplinarity.pdf<\/a>><\/p>\n

     <\/p>\n

    Janz discusses the influence of German reformation mystic Jacob Boehme on the leading thinker on transdisciplinarity (most consistent effort directed) Basarab Nicolescu,<\/p>\n

    Director of CIRET<\/p>\n

    CIRET\u2019s dissatisfaction with university structures and attempts to work outside the disciplinary models.<\/p>\n

    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.<\/p>\n

    Outlines vision of CIRET and looks to how this vision may be advanced..<\/p>\n

     <\/p>\n

    Push for a more holistic approach to the disjointedness of knowledge \u2013 but respecting necessity of specialization.<\/p>\n

    What is interesting about this article is that no one perspective can have a hold of whole of reality<\/p>\n

    Concerns that accumulation of knowledge has no moral compass\/direction<\/p>\n

    Knowledge abstracted for mreality<\/p>\n

    Disciplinary coopration\/collaboration not enough (and establishing of one meta-discipline)<\/p>\n

    Particularity needs to be preserved<\/p>\n

    This is the position presented part of Charter and the Declarations of Locarno.<\/p>\n

    Scientism on one hand and mysticism on the other (utopian streak in trandisciplinarity proposed and disseminated by CIRET).<\/p>\n

    Jantz questions the theoretical status of The Charter Transdisciplinarity<\/p>\n

     <\/p>\n

    \u2018Boehme does not give us as much as we want in a<\/p>\n

    theoretical framework for the critique of disciplinarity\u2019<\/p>\n

     <\/p>\n

    bringing together of two strands of knowledge science and humanities<\/p>\n

    goal of transdisciplinarity to resist current structures of science<\/p>\n

    Jantz proposes these need to emerge more organically rather than through prior legislating.<\/p>\n

     <\/p>\n

    Transdisciplinarity revises disciplinarity<\/p>\n

    Tools it picked is dialogue \u2013 but language needs to be examined (it can liberate as much as it can imprison).<\/p>\n

     <\/p>\n

    Jantz\u2019s criticism of transdisciplinarity as advocated for by CIRET is that it<\/p>\n

    \u2018establish an abstract<\/p>\n

    theory of dialogue before the fact, and then proceed to use it.\u2019<\/p>\n

     <\/p>\n

    \u2018Disciplines in dialogue have their \u201cothers\u201d which show<\/p>\n

    themselves back for what they are. Transdisciplinarity itself does not. It might be objected that<\/p>\n

    since it is not a science, or a religion, or a new philosophy, it does not need reflection in the same<\/p>\n

    way. The problem is that it is still a coherent approach to an identifiable subject matter, and as<\/p>\n

    such has a kind of internal unity and coherence. Manifestos and charters cannot be written about<\/p>\n

    nothing.\u2019<\/p>\n

     <\/p>\n

    Jantz suggests that CIRET\u2019s willingness to use (discussion as central project)<\/p>\n

    Not just to foster discussion between disciplines but also where the discussion about the nature of transdisciplinarity itself is fostered.<\/p>\n

     <\/p>\n

    Jantz sees the project of transdisciplinarity as a metaphysical project.<\/p>\n

    It makes a claim about nature of reality and \u2018contemporary move within continental philosophy has been suspicious of assertions about reality.\u2019<\/p>\n

     <\/p>\n

    \u2018Transdisciplinarity\u2019s foundation is that there is a reality out there that must be assumed<\/p>\n

    before true conversation can happen at all. Conversation has prerequisites in terms of beliefs or<\/p>\n

    assumptions (apart from the prerequisites in terms of skills), and not everyone can participate.\u2019<\/p>\n

     <\/p>\n

    Reality \u2018cannot be legislated as<\/p>\n

    a prerequisite to conversation.\u2019<\/p>\n

     <\/p>\n

    \u2018Transdisciplinarity,<\/p>\n

    despite all its declarations, manifestos, and charters, cannot yet subject itself to a philosophical<\/p>\n

    critique. It is object-oriented, and the object is its utopian vision.\u2019<\/p>\n

    \u2018This may strike its practitioners as an ironic criticism, given the conferences, papers, and<\/p>\n

    discussions about the nature of transdisciplinarity. What have they been talking about, if not the<\/p>\n

    nature of the enterprise? But constructing an understanding of the world and subjecting it to the<\/p>\n

    same critique that it is encouraging in others are not the same thing.\u2019<\/p>\n

     <\/p>\n

    Hermeneutics and transdisciplinarity here share a common element<\/p>\n

    \u2018suggest that its ability to reflect on its own hidden assumptions has yet to take place\u2019<\/p>\n

     <\/p>\n

    \u2018virtue of transdisciplinarity is that it represents a dialogue among<\/p>\n

    thinkers from a wide variety of backgrounds, who do not have this as a professional obligation or<\/p>\n

    area of interest.\u2019<\/p>\n

     <\/p>\n

    Admits that CIRET is more than ideaology<\/p>\n

    And genuinely seeks to change the way we do thngs<\/p>\n

     <\/p>\n

    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<\/a>><\/p>\n

     <\/p>\n

    Klein, Julie Thompson.\u201cInterdisciplinarity and the Prospect of Complexity: The Tests of Theory Issues in Integrative Studies.\u201d Issues in Integrative Studies.\u00a0 19 (2001): 43-57. Association for Integrative Studies. 26 October 2006. <http:\/\/www.units.muohio.edu\/aisorg\/pubs\/issues1\/restricted\/044\/paper.pdf<\/a>><\/p>\n

     <\/p>\n

    Klein, Julie Thompson. \u201cNotes Toward a Social Epistemology of Transdisciplinarity.\u201d Rencontres Transdisciplinaires. 12 (1998). CIRET. 26 October 2006.. <http:\/\/nicol.club.fr\/ciret\/bulletin\/b12\/b12c2.htm<\/a>><\/p>\n

     <\/p>\n

    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<\/a>><\/p>\n

     <\/p>\n

    Mittelstrass, J\u00fcrgen. \u201cOn Transdisciplinarity.\u201d 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<\/a>><\/p>\n

     <\/p>\n

    Nicolescu, Basarab. \u201cTransdisciplinarity and Complexity: Levels of Reality as Source of Indeterminancy.\u201d Rencontres Transdisciplinaires. 15 (2000). CIRET. 26 October 2006. <http:\/\/nicol.club.fr\/ciret\/bulletin\/b15\/b15c4.htm<\/a>:<\/p>\n

     <\/p>\n

    Nicolescu, Basarab. \u201cThe Transdisciplinary Evolution of the University.\u201d Rencontres Transdisciplinaires. 12 (1998). CIRET. 26 October 2006. < http:\/\/nicol.club.fr\/ciret\/bulletin\/b12\/b12c8.htm<\/a>><\/p>\n

     <\/p>\n

    Nowotny, Helga. \u201cThe Potential of Transdisciplinarity.\u201d Rethinking Interdisciplinarity. 1 May 2003 Interdisciplines. 26 October 2006. < http:\/\/www.interdisciplines.org\/interdisciplinarity\/papers\/5<\/a>><\/p>\n

     <\/p>\n

    O\u2019Reilly, Meg. \u201cEducational Design as Transdisciplinary Partnership: Supporting Assessment Design for Online.\u201d\u00a0 ASCILITE 2004 Proceedings. 1 December 2004. ASCILITE. 26 October 2006 <http:\/\/www.ascilite.org.au\/conferences\/perth04\/procs\/oreilly.html<\/a>><\/p>\n

     <\/p>\n

    Visser, Jean. \u201cNurturing the Scientific Mind in School: Transdisciplinary Experiences Avant la date.\u201d Rencontres Transdisciplinaires. 18 (2005). CIRET. 26 October 2006. <http:\/\/nicol.club.fr\/ciret\/bulletin\/b18\/b18c10.htm<\/a>><\/p>\n

     <\/p>\n

    http:\/\/www.theatlas.org\/index.php?option=com_content&view=article&id=14&Itemid=29<\/a><\/p>\n

    The Academy of Transdisciplinary Learning and Advanced Studies<\/p>\n

     <\/p>\n

    http:\/\/basarab.nicolescu.perso.sfr.fr\/ciret\/english\/indexen.htm<\/a><\/p>\n

    CIRET<\/p>\n

    INTERNATIONAL CENTER FOR TRANSDISCIPLINARY RESEARCH<\/p>\n

     <\/p>\n

    http:\/\/www.hent.org\/transdisciplinary.htm<\/a><\/p>\n

    Holistic Education Network<\/p>\n

     <\/p>\n

    http:\/\/www.interdisciplines.org\/<\/a><\/p>\n

    Interdiscipline<\/p>\n

    http:\/\/www.interdisciplines.org\/archives.php<\/a><\/p>\n

    Interdisciplines Archives<\/p>\n

     <\/p>\n

    http:\/\/www.learndev.org\/<\/a><\/p>\n

    Learning Development Institute<\/p>\n

     <\/p>\n

    http:\/\/www.units.muohio.edu\/aisorg\/<\/a><\/p>\n

    The Association for Integrative Studies<\/p>\n

     <\/p>\n

    http:\/\/www.transdisciplinarity.ch\/d\/index.php<\/a><\/p>\n

    td-net<\/a>: network for transdisciplinarity in sciences and humanities<\/p>\n

     <\/p>\n

    http:\/\/www.metanexus.net\/metanexus_online\/index.asp<\/a><\/p>\n

    Metanexus Institute<\/p>\n

     <\/p>\n

    http:\/\/www.santafe.edu\/<\/a><\/p>\n

    Santa Fe Institute<\/p>\n

     <\/p>\n

    http:\/\/djcremer.typepad.com\/<\/a><\/p>\n

    Dr Douglas J. Cremer<\/p>\n

     <\/p>\n

    www.cetrans.com.br\/artigos\/Mircea_Bertea.pdf<\/a><\/p>\n

    Transdisciplinarity and Education: \u2018The Treasure Within\u2019<\/p>\n

     <\/p>\n

    CIRET UNESCO<\/p>\n

    International Congress<\/p>\n

    What University for Tomorrow? Towards a transdisciplinary Evolution of the University. Monte Verit\u00e0, Locarno, Switzerland April 30 \u2013 May 2, 1997.<\/p>\n

    http:\/\/perso.club-internet.fr\/nicol\/ciret<\/a>.<\/p>\n

     <\/p>\n

    www.rosecroixjournal.org\/issues\/2010\/articles\/vol7_01_12_berni.pdf<\/a><\/p>\n

    The Transdisciplinary Connection<\/p>\n

     <\/p>\n

    Palaiologou, Ioanna<\/a>. The Death of a Discipline or the Birth of a Transdiscipline: Subverting Questions of Disciplinarity within Education Studies Undergraduate Courses<\/p>\n

    Educational Studies, v36 n3 p269-282 Jul 2010<\/p>\n

     <\/p>\n

    Buda, Sharon Liddell<\/a> Arts Based Environmental Integrated Curriculum Construction and Implementation Supported by Learning Communities<\/p>\n

     <\/p>\n

    Apostel, L., G. Berger, A. Briggs, and G. Michaud, ed.\u00a0 (1972).\u00a0 Interdisciplinarity: problems of teaching and research in universities.\u00a0 Paris:\u00a0 Organization for Economic Cooperation and Development.\u00a0 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.<\/p>\n

     <\/p>\n

    http:\/\/www.learnnc.org\/lp\/pages\/5196#note15<\/a><\/p>\n

     <\/p>\n

    http:\/\/www.transdisciplinarity.ch\/e\/conference\/international\/2010\/index.php<\/a><\/p>\n

    Anne Nigten is the director of The Patchingzone,<\/p>\n

    Processpatching as a Method of Implementing Transdisciplinarity in Practice<\/p>\n

    http:\/\/patchingzone.net<\/a><\/p>\n

    Larissa Krainer<\/a>,<\/p>\n

     <\/p>\n

    www.processpatching.net\/downloads\/processpatching_download.pdf<\/em><\/a><\/p>\n

     <\/p>\n

    www.mitpressjournals.org\/doi\/abs\/10.1162\/leon.2009.42.5.478<\/a><\/p>\n

    Nigten, A. Processpatching, Defining New Methods in aRt<\/p>\n

     <\/p>\n

    Higher Education: New Trends and Issues<\/p>\n

    http:\/\/basarab.nicolescu.perso.sfr.fr\/ciret\/<\/a><\/p>\n

     <\/p>\n

     <\/p>\n

    http:\/\/basarab.nicolescu.perso.sfr.fr\/ciret\/listliv.htm<\/a><\/p>\n

    In English<\/p>\n

    BURNETT Ron : Cultures of Vision – Images, Media and the Imaginary<\/a><\/p>\n

    NICOLESCU Basarab : Science, Meaning and Evolution – The Cosmology of Jacob Boehme<\/a><\/p>\n

    NICOLESCU Basarab : Manifesto of Transdisciplinarity<\/a><\/p>\n

     <\/p>\n","protected":false},"excerpt":{"rendered":"

      Created Paul Thomas by Marzena Topka 20 March 2011 8.30pm \u2013 11.30pm   http:\/\/en.wikipedia.org\/wiki\/Transdisciplinarity (accessed March 20, 2011)   Transdisciplinary   Holistic approach   2003 conference in Gottingen Brand\/Schaller\/V\u00f6lker 2004   1970 Jean Piaget introduced the term   1987, the International Center…<\/p>\n","protected":false},"author":99,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3440","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/pages\/3440","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/users\/99"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/comments?post=3440"}],"version-history":[{"count":1,"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/pages\/3440\/revisions"}],"predecessor-version":[{"id":3441,"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/pages\/3440\/revisions\/3441"}],"wp:attachment":[{"href":"https:\/\/blogs.unsw.edu.au\/tiic\/wp-json\/wp\/v2\/media?parent=3440"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}