DOI 10.1007/978-3-319-56185-1, Levinson, M. (2016, January 21). 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). In their 2020 Future Work Skills report, The Institute for the Future think tank emphasizes the need for the skills transdisciplinarity develops: Many of todays global problems are just too complex to be solved by one specialized discipline (think global warming or overpopulation). Transdisciplinarity: Thinking Inside and Outside the Box Analyzing the past to prepare for the future: Writing a literature review. Advantages of teacher centered approach. Inductive and Deductive These challenges mirror the special qualities of transdisciplinary collaboration. 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). Because transdisciplinary work intentionally involves many stakeholders from diverse backgrounds, collaboration and group processes have to be effectively managed (Wickson, Carew, & Russell, 2006). First, it is focused on complex, wicked problems of the life-world. ), Transdisciplinary studies: Science, spirituality and society (No. 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. Professional societies can also sponsor sessions at annual meetings that include transdisciplinary research and education. Complex problems (uncertainty and ambiguity) require group self-reflexivity (Godemann, 2011; Penker & Muhar, 2015). A., & Russell, J. In B. Nicolescu & A. Ertas (Eds. Pohl and Hirsch Hadorn (2008) added that integration requires participants to be open to each others insights, cultures, knowledge, paradigms, practices, and discourses. Those engaged in such work can benefit from the results of conceptual literature reviews, which contain synthesized data from selective literature. . To achieve the research goal, a conceptual literature review was conducted. Individual and collective diversities deeply affect communications and collaborations during transdisciplinary work. Transdisciplinary co-production: Designing and testing a transdisciplinary research framework for societal problem solving. Rethinking science for sustainable development: Reflexive interaction for a paradigm of transformation. a medical education workshop recommended the adoption of 'an integrative curriculum, utilizing problem-based strategies'. Through working jointly, the group benefits from a high degree and quality of participation via collaborative processes and methods. They promote the in-depth participation of both researchers and stakeholders in the entire [transdisciplinary] knowledge production process (Polk, 205, p. 113). The pros of the transdisciplinary approach was its ability to incorporate results of natural and social studies into landscape design, the ability to involve stakeholders in different project activities and to disseminate the research results in practice. 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). Sixth, group dynamics are deeply shaped by the members willingness to share information and their knowledge so it can be transformed into co-created transdisciplinary knowledge. Four strategies to facilitate integration. Team work is much more challenging because ill-managed or unrecognized ideological, value, or opinion differences can hinder collaboration. B., & Schneider, F. (2015). Nancy Budwig 1* and Achu Johnson Alexander 2. Fifth, transdisciplinary work yields integrated results, or a common result (Defila & Di Giulio, 2015, p. 125). Evaluation of interdisciplinary and transdisciplinary research. Instead of being an outside observer, all members of the team would experience the problem first hand (Wickson et al., 2006). With their own specific meanings, these terms should not be used interchangeably. Actually, transdisciplinary knowledge is diffused during its creation (because the end (future) users are co-creating it) and afterwards, through both formal disciplinary channels (conferences, journal articles), and informal knowledge dissemination channels. The actors are dissimilar in several characteristics, making it crucial that the group captures everyones perspectives and input so they can be integrated into the final common result (Baturalp, 2014, p. 248). They must shift away from the comfort zone of working individually by sharing ideas with others for the purpose of integrating learning experiences. The only literature that is reviewed is that concerned with the research question. McGregor, S. L. T. (2012). 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.
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