Introduction to transdisciplinarity ppt

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Piaget 1970Piaget 1970

““we hope to see succeeding the stage of we hope to see succeeding the stage of interdisciplinary relations a superior interdisciplinary relations a superior stage, which should be stage, which should be "transdisciplinary", i.e. which will not be "transdisciplinary", i.e. which will not be limited to recognizing the interactions limited to recognizing the interactions and or reciprocities between the and or reciprocities between the specialized areas of research, but which specialized areas of research, but which will locate these links inside a total will locate these links inside a total system without stable boundaries system without stable boundaries between the disciplines". between the disciplines". 

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Everyone of us resembles one of these blind people: “nobody exists, who corresponds with the ... ‚seeing person‘, who ... keeps track.“

Basic questions and transdisciplinary reference levels can be a “seeing aid“.

Joint problem Joint problem definitiondefinitionOrganizing process Organizing process of ongoing of ongoing communication with communication with case agentscase agentsOrganizing mutual Organizing mutual learninglearningDeveloping Developing orientations for orientations for future actionfuture actionContributing to case Contributing to case developmentdevelopmentReflecting potentials Reflecting potentials and limits of and limits of transdisciplinaritytransdisciplinarity

Transdisciplinarity

Eldgenosissiche Technische Hoschule Zurichhttp://www.uns.ethz.ch/translab/cs 2010

Transdisciplinarity (Klein Transdisciplinarity (Klein 2002)2002)

““Transdisciplinarity is not a single form Transdisciplinarity is not a single form of knowledge. It is a dialogue of of knowledge. It is a dialogue of forms. Different disciplines and forms. Different disciplines and systems are part of the dialogue, as systems are part of the dialogue, as well as the multiple epistemics of well as the multiple epistemics of cognition - understanding, cognition - understanding, conceptualizing, and causal conceptualizing, and causal explaining. explaining.

Transdisciplinarity (Klein Transdisciplinarity (Klein 2002)2002)• Solving complex problems also requires Solving complex problems also requires

combining scientific systems knowledge, combining scientific systems knowledge, societal target knowledge, and political societal target knowledge, and political transformation knowledge. Conceived as transformation knowledge. Conceived as a practice-oriented approach, a practice-oriented approach, transdisciplinarity is not confined to a transdisciplinarity is not confined to a closed circle of academic experts. It closed circle of academic experts. It broadens to incorporate stakeholders in broadens to incorporate stakeholders in the public and private domains the public and private domains

TransdisciplinarityTransdisciplinarity

• The first coherent overviews were the The first coherent overviews were the CIRET’s Charter on Transdisciplinarity CIRET’s Charter on Transdisciplinarity and the SAGUF formulationand the SAGUF formulation

• There are several versions of There are several versions of transdisciplinarity – we will discuss fourtransdisciplinarity – we will discuss four

• The reasons for becoming The reasons for becoming transdisciplinary are many – we will transdisciplinary are many – we will look at sixlook at six

1. International Centre for 1. International Centre for Transdisciplinary Research Transdisciplinary Research (CIRET) (CIRET)

Transdisciplinarity :Transdisciplinarity : is the semantic and practical is the semantic and practical

unification of the meanings that unification of the meanings that traverse and lie beyond different traverse and lie beyond different disciplines. disciplines.

develops open-minded rationality by develops open-minded rationality by re-examining the concepts of re-examining the concepts of "definition" and "objectivity." "definition" and "objectivity."

rejects an excess of formalism, rejects an excess of formalism, rigidity of definitions and a claim to rigidity of definitions and a claim to total objectivity. total objectivity.

Transdisciplinarity as a Transdisciplinarity as a Moral Project – changing Moral Project – changing valuesvalues• New vision and values of the world New vision and values of the world

emerging from the study of natural emerging from the study of natural systems and the values which systems and the values which predominate in the social sciences predominate in the social sciences

• These values are inconsistent with These values are inconsistent with a modern society based on values a modern society based on values of mechanical determinism, of mechanical determinism, positivism or nihilism. positivism or nihilism.

Moral Project - Moral Project - fragmentationfragmentation• Fragmentation leads us to see ourselves Fragmentation leads us to see ourselves

as strangers in a world invaded by an as strangers in a world invaded by an incomprehensible complexity. incomprehensible complexity.

• There is a rupture between the organs of There is a rupture between the organs of reflexion (contemplation) and those of reflexion (contemplation) and those of decision-making in society. decision-making in society.

• The doors to absurdity are thrown open The doors to absurdity are thrown open to non-sense, to violence and to an to non-sense, to violence and to an implacable dynamic of self-destruction. implacable dynamic of self-destruction.

Moral Project – tasksMoral Project – tasks

TransdisciplinarityTransdisciplinarity

• Creates processes permitting the Creates processes permitting the emergence of unity amidst the emergence of unity amidst the diversity and diversity through diversity and diversity through unity.unity.

• Brings us closer to reality by linking Brings us closer to reality by linking study of nature, the imaginary, the study of nature, the imaginary, the universe and humans, so as to universe and humans, so as to permit us better to meet the permit us better to meet the challenges of our epochchallenges of our epoch

Moral Project - tasksMoral Project - tasks• To create a genuine centre for To create a genuine centre for

transdisciplinary research, which could transdisciplinary research, which could become the special meeting-place for become the special meeting-place for specialists from the different sciences specialists from the different sciences and for those from other domains of and for those from other domains of activity, especially artists, industrialists activity, especially artists, industrialists and educational specialists. and educational specialists.

• Special attention will be given to Special attention will be given to research into new methods of education research into new methods of education aimed at surmounting the rupture aimed at surmounting the rupture between contemporary science and between contemporary science and outmoded images of the world. outmoded images of the world.

• The birth of a new rationalityThe birth of a new rationality

2. Transdisciplinarity as 2. Transdisciplinarity as the space between the the space between the disciplinesdisciplines

• Is there something between and Is there something between and across the disciplines and beyond across the disciplines and beyond all disciplines? From the point of all disciplines? From the point of view of classical thought there is view of classical thought there is nothing, strictly nothing: the space nothing, strictly nothing: the space in question is empty, like the in question is empty, like the vacuum of classical physicsvacuum of classical physics

The logic of the excluded middle – The logic of the excluded middle – is there more than ‘A’ and ‘not A’?is there more than ‘A’ and ‘not A’?

Yes but you have to have a higher level of consciousness to perceive it

UNESCO definitionUNESCO definition´́Transdisciplinarity may even be described as "intellectual Transdisciplinarity may even be described as "intellectual

outerspace". But to have an "outerspace" necessarily outerspace". But to have an "outerspace" necessarily requires that there would be an "innerspace", and this requires that there would be an "innerspace", and this "innerspace" is provided by the disciplines. This means "innerspace" is provided by the disciplines. This means that we need to allow for the development of the that we need to allow for the development of the disciplines, including the possibility of new disciplines, disciplines, including the possibility of new disciplines, without inhibiting the development of the intellectual without inhibiting the development of the intellectual "outerspace" within which transdisciplinarity takes "outerspace" within which transdisciplinarity takes place. What we are seeking to do is to give this place. What we are seeking to do is to give this "outerspace" structure, without rigidity; to create an "outerspace" structure, without rigidity; to create an environment for the integration of knowledge which is environment for the integration of knowledge which is intellectually credible and which would open up the intellectually credible and which would open up the possibility of gaining insights that would otherwise be possibility of gaining insights that would otherwise be unlikely to emerge (…)ª.unlikely to emerge (…)ª.

3. The need for a change in 3. The need for a change in consciousnessconsciousness

Transdisciplinarity [asks for] significant Transdisciplinarity [asks for] significant changes in the character of knowledge. changes in the character of knowledge. a new transdisciplinary “attitude” is a new transdisciplinary “attitude” is needed, capable of sensitizing all social needed, capable of sensitizing all social actors to more comprehensive, inclusive actors to more comprehensive, inclusive modes of knowing and acting in the modes of knowing and acting in the world (Klein 2003)world (Klein 2003)

It is not just transcendent, it is also It is not just transcendent, it is also transgressive; both heretical and transgressive; both heretical and transformative. (Klein 2003)transformative. (Klein 2003)

The need for a change in The need for a change in consciousnessconsciousness

A trans-disciplinary, holistic understanding A trans-disciplinary, holistic understanding of the world’s problems - when of the world’s problems - when transmitted to the public at large - is the transmitted to the public at large - is the starting point for developing a new global starting point for developing a new global consciousness to drive changes in consciousness to drive changes in behaviour and lifestyles. (Unesco, 2001)behaviour and lifestyles. (Unesco, 2001)

4. Transdisciplinarity as an 4. Transdisciplinarity as an occupational processoccupational process

• DISCIPLINARITY Different specialists do DISCIPLINARITY Different specialists do their own thing, from assessment to their own thing, from assessment to intervention intervention

• MULTIDISCIPLINARY Different specialists do MULTIDISCIPLINARY Different specialists do their own thing, exchange information and their own thing, exchange information and plan together, but work strictly within their plan together, but work strictly within their disciplinary rolesdisciplinary roles

• INTERDISCIPLINARITY Different specialists INTERDISCIPLINARITY Different specialists do their own thing but learn from each do their own thing but learn from each other, but also maintain the roles and other, but also maintain the roles and statuses of their primary disciplinesstatuses of their primary disciplines

Process focussed Process focussed transdisciplinaritytransdisciplinarity

• MODIFIED TRANSDISCIPLINARITY One generalist MODIFIED TRANSDISCIPLINARITY One generalist (e.g., "family resource coordinator," "early (e.g., "family resource coordinator," "early interventionist") is the primary service provider, interventionist") is the primary service provider, receiving consultation from specialists receiving consultation from specialists

• PURE TRANSDISCIPLINARITY One primary PURE TRANSDISCIPLINARITY One primary specialist works with the family and receives specialist works with the family and receives consultation from other specialists. All consultation from other specialists. All specialists become to some extent generalists. specialists become to some extent generalists. Specialist roles change over time as people Specialist roles change over time as people increase/lose competence in the areas of early increase/lose competence in the areas of early interventionintervention

Process focussed Process focussed transdisciplinaritytransdisciplinarity

role extension –role extension – reading, joining organisations, reading, joining organisations, conferences, training conferences, training

role enrichmentrole enrichment – creating libraries, one-to-one – creating libraries, one-to-one exchange, teach teams exchange, teach teams

role expansionrole expansion – sharing information, – sharing information, conducting regular discussion conducting regular discussion

role exchangerole exchange –team teaching; joint case –team teaching; joint case consultation; shared home visits consultation; shared home visits

role releaserole release – put new techniques into practice – put new techniques into practice under supervision under supervision

role support role support – informal encouragement from – informal encouragement from other team members to expand other team members to expand

5. Swiss Academic Society for 5. Swiss Academic Society for Environmental Research and Environmental Research and

Ecology (SAGUF) Ecology (SAGUF)

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Network for Transdisciplinary Network for Transdisciplinary ResearchResearch

3 transdisciplinary research 3 transdisciplinary research typestypes

Type 1: Type 1: Systematisation of Systematisation of related specialised fields of related specialised fields of knowledgeknowledge..• This covers areas of “hard” science This covers areas of “hard” science

where integration of ideas on where integration of ideas on fundamental mechanisms is sought, fundamental mechanisms is sought, including the need to understand including the need to understand the the complex system relationships between complex system relationships between coupled social and natural systems.coupled social and natural systems. E.g. projects in neurosciences or earth E.g. projects in neurosciences or earth sciences involving only a few sciences involving only a few disciplines disciplines

Type 2: Collaboration between academic Type 2: Collaboration between academic research and industry/the private sector research and industry/the private sector on service, product and technology on service, product and technology developmentdevelopmentThe challenge is to design innovative milieus The challenge is to design innovative milieus

for collaborative research and involving for collaborative research and involving stakeholders in the service or product stakeholders in the service or product development process at as early a stage as development process at as early a stage as possible. In comparison to type 1 there is possible. In comparison to type 1 there is greater emphasis on process, context and greater emphasis on process, context and relationships. Researchers may come from relationships. Researchers may come from very different disciplines so learning how to very different disciplines so learning how to work with each other is important. Stronger work with each other is important. Stronger emphasis on applied researchemphasis on applied research

Type 3: Engaging the cultural, Type 3: Engaging the cultural, social and research competencies social and research competencies of stakeholders to resolve of stakeholders to resolve controversial problems in society controversial problems in society The emphasis on process, context and The emphasis on process, context and

relationships increases again as relationships increases again as research in this area mainly consists of research in this area mainly consists of processes of mutual learning between processes of mutual learning between experts and actors involved in practice, experts and actors involved in practice, where the experts’ knowledge becomes where the experts’ knowledge becomes more context relevant.more context relevant.

Action Research processes with early Action Research processes with early involvement of community stakeholdersinvolvement of community stakeholders

Reasons Reasons 1. Area of work requires it1. Area of work requires it ––In real life collaborative approaches are needed In real life collaborative approaches are needed

to be effective to be effective • Environmental management – biology, waste Environmental management – biology, waste

management, politics, sociology, aesthetics, management, politics, sociology, aesthetics, cross-cultural studies, architecture, product cross-cultural studies, architecture, product design, town planning, an so ondesign, town planning, an so on

• Mental health – medicine, psychology, social Mental health – medicine, psychology, social work, counseling, leisure services (sport, art, work, counseling, leisure services (sport, art, entertainment, friendship), education, entertainment, friendship), education, community development (housing, transport, community development (housing, transport, employment, cultural services). employment, cultural services).

• Consciousness research Consciousness research

2. Clients demand it2. Clients demand it

clients can’t cope with more than one clients can’t cope with more than one or two people interfering in their lives or two people interfering in their lives on a long term basison a long term basis

• early childhood education, special early childhood education, special education, mental health education, mental health

• sustainable futuressustainable futures

3. Financial constraints 3. Financial constraints demand itdemand it

Low resource educational services or Low resource educational services or areas can’t afford specialists in areas can’t afford specialists in everywhere. Specialists have to work everywhere. Specialists have to work across areas, mixing skills according across areas, mixing skills according to contexts not disciplines to contexts not disciplines

• UNESCO, Voluntary agencies, UNESCO, Voluntary agencies, • South African Universities, UNITECSouth African Universities, UNITEC

4. Research funding 4. Research funding requires itrequires it

In many fields of arts and sciences In many fields of arts and sciences research and development funding research and development funding cannot be obtained unless disciplines cannot be obtained unless disciplines present transdisciplinary proposalspresent transdisciplinary proposals

5. Social justice requires it5. Social justice requires itDisciplinary practice, even inter-disciplinary Disciplinary practice, even inter-disciplinary

practice is powerfully colonising, because practice is powerfully colonising, because training is based on disciplines and their status training is based on disciplines and their status in western society. Transdisciplinary practice in western society. Transdisciplinary practice responds to context and need and requires responds to context and need and requires transdisciplinary training. transdisciplinary training.

An historically unprecedented growth of An historically unprecedented growth of knowledge is increasing the inequality between knowledge is increasing the inequality between those who have and those who do not, thus those who have and those who do not, thus engendering increasing inequality within and engendering increasing inequality within and between the different nations of our planetbetween the different nations of our planet

6. Transdisciplinarity and 6. Transdisciplinarity and human survival.human survival.

““What put them in the same room was a What put them in the same room was a shared realization -- all sectors of society shared realization -- all sectors of society must cooperate in order to solve must cooperate in order to solve problems of sustainability” (Klein 2003, problems of sustainability” (Klein 2003, on the SAGUF conference, 2000)on the SAGUF conference, 2000)

““A transdisciplinary approach is needed at A transdisciplinary approach is needed at all levels of society to devise options for all levels of society to devise options for a future based on the concepts of a future based on the concepts of sustainability, equity, justice and peace.” sustainability, equity, justice and peace.” (Unesco, (Unesco, 2001) 2001)

Researcher groupsResearcher groups

• quantitatively oriented researchers in the quantitatively oriented researchers in the postpositivist tradition, interested in postpositivist tradition, interested in incorporating numerical analysis into their incorporating numerical analysis into their researchresearch

• qualitatively oriented researchers in the qualitatively oriented researchers in the interpretivist/constructivist tradition, interested interpretivist/constructivist tradition, interested in in-depth analyses of narrative datain in-depth analyses of narrative data

• mixed methodologists working across paradigms mixed methodologists working across paradigms or within new paradigms (e.g., pragmatism, or within new paradigms (e.g., pragmatism, transformative-emancipatory paradigm)transformative-emancipatory paradigm)

Transdisciplinary in disabilityTransdisciplinary in disability• Involvement of professionals with differing and shared Involvement of professionals with differing and shared

expertiseexpertise• A flexible delineation of functional areas to be assessed A flexible delineation of functional areas to be assessed

by each team memberby each team member• Sequencing of evaluations depending on the concerns to Sequencing of evaluations depending on the concerns to

be addressedbe addressed• Total team involvement prior to, during, and following Total team involvement prior to, during, and following

evaluationevaluation• Team members jointly conducting evaluations, allowing Team members jointly conducting evaluations, allowing

more accurate evaluation and the opportunity to instruct more accurate evaluation and the opportunity to instruct each other in the knowledge and skills of their respective each other in the knowledge and skills of their respective disciplines to such a degree that each may then function disciplines to such a degree that each may then function adequately in others’ roles when necessary.adequately in others’ roles when necessary.

• Joint team formulation of program recommendationsJoint team formulation of program recommendations• Maintaining responsibility for program monitoring by Maintaining responsibility for program monitoring by

team membersteam members• Holding team members accountable for program Holding team members accountable for program

benefits.benefits.• Synthesis of data is the primary goal of the Synthesis of data is the primary goal of the

transdisciplinary model.transdisciplinary model.