Transdisciplinary Professional Learning and Practice

This book presents thinking about and through transdisciplinary and professional development as an educative process. Rather than focusing on the delineation of the approaches offered, an analysis of these contributions points to commonality in those problems that benefit from a transdisciplinary perspective. The core elements of transdisciplinarity can lead to what might be called metanoia - another way of knowing; a knowing which is ‘beyond that which is creative and transformative. This poses challenges for the practice of all professionals and is the core issue that this book addresses. The book brings together the constituting views of transdisciplinarity, or metanoia, and focus them on current professional practice.​ The book is structured in two parts and five sections. The first part deals with key issues in Transdisciplinarity; its actuality and how it creates knowledge. Section 1 has three original papers which look at Transdisciplinarity from a different lens. Especially, the Islamic voice has not been heard in this context before. Section 2 considers the knowledge aspect of Transdisciplinarity and how this might be confronted with existing disciplinary knowledge. Part 2 of the book is directly focused on professionals and their education. The third section considers research pedagogy and graduate education for the professional. This is followed in section 4 which offers a discussion on team work. In the final section six chapters present the transdisciplinary practitioner in different contexts. Foreword 5 Contents 6 Contributors 8 Introduction 9 References 13 Part I Section One 15 Transdisciplinary Knowledge Creation 16 Introduction 16 The Genesis of Transdisciplinarity 17 Three Axioms of Nicolescuian Transdisciplinarity 18 Ontology---Multiple Levels of Reality Mediated by the Hidden Third 19 Inclusive Logic of the Included Middle 23 Knowledge as Complex, Emergent, Embodied and Cross-fertilized 25 Summary and Conclusion 27 References 28 Changing and Sustaining Transdisciplinary Practice Through Research Partnerships 32 Introduction 32 Transdisciplinary Practice in Early Years Services 32 The Complexity of Transdisciplinary Approaches 34 Case Study Methodology 34 Case Study: A Supported Playgroup Program 35 Research Context 35 Research Design 36 Findings of Supported Playgroup Case Study 36 Sharing a Common Guiding Philosophy 37 Professional Territories 38 Discourses of Scientific Credibility 39 Developing Research Partnerships 40 Case Study: The Infants' Home 40 Research Context 40 Research Design 41 Findings of The Infants' Home Case Study 42 Conclusion 43 References 44 Transdisciplinary Problems: The Teams Addressing them and their Support Through Team Coaching 47 Introduction 47 When is an Issue or Problem Monodisciplinary, Multidisciplinary or Transdisciplinary? 48 How Can We Work With These Issues? 50 How Can We Understand the Formation and Performance of Transdisciplinary HPT? 52 Supporting Teams Working in a Transdisciplinary Way 55 In Conclusion 56 References 57 Transdisciplinarity and Nursing Education: Expanding Nursing's Professional Identity and Potential 59 A Brief History of Knowledge, Education, and Professional Identity in Nursing 59 Contemporary Forces and the Role of Nursing 61 Perspectives on Disciplinary Knowledge in Nursing 66 Transdisciplinarity: Possibilities for Nursing 69 References 71 Interprofessional Education and Collaborative Practice in Health and Social Care: The Needfor Transdisciplinary Mindsets, Instruments and Mechanisms 75 Introduction 75 The Essence of Interprofessional Education (IPE) 76 The Role of the Government for Collaboration Between Institutions 79 The Role of the Higher Education Landscape 82 The Role of Quality Assurance Mechanisms 84 Elements and Tools for Effective Interprofessional Teamwork 86 Interprofessional Competences 88 Conclusion 91 References 92 Transdisciplinary Learning in Professional Practice 95 Introduction 95 On Characteristics of Professionals 95 On Learning Attitudes 97 On Trans-disciplinary Learning 97 On Professional Education 99 On the Development of Transdisciplinary Learning 100 Conclusion 101 Part II Section Two 103 Integrating Transdisciplinarity and Translational Concepts and Methods into Graduate Education 104 Introduction 104 Crossdisciplinarity 106 Emergence of Transdisciplinarity 106 Integrating Transdisciplinarity into Higher Education 110 University Transdisciplinary Programs in Public Health and Environmental Science 111 University of California, Berkeley Doctor of Public Health Model 113 ETH Zurich Model: Teaching Inter- and TransdisciplinarityThe teaching described here was developed by Michael Stauffacher, Pius Krütli and Christian Pohl. 117 Discussion and Recommendations 120 References 121 Educational Knowledge in Professional Practice: A transdisciplinary approach 126 Introduction 126 Background to Work-Based and Professional Studies in the UK 127 Work-Based and Professional Studies 129 Curriculum 129 Accreditation of Prior and Experiential Learning (APEL) and Reflection/Reflexivity 130 Planning and Learning Contract/Agreements 130 Practitioner-Led Enquiry Projects 131 Pedagogy 131 Assessment 132 Discussion 134 Conclusion 136 References 136 What's Actually New About Transdisciplinarity? How Scholars from Applied Studies Can Benefit from Cross-disciplinary Learning Processes on Transdisciplinarity 139 Introduction 139 Transdisciplinary Traditions and Associated Challenges in Applied Sciences and Planning 141 Innovation versus Problem Solving 141 Identification and Integration of Stakeholders 143 Funding Partners, Project Ownership and Project Duration 144 Rebranding as an Opportunity for Reflection and Learning Processes 146 Implicit Knowledge and Skills 146 Topics for Learning Processes on Transdisciplinarity 146 The Role of Applied Researchers in Transdisciplinary Reflection 148 Conclusions: Need for Institutionalisation of Reflection and Dialogue 148 References 149 Part III Section Three 152 Transdisciplinarity as Epistemology, Ontology or Principles of Practical Judgement 153 Transdisciplinary Problems 153 What is Transdisciplinarity? 154 Phronetic Method 155 Peirce and Pragmatic Reasoning 157 An Abductive Approach 160 Professionals' Application of Transidisciplinary Practice 161 Concluding Comments 163 References 164 Transdisciplinarity as Translation 167 Formulating and Predications 173 References 178 The Emergence of the Collective Mind 180 Pattern 180 Context: The Anthropocene and the Collective Mind 180 Issue: The Academic Disciplines and the Collective Mind 182 Resolution: Accepting Paradoxes and Framing Collective Questions 186 Example 1. Asking the Collective Questions of Oneself 188 Example 2. Taking Part in a Collective Learning Inquiry 189 Collective Learning Step 1. Starting Out: Scoping the Field 190 Collective Learning Step 2. Sharing Ideals: Aims for the Program 190 Collective Learning Step 3. Collecting Facts: Descriptions of Supporting and Impeding Factors 191 Collective Learning Step 4. Generating Ideas: Tapping in to the Potential for Transformational Change 192 Collective Learning Step 5. Moving to Action: Initiatives in Progress 192 Collective Learning Step 6. Following On 192 Conclusion 193 References 193 Coda 197 Rhizomatic Criticality, Learning, Thinking, Networking and Temporality 200 Transdisciplinary Research as Poetic 202 Future Considerations 203 References 203 Index 205 "This book brings international perspectives to bear on thinking about and through transdisciplinarity on professional development and education. The scope of the book ranges from the idea of transdisciplinarity and its applications in professional practice to considerations of pedagogy and transdisciplinary research. A distinctive feature of the book is its consideration of key issues and concepts in the context of the lived experience of transdisciplinarity. The book effectively demonstrates how a transdisciplinary lens on the world can open one?s eyes to multiple realities and thus suggests how we might better understand the complexities and contradictions of our world. Indeed the chapters carry transdisciplinarity into new fields, on fresh grounds and even move into a post-disciplinary phase. Although transdisciplinarity can be traced back to the early 1970s, it has often been at the margins, and is highly contested as an approach to knowledge creation within academia, and has yet to make a major impact outside the confines of the university. Instead, knowledge creation, recognition and use have been usually been approached from the structured certainty of subject disciplinary knowledge. This book studies higher education and professional identity from the premise that disciplinarity and transdisciplinarity are complementary aspects of a single, more complex whole: routine scholarly work. Can transdisciplinary be taught and if so, how can it be applied to professional practice? The answers assembled here come from a variety of professional backgrounds. Based on insightful personal experience they offer reflective advice on integrating transdisciplinarity into teaching, research and the workplace. In reconceptualizing the practice of transdisciplinarity the book becomes a bold guide to confront the messiness of real world problems. Helga Nowotny, Former ERC President"--Résumé de l'éditeur This book brings international perspectives to bear on thinking about and through transdisciplinarity on professional development and education. The scope of the book ranges from the idea of transdisciplinarity and its applications in professional practice to considerations of pedagogy and transdisciplinary research. A distinctive feature of the book is its consideration of key issues and concepts in the context of the lived experience of transdisciplinarity. The book effectively demonstrates how a transdisciplinary lens on the world can open oneĺls eyes to multiple realities and thus suggests how we might better understand the complexities and contradictions of our world. Indeed the chapters carry transdisciplinarity into new fields, on fresh grounds and even move into a post-disciplinary phase. Although transdisciplinarity can be traced back to the early 1970s, it has often been at the margins, and is highly contested as an approach to knowledge creation within academia, and has yet to make a major impact outside the confines of the university. Instead, knowledge creation, recognition and use have been usually been approached from the structured certainty of subject disciplinary knowledge. This book studies higher education and professional identity from the premise that disciplinarity and transdisciplinarity are complementary aspects of a single, more complex whole: routine scholarly work. Can transdisciplinary be taught and if so, how can it be applied to professional practice? The answers assembled here come from a variety of professional backgrounds. Based on insightful personal experience they offer reflective advice on integrating transdisciplinarity into teaching, research and the workplace. In reconceptualizing the practice of transdisciplinarity the book becomes a bold guide to confront the messiness of real world problems. Helga Nowotny, Former ERC President Front Matter....Pages i-ix Introduction....Pages 1-6 Front Matter....Pages 7-7 Transdisciplinary Knowledge Creation....Pages 9-24 Changing and Sustaining Transdisciplinary Practice Through Research Partnerships....Pages 25-39 Transdisciplinary Problems: The Teams Addressing them and their Support Through Team Coaching....Pages 41-52 Transdisciplinarity and Nursing Education: Expanding Nursing’s Professional Identity and Potential....Pages 53-68 Interprofessional Education and Collaborative Practice in Health and Social Care: The Need for Transdisciplinary Mindsets, Instruments and Mechanisms....Pages 69-88 Transdisciplinary Learning in Professional Practice....Pages 89-96 Front Matter....Pages 97-97 Integrating Transdisciplinarity and Translational Concepts and Methods into Graduate Education....Pages 99-120 Educational Knowledge in Professional Practice: A transdisciplinary approach....Pages 121-133 What’s Actually New About Transdisciplinarity? How Scholars from Applied Studies Can Benefit from Cross-disciplinary Learning Processes on Transdisciplinarity....Pages 135-147 Front Matter....Pages 149-149 Transdisciplinarity as Epistemology, Ontology or Principles of Practical Judgement....Pages 151-164 Transdisciplinarity as Translation....Pages 165-177 The Emergence of the Collective Mind....Pages 179-195 Coda....Pages 197-204 Back Matter....Pages 205-212