Contemporary thinking on transdisciplinary knowledge: what those who know, know

Gibbs, Paul ORCID: https://orcid.org/0000-0002-9773-3977 and Beavis, Alison (2020) Contemporary thinking on transdisciplinary knowledge: what those who know, know. SpringerBriefs on Key Thinkers in Education . Springer, Cham, Switzerland. pbk-ISBN 9783030397845, e-ISBN 9783030397852. [Book] (doi:10.1007/978-3-030-39785-2)

Abstract

The emergence of transdisciplinarity has been a response to the often-failed closed-system, discipline-based approaches to solving complex social problems (various reports and definitions may be found in projects reported by the OECD, UNESCO and EU). These failures are often contingent upon disaggregated notions of epistemology and the compounding failures of ontological incongruities that are evident in these discipline-based approaches. Such approaches are not necessarily confined to large, seemingly insurmountable social problems, but apply equally well to issues in educational institutions as workplaces. Transdisciplinary knowledge is in the liberation of new and imaginative understanding of the structured reality of open social systems. It gives rise to generative mechanisms, which are central to relationships of agency and structure.

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