LEADER 03534nam 22006255 450 001 9910410007303321 005 20230810170333.0 010 $a3-030-39785-8 024 7 $a10.1007/978-3-030-39785-2 035 $a(CKB)5300000000003429 035 $aEBL6128087 035 $a(DE-He213)978-3-030-39785-2 035 $a(MiAaPQ)EBC6128087 035 $a(EXLCZ)995300000000003429 100 $a20200303d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aContemporary Thinking on Transdisciplinary Knowledge $eWhat Those Who Know, Know /$fby Paul Gibbs, Alison Beavis 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (ix, 84 pages) 225 1 $aSpringerBriefs on Key Thinkers in Education,$x2211-9388 320 $aIncludes bibliographical references. 327 $aSection1. Contextualisation -- 1. Introduction to the Project; Paul Gibbs and Alison Beavis -- 2. Transdisciplinary Knowledge ? An emergent concept; Alison Beavis and Paul Gibbs -- Section 2. The Interviews -- 3. Sue L. T. McGregor -- 4. Valerie Brown -- 5. Gray Kochhar-Lindgren -- 6. Kate Maguire -- 7. Julie Thompson Klien -- 8. Basarab Nicolescu -- 9. Linda Neuhauser -- 10. Christian Pohl -- Section 3. Reflections and Case Study -- 11. Thematic reflection; Paul Gibbs and Alison Beavis -- Appendix 1. UTS Case Study. 330 $aHow can we understand what a transdisciplinary (TD) approach might actually comprise of, given its complex and various uses? This book asks the question of leading practitioners in the field of higher education and transdisciplinarity. The emergence of transdisciplinarity has been a response to the often-failed closed-system, discipline-based approaches to solving complex social problems (various reports and definitions may be found in projects reported by the OECD, UNESCO and EU). These failures are often contingent upon disaggregated notions of epistemology and the compounding failures of ontological incongruities that are evident in these discipline-based approaches. Such approaches are not necessarily confined to large, seemingly insurmountable social problems, but apply equally well to issues in educational institutions as workplaces. Transdisciplinary knowledge is in the liberation of new and imaginative understanding of the structured reality of open social systems. It gives rise to generative mechanisms, which are central to relationships of agency and structure. 410 0$aSpringerBriefs on Key Thinkers in Education,$x2211-9388 606 $aEducation$xPhilosophy 606 $aCritical Thinking 606 $aKnowledge, Theory of 606 $aEducation, Higher 606 $aEducational Philosophy 606 $aCritical Thinking 606 $aEpistemology 606 $aHigher Education 615 0$aEducation$xPhilosophy. 615 0$aCritical Thinking. 615 0$aKnowledge, Theory of. 615 0$aEducation, Higher. 615 14$aEducational Philosophy. 615 24$aCritical Thinking. 615 24$aEpistemology. 615 24$aHigher Education. 676 $a370.1 700 $aGibbs$b Paul$0857592 702 $aBeavis$b Alison 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910410007303321 996 $aContemporary Thinking on Transdisciplinary Knowledge$91914898 997 $aUNINA