Transdisciplinary Professional Learning and Practice

1. Front Matter

   Pages i-ix

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2. Introduction

   • Paul Gibbs

   Pages 1-6

3. Section One

   1. Front Matter

      Pages 7-7

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   2. Transdisciplinary Knowledge Creation

      • Sue L. T. McGregor

      Pages 9-24

   3. Changing and Sustaining Transdisciplinary Practice Through Research Partnerships

      • Tamara Cumming, Sandie Wong

      Pages 25-39

   4. Transdisciplinary Problems: The Teams Addressing them and their Support Through Team Coaching

      • Ron Collins, Annette Fillery-Travis

      Pages 41-52

   5. Transdisciplinarity and Nursing Education: Expanding Nursing’s Professional Identity and Potential

      • Sarah Wall

      Pages 53-68

   6. Interprofessional Education and Collaborative Practice in Health and Social Care: The Need for Transdisciplinary Mindsets, Instruments and Mechanisms

      • Andre Vyt

      Pages 69-88

   7. Transdisciplinary Learning in Professional Practice

      • Raymond Yeung

      Pages 89-96

4. Section Two

   1. Front Matter

      Pages 97-97

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   2. Integrating Transdisciplinarity and Translational Concepts and Methods into Graduate Education

      • Linda Neuhauser, Christian Pohl

      Pages 99-120

   3. Educational Knowledge in Professional Practice: A transdisciplinary approach

      • Carol Costley

      Pages 121-133

   4. What’s Actually New About Transdisciplinarity? How Scholars from Applied Studies Can Benefit from Cross-disciplinary Learning Processes on Transdisciplinarity

      • Marianne Penker, Andreas Muhar

      Pages 135-147

5. Section Three

   1. Front Matter

      Pages 149-149

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   2. Transdisciplinarity as Epistemology, Ontology or Principles of Practical Judgement

      • Paul Gibbs

      Pages 151-164

   3. Transdisciplinarity as Translation

      • Kate Maguire

      Pages 165-177

   4. The Emergence of the Collective Mind

      • Valerie A. Brown, John A. Harris

      Pages 179-195

   5. Coda

      • Paul Gibbs

      Pages 197-204

6. Back Matter

   Pages 205-212

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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. 

• cross-disciplinary learning
• disciplinarity
• higher education
• knowledge creation
• metanoia
• practice-based learning
• professional development
• professional education
• professional identity
• professional learning
• professional practice
• transdisciplinarity
• transdisciplinary pedagogy
• workplace learning

• Middlesex University, London, United Kingdom

  Paul Gibbs

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