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Transdisciplinary Professional Learning and Practice

  • Book
  • © 2015

Overview

Editors:
  1. Paul Gibbs

    1. Middlesex University, London, United Kingdom

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  • Offers a much-needed, different paradigm to make sense of real life problems

  • Proves how a heretofore unfamiliar approach to knowledge creation can be effective

  • Makes clear how transdisciplinarity offers us new ways to understand the modern world

  • Includes supplementary material: sn.pub/extras

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-ix
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  2. Introduction

    • Paul Gibbs
    Pages 1-6

  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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Keywords

About this book

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. 

Editors and Affiliations

  • Middlesex University, London, United Kingdom

    Paul Gibbs

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