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oa Introduction: Design and the Changing Educational Landscape

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Transdisciplinarity is a term used to describe a process in which disciplines work together to explore problems subordinating disciplinary processes and methods for the common goal of solving the problem or challenge (Blessinger, P., & Carfora, J. M. 2015, p.30). Along with an overview of the purpose of the book and outline of the chapter structure, this chapter defines key terms and provides a framework for understanding teaching and learning in transdisciplinary forms. The book covers four sections: Designing Effective Transdisciplinary Curricula, Strategies for Incorporating Global Experiential Learning in Design Programs, Transforming Professional Identities through Transdisciplinary Learning and Global Transdisciplinary Education.

Keywords: Curricula Design ; Higher Education ; Learning Design ; Teaching and Learning ; Transdisciplinary Design

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References

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References

  1. Aram, John D.. ( 2004;), ‘ Concepts of interdisciplinarity: Configurations of knowledge and action. ’, Human Relations, 57:4, pp. 379–412.
     [Google Scholar]
  2. Bertalanffy, Ludwig Von. ( 1968), General System Theory: Foundations, Development, Applications, New York:: George Braziller;.
     [Google Scholar]
  3. Blessinger, Patrick,, and Carfora, John M.. (eds) ( 2015), ‘ Inquiry-based learning for multidisciplinary programs: A conceptual and practical resource for educators. ’, in Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 3), Bingley:: Emerald Group Publishing Limited;, p. iii.
     [Google Scholar]
  4. Burnett, Ron. ( 2005;), ‘ Disciplines in crisis: Transdisciplinary approaches in the arts, humanities and sciences. ’, in Critical Approaches to Culture, Communications + Hyper-media, https://www.ron-burnett.com. Accessed 1 August 2021.
     [Google Scholar]
  5. Delahaye, Brian. ( 2005), Human Resource Development: Adult Learning and Knowledge Management, , 2nd. ed., Brisbane:: John Wiley and Sons Australia;.
     [Google Scholar]
  6. Escobar, Arturo. ( 2018), Design for the Pluriverse: Radical Interdependence, Autonomy, and the Making of Worlds, London:: Duke University Press;.
     [Google Scholar]
  7. Fernandez, Roy C.,, and Jenkins, Deborah. ( 1999), A Comparison of the Additive and Transformation Approaches to Multicultural Education, research paper [S.l.], Champaign:: Educational Resources Information Center (ERIC);.15
     [Google Scholar]
  8. Jahn, Thomas,, Bergmann, Matthias,, and Keil, Florian. ( 2012;), ‘ Transdisciplinarity: Between mainstream and marginalisation. ’, Ecological Economies, 79, pp. 1–10.
     [Google Scholar]
  9. Jensenius, Alexander R.. ( 2012), ‘Disciplinarities: Intra, cross, multi, inter, trans’, AJR, 12 March, http://www.arj.no/2012/03/12/disciplinarities-2/. Accessed 19 February 2021.
  10. Leblanc, Tatjana. ( 2009), ‘ Transdisciplinary design approach. ’, in P. Kotzé, W. Wong, J. Jorge, A. Dix, and P. A. Silva (eds), Creativity and HCI: From Experience to Design in Education, Boston:: Springer;, pp. 106–22, https://doi.org/10.1007/978-0-387-89022-7.
     [Google Scholar]
  11. Morin, Edgar. ( 1992;), ‘ From the concept of system to the paradigm of complexity. ’, Journal of Social and Evolutionary Systems, 15:4, pp. 371–85.
     [Google Scholar]
  12. Morin, Edgar. ( 2001), Seven Complex Lessons in Education for the Future, Paris:: UNESCO;.
     [Google Scholar]
  13. Morin, Edgar. ( 2007), On Complexity, Cresskill:: Hampton Press;.
     [Google Scholar]
  14. Moss, Julianne,, Godinho, Sally C.,, and Chao, Edlyn. ( 2019;), ‘ Enacting the Australian Curriculum: Primary and secondary teachers’ approaches to integrating the curriculum. ’, Australian Journal of Teacher Education, 44, p. 3, https://doi.org/10.14221/ajte.2018v44n3.2.
     [Google Scholar]
  15. Nicolescu, Basarab. ( 1999), O manifesto da transdisciplinaridade (trans. L. Pereira de Souza), São Paulo: Trion.
  16. Nicolescu, Basarab. ( 2012;), ‘ Transdisciplinarity: The hidden third, between the subject and the object. ’, Human and Social Studies, 1, pp. 13–28.
     [Google Scholar]
  17. Nicolescu, Basarab. ( 2014a), ‘Multidisciplinarity, interdisciplinarity, indisciplinarity, and transdisciplinarity: Similarities and differences’, in R. Emmett and F. Zelko (eds), ‘Minding the Gap: Working Across Disciplines in Environmental Studies’ RCC Perspectives, No. 2, pp. 19–26.
  18. Nicolescu, Basarab. ( 2014;b), ‘ Methodology of transdisciplinarity. ’, World Futures, 70, pp. 186–99.
     [Google Scholar]
  19. Norton, Andrew,, Cherastidtham, Ittima,, and Mackey, Will. ( 2018), Mapping Australian Higher Education 2018, Melbourne:: Grattan Institute;.
     [Google Scholar]
  20. Thompson, Mary A.,, Owen, Susan,, Lindsay, Jan M.,, Leonard, Graham S.,, and Cronin, Shane J.. ( 2017;), ‘ Scientist and stakeholder perspectives of transdisciplinary research: Early attitudes, expectations, and tensions. ’, Environmental Science and Policy, 74, pp. 30–39.
     [Google Scholar]
  21. Veryzer, Robert. ( 2002;), ‘ Design and development of innovative high-tech products. ’, Academic Review, 2:1, pp. 51–90.
     [Google Scholar]
  22. Wilson, Edward O.. ( 1999), Consilience: The Unity of Knowledge, New York:: Vintage Books;.
     [Google Scholar]
  23. Working with Indigenous Australians ( 2020), ‘60,000+ Years Ago to 1788’, June, http://www.workingwithindigenousaustralians.info/content/History_2_60,000_years.html. Accessed 8 July 2021.

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