Transdisciplinary education[edit]
Transdisciplinary education is education that brings integration of different disciplines in a harmonious manner to construct new knowledge and uplift the learner to higher domains of cognitive abilities and sustained knowledge and skills. It involves better neural networking for lifelong learning.[14]
Transdisciplinarity has been flagged internationally as an important aim of education. For example, Global Education Magazine, an international journal supported by UNESCO and UNHCR:
"transdisciplinarity represents the capable germ to promote an endogenous development of the evolutionary spirit of internal critical consciousness, where religion and science are complementary. Respect, solidarity and cooperation should be global standards for the entire human development with no boundaries. This requires a radical change in the ontological models of sustainable development, global education and world-society. We must rely on the recognition of a plurality of models, cultures and socio-economical diversification. As well as biodiversity is the way for the emergence of new species, cultural diversity represents the creative potential of world-society."[15]
Influence in disciplines and fields[edit]
Arts and humanities[edit]
Transdisciplinarity can be found in the arts and humanities. For example, the Planetary Collegium seeks "the development of transdisciplinary discourse in the convergence of art, science, technology and consciousness research." The Plasticities Sciences Arts (PSA) research group also develops transdisciplinary approaches regarding humanities and fundamental sciences relationships as well as the Art & Science field. An example of transdisciplinary research in the arts and humanities can be seen in Lucy Jeffery's study on the work of Samuel Beckett, entitled Transdisciplinary Beckett: Visual Arts, Music, and the Creative Process.[16]
Human sciences[edit]
The range of transdisciplinarity becomes clear when the four central questions of biological research ((1) causation, (2) ontogeny, (3) adaptation, (4) phylogeny [after Niko Tinbergen 1963, see also Tinbergen's four questions, cf. Aristotle: Causality / Four Major Causes]) are graphed against distinct levels of analysis (e.g. cell, organ, individual, group; [cf. "Laws about the Levels of Complexity" of Nicolai Hartmann 1940/1964, see also Rupert Riedl 1984]):[17]