Laying the foundation for transdisciplinary faculty collaborations: Actions for a sustainable future

Sustainability (Switzerland)

Volumn 6, Issue 5, 2014, Pages 2893-2928

  Vanasupa, Linda ^a   Schlemer, Lizabeth ^a   Burton, Roger ^b   Brogno, Courtney ^a   Hendrix, Ginger ^c   MacDougall, Neal ^a  

^a CALIFORNIA POLYTECHNIC STATE UNIVERSITY   (United States)

^b R Burton and Associates   (United States)

^c American Rookie Freelance   (United States)

Author keywords

Complexity; Emergence; Transdisciplinarity; Transformative learning

Indexed keywords

ACADEMIC RESEARCH; ACTION RESEARCH; INTERDISCIPLINARY APPROACH; LEARNING; OCCUPATION; PARTICIPATORY APPROACH; SUSTAINABLE DEVELOPMENT; TEACHING; THEORETICAL STUDY;

EID: 84902973733     PISSN: 20711050     EISSN: None     Source Type: Journal    
DOI: 10.3390/su6052893     Document Type: Article

References (76)

1. United Nations Environment Programme (UNEP). Towards a Green Economy: Pathways to Sustainable Development and Poverty Eradication; UNEP: Nairobi, Kenya, 2011.
2. Makower, J.; Pike, C. Strategies for the Green Economy: Opportunities and Challenges in the New World of Business; McGraw-Hill: Columbus, OH, USA, 2009.
3. Brand, U. Green Economy the Next Oxymoron? No Lessons Learned from Failures of Implementing Sustainable Development. GAIA-Ecolog. Perspect. Sci. Soc. 2012, 21, 28-32.
4. Nicolescu, B. Manifesto of Transdisciplinarity; Voss, K-C., Trans.; State University of New York Press: New York, NY, USA, 2001.
5. Després, C.; Brais, N.; Avellan, S. Collaborative planning for retrofitting suburbs: Transdisciplinarity and intersubjectivity in action. Futures 2004, 36, 471-486.
6. Klein, T. Prospects for Transdisciplinarity. Futures 2004, 36, 515-526.
7. Pohl, C. Transdisciplinary collaboration in environmental research. Futures 2005, 37, 1159-1178.
8. Pohl, C. From science to policy through transdisciplinary research. Environ. Sci. Policy 2008, 11, 46-53.
9. Baumgärtner, S.; Becker, C.; Frank, K. Relating the philosophy and practice of ecological economics: The role of concepts, models, and case studies in inter- and transdisciplinary sustainability research. Ecol. Econ. 2008, 67, 384-393.
10. Hirsch Hadorn, G.; Bradley, D.; Pohl, C. Implications of transdisciplinarity for sustainability research. Ecol. Econ. 2006, 60, 119-128.
11. Robinson, J. Being undisciplined: Transgressing and intersections in academia and beyond. Futures 2008, 40, 70-86.
12. Von Bertalanffy, L. General System Theory. Foundations Development Applications; George Braziller, Inc.: New York, NY, USA, 1969.
13. Jahn, T.; Bergmann, M.; Keil, F. Ecological Economics. Ecol. Econ. 2012, 79, 1-10.
14. Gibbons, M. Science's new social contract with society. Nature 1999, 402, C81-C84.
15. Lang, D.J.; Wiek, A.; Bergmann, M.; Stauffacher, M.; Martens, P.; Moll, P.; Swilling, M.; Thomas, C.J. Transdisciplinary research in sustainability science: Practice, principles, and challenges. Sustain. Sci. 2012, 7, 25-43.
16. Jahn, T. Transdisciplinarity in the Practice of Research, Interdisciplines: Virtual Seminar. Inter- Transdisc. Horizons. Available online: http://www.interdisciplines.org/paper.php?paperID=374 (accessed 20 April 2014).
17. Carew, A.L.; Wickson, F. The TD Wheel: A heuristic to shape, support and evaluate transdisciplinary research. Futures 2010, 42, 1146-1155.
18. Jehng, J.-C.J.; Johnson, S.D.; Anderson, R.C. Schooling and Students' Epistemological Beliefs about Learning. Contemp. Educ. Psychol. 1993, 18, 23-35.
19. Hofer, B.K. Dimensionality and disciplinary differences in personal epistemology. Contemp. Educ. Psychol. 2000, 25, 378-405.
20. Lattuca, L. Learning interdisciplinarity: Sociocultural perspectives on academic work. J. High. Educ. 2002, 73, 711-739.
21. Koch, S.; Deetz, S. Metaphor analysis of social reality in organizations. J. Appl. Commun. Res. 1981, 9, 1-15.
22. Mezirow, J. Transformative Learning as Discourse. J. Transform. Educ. 2003, 1, 58-63.
23. Stryker, S.; Burke, P.J. The Past, Present, and Future of an Identity Theory. Soc. Psychol. Q. 2000, 63, 284-297.
24. Burton, R.; Vanasupa, L.; Schlemer, L. From Emergency to Emergence: An Educational Imperative for Our Complex, Interconnected and Ever-changing world. Int. J. Eng. Soc. Justice Peace, submitted for publication, 2014.
25. Williams, L. Deepening Ecological Relationality Through Critical Onto-Epistemological Inquiry Where Transformative Learning Meets Sustainable Science. J. Transform. Educ. 2013, 11, 95-113.
26. Ricca, B. Beyond Teaching Methods: A Complexity Approach. Complicity 2012, 9, 31-51.
27. Gough, N. Complexity, complexity reduction, and "methodological borrowing" in educational inquiry. Complicity 2012, 9, 41-56.
28. Bar-Yam, Y. A mathematical theory of strong emergence using multiscale variety. Complexity 2004, 9, 15-24.
29. Mezirow, J. Transformative Dimensions of Adult Learning; Jossey-Bass: San Francisco, CA, USA, 1991.
30. Vanasupa, L.; McCormick, K.E.; Stefanco, C.J.; Herter, R.J.; McDonald, M. Challenges in Transdisciplinary, Integrated Projects: Reflections on the Case of Faculty Members' Failure to Collaborate. Innov. High. Educ. 2011, 37, 171-184.
31. McClam, S.; Flores-Scott, E.M. Transdisciplinary teaching and research: What is possible in higher education? Teach. High. Educ. 2012, 17, 231-243.
32. Jahn, T.; Knobloch, T.; Krohn, W.; Pohl, C.; Schramm, E. Methods for Transdisciplinary Research: A Primer for Practice; Campus Verlag: Frankfurt, Germany, 2013.
33. Gotthelf, A. Aristotle's conception of final causality. Rev. Metaphys. 1976, 30, 226-254.
34. Moore, J. Is Higher Education Ready for Transformative Learning?: A Question Explored in the Study of Sustainability. J. Transform. Educ. 2005, 3, 76-91.
35. Mälkki, K. Building on Mezirow's theory of transformative learning: Theorizing the challenges to reflection. J. Transform. Educ. 2010, 8, 42-62.
36. Lakoff, G.; Johnson, M. Metaphors We Live by; University of Chicago Press: Chicago, IL, USA, 1980.
37. Imre, A. Metaphors in Cognitive Linguistics. Eger J. Engl. Stud. 2010, 10, 71-81.
38. Mac Cormac, E.R. A Cognitive Theory of Metaphor; The MIT Press: Cambridge, MA, USA, 1985.
39. Gibbons, M.; Limoges, C.; Nowotny, H.; Schwartzman, S.; Scott, P.; Trow, M. The New Production of Knowledge-The Dynamics of Science and Research in Contemporary Societies; Sage Publications Ltd.: London, UK, 1994.
40. Keene, C. Development Projects That Didn't Work; Globalhood, Inc.: New York, NY, USA, 2007.
41. Kim, J. Making Sense of Emergence. Phil. Stud. 1999, 95, 3-36.
42. A detailed description of the multitude of experiences in the change process that are beyond the scope of this paper. These are going to occur in any transdisciplinarity project and it is necessary to have a living, coherent theory of change to work with aspect. We encourage you to contact us if you are interested in design strategies that we used to navigate change process.
43. Böhm, D. On Dialogue; Routledge: New York, NY, USA, 1996.
44. Torbert, W.R. Why educational research has been so uneducational: The case for a new model of social science based on collaborative inquiry. In Human Inquiry; Reason, P., Rowan, J., Eds.; John Wiley and Sons, Ltd: New York, NY, USA, 1981; pp. 141-151.
45. Nowotny, H.; Scott, P.; Gibbons, M. Re-Thinking Science: Knowledge and the Public in an Age of Uncertainty; Polity: Cambridge, UK, 2001.
46. Argyris, C.; Schon, D.A. Participatory action research and action science compared. Am. Behav. Sci. 1989, 32, 612-623.
47. Mills, J.; Bonner, A.; Francis, K. The development of Constructivist Grounded Theory. Int. J. Qual. Methods. 2006, 5, 1-10.
48. Butterfield, J. Using grounded theory and action research to raise attainment in, and enjoyment of, reading. Educ. Psychol. Pract. 2009, 25, 315-326.
49. Teram, E.; Schachter C.L.; Stalker, C.A. The Case for integrating grounded Theory and Participatory Action Research: Empowering Clients to Inform Professional Practice. Qual. Health Res. 2005, 15, 1129-1144.
50. "Headquarters": this is humor. We did not actually have a headquarters. But there is irony in the metaphor of a military center, since we were often careful with our metaphors.
51. Mingers, J. Recent Developments in Critical Management Science. J. Oper. Res. Soc. 1992, 43, 1-10.
52. Hénon, M. A two-dimensional mapping with a strange attractor. Comm. Math. Phys. 1976, 50, 69-77.
53. Halsey, T.C.; Jensen, M.H.; Kadanoff, L.P.; Procaccia, I.; Shraiman, B.I. Fractal measures and their singularities: the characterization of strange sets. Phys. Rev. A 1986, 33, 1141-1151.
54. Computed in Fractint by Wikimol, Wikimedia Commons, Creative Commons Attribution License. Available online: http://commons.wikimedia.org/wiki/File:Lorenz_attractor_yb.svg (accessed on 20 April 2014).
55. Prigogine, I.; Stengers, I. Order out of Chaos; Bantam: New York, NY, USA, 1984.
56. Pohl, C. What is progress in transdisciplinary research? Futures 2011, 43, 618-626.
57. Mobjörk, M. Consulting versus participatory transdisciplinarity: A refined classification of transdisciplinary research. Futures 2010, 42, 866-873.
58. Lele, S.; Norgaard, R. Practicing Interdisciplinarity. BioScience 2005, 55, 967-975.
59. Hall, E.T. Beyond Culture; Anchor Books: Garden City, NY, USA, 1976.
60. Kuhn, T.S. The Structure of Scientific Revolutions; University of Chicago Press: Chicago, IL, USA, 1962.
61. Freire, P. Pedagogy of the Oppressed; Ramos, M.B., Trans.; Continuum: New York, NY, USA, 1970.
62. Pintrich, P.; de Groot, E. Motivational and self-regulated learning components of classroom academic performance. J. Educ. Psychol. 1990, 82, 33-40.
63. Deci, E.; Ryan, R. The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychol. Inq. 2000, 11, 227-267.
64. Vanasupa, L.; Stolk, J.; Herter, R. The Four-Domain Development Diagram: A Guide for Holistic Design of Effective Learning Experiences for the Twenty-first Century Engineer. J. Eng. Educ. 2009, 98, 68-81.
65. Senge, P. The Fifth Discipline: The Art and Science of the Learning Organization; Currency Doubleday: New York, NY, USA, 1990.
66. Checkland, P. Systems thinking. In Rethinking Management Information Systems; Currie, W.L., Galliers, B., Eds.; Oxford University Press: Oxford, England, 1999; pp. 45-56.
67. Meadows, D. Leverage points. In Places to Intervene in a System; The Sustainability Institute: Hartland, VT, USA, 1999.
68. Rizzolatti, G.; Craighero, L. The mirror-neuron system. Annu. Rev. Neurosci. 2004, 27, 169-192.
69. Reason, P.; Torbert, W. The action turn: Toward a transformational social science. Concepts Trans. 2001, 6, 1-37.
70. Schön, D.A. Knowing-in-Action: The New Scholarship Requires a New Epistemology. Change 1995, 27, 26-34.
71. Varela, F.G.; Maturana, H.R.; Uribe, R. Autopoiesis: The organization of living systems, its characterization and a model. Biosystems 1974, 5, 187-196.
72. Gunderson, L.H.; Holling, C.S. Panarchy: Understanding Transformations in Systems of Humans and Nature; Island Press: Washington, DC, USA, 2002.
73. Dewey, J. Logic: The Theory of Inquiry (1938). In The Later Works, 1925-1953; Board of Trustees, Southern Illinois University: Carbondale, IL, USA 1984; pp. 1-549.
74. Doll, W.E. Prigogine: A new sense of order, a new curriculum. Theor. Pract. 1986, 25, 10-16.
75. Greco, M. On the vitality of vitalism. Theor. Cult. Soc. 2005, 22, 15-27.
76. Brookfield, S. Critical theory and transformative learning. In The Handbook of Transformative Learning; Taylor, E.W., Cranston, P., Eds.; Jossey-Bass: San Francisco, CA, USA, 2012; pp. 131-146.