TRANSDISCIPLINARITY

 

The deep approach to education targets transdisciplinary aims.

Transdisciplinarity concerns that which is at once between the disciplines, across the different disciplines, and beyond all disciplines. Its goal is the understanding of the present world, of which one of the imperatives is the unity of knowledge.          Nicolescu (2005, p. 2)

 

For a definition of transciplinarity, see here: The Trandisciplinary Charter attempted to address the constant growth of knowledge, which makes a global view of the human being impossible (de Freitas, Morin & Nicolescu, 1994). The transdisciplinary project challenges the spiritual and material self-destruction of the human species (Charter, online). It considers that life on earth is seriously threatened by the triumph of a techno-science that obeys only the terrible logic of productivity for productivity's sake. Consequently, increasing quantitative knowledge and increasingly impoverished inner identity lead to the rise of obscurantism with huge personal and social consequences. Specifically, the exponential growth of knowledge and access to it increases inequalities between the haves and have nots.

 

REFERENCES

  Freitas (de), L., Morin, E., & Nicolescu, B. (1994). Charter of Transdisciplinarity. Adopted at the First World Congress of Trandisciplinarity, Convento da Arrabida, Portugal, 
November 2-6, 1994. Retrieved from: http://basarab.nicolescu.perso.sfr.fr/ciret/english/charten.htm

  Morin, Edgar (2008). On complexity. Cresskill, NJ: Hampton Press. ISBN 978-1-57273-801-0

  Nicolescu, Basarab (2002). Manifesto of transdisciplinarity. Albany: State University of New York Press. ISBN 0-7914-5262-X

Tochon, Francois Victor (1989/2011). The Deep, Unified Taxonomy. Madison, WI: Wisconsin Center for Education Research. Attached on PDF.

 
 
 

You can download here the demonstration that a deep-level, trandisciplinary taxonomy undergirds best practices in school curriculum and instruction:
   
 
 

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