The responsive and constitutive character of transdisciplinarity: consequences for higher education

摘要: There are increasing calls to incorporate transdisciplinary forms of learning and collaboration into higher education. Transdisciplinarity is widely recognized as key to tackling complex problems, driven by socio-technical and political-economic developments, and accordingly negative social, cultural and ecological effects. Thereby, transdisciplinarity plays a dual role: (1) it is a response to complex problems that emerge from rapidly changing life worlds and simultaneously (2) co-produces and shapes alternative social and epistemic regimes. This dual role has far reaching consequences when implementing transdisciplinarity within higher education as it cannot be simply taught as a techno-scientific means to address complex problems but rather requires critical and reflexive forms of learning while establishing new terrain. A promising way of enabling transdisciplinary learning is by creating spaces to experience …