Introduction to Transdisciplinary Knowledge Co

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Transdisciplinary Knowledge Co sentence examples

10.3390/systems9010007

Third, for a successful transdisciplinary knowledge co-production, researchers should elucidate three system-archetypes (leverage points), namely: Salient features for successful co-production, determinant of support from collaborators, and knowledge co-production challenges.

Application of Systems-Approach in Modelling Complex City-Scale Transdisciplinary Knowledge Co-Production Process and Learning Patterns for Climate Resilience

10.1007/s11625-021-00953-8

In this study, we build on a transdisciplinary knowledge co-creation process in an array of local case studies in protected areas in the Czechia (Central Europe).

Linking multiple values of nature with future impacts: value-based participatory scenario development for sustainable landscape governance

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An Overview of Transdisciplinary Knowledge Co

Transdisciplinary Knowledge Co
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What is/are Transdisciplinary Knowledge?

Transdisciplinary Knowledge - The article traces the substantial and functional evolution of interdisciplinary and transdisciplinary knowledge and its integration into the theory and practice of higher education. [1] Whether for 21st century skills development such as creativity, communication, and collaboration orfor transdisciplinary knowledge creation leading to innovation, the integration of Arts with STEM (Science,Technology, Engineering, Mathematics) fields is gaining popularity in higher education. [2] In this respect, we were thrilled when we were able to save the two-hour panel discussion "Crossing Borders, Creating Together: An Interdisciplinary Dialogue on Transdisciplinary Knowledge Production" on 15 June 2020 using a live video broadcast. [3] This positioning and our methodological perspective allows us to differentiate in the psychopedagogical field between psychopedagogical research and research in Psychopedagogy, where the first would be linked to the reconfiguration and resignification of knowledge in professional practice and, the second with the configuration, construction or production of disciplinary, interdisciplinary and/or transdisciplinary knowledge. [4] Marine Life 2030 is a program to establish the globally coordinated system to deliver actionable, transdisciplinary knowledge of ocean life to those who need it, promoting human well-being, sustainable development, and ocean conservation (Figure 1). [5] The originality of this essay is to reflect on how a possible deconstructionist strategy applied to the field of Administration would be, as well as to propose an effectively transdisciplinary knowledge arrangement. [6] Using the Dutch transdisciplinary Knowledge-Action Programme on Water (KAP Water) as a case study, we highlight tensions that researchers adopting these new roles experience. [7] Last, we briefly highlight the relevance of the ECID for current international debates on racism in the theory and practice deliberative democracy; the production of post-normal transdisciplinary knowledge for technology risk-assessments; and the politics of knowledge in participatory policy-making for food and agriculture. [8] The research has been designed to enable transdisciplinary knowledge production in the urban feld that could matter for the local community and would ultimately produce a real, positive impact on people’s lives. [9] We argue that while there are different configurations of EEC, inducting citizens in decision-making needs satisfies the following criteria: (a) relevant transdisciplinary knowledge, (b) a values orientation toward both the complexity of, and the necessity for, a sustainable world and (c) a confidence for, and commitment to, socio-political action at individual and collective levels. [10] To achieve this, the authors relied on the concepts of sustainable local development, social capital, the relationship between sectors or intersectorality, networks and interdisciplinary and transdisciplinary knowledge. [11] This research explores transdisciplinary knowledge, skills, motivations, values, deep expectations of all members of Society interested in Dance, in order to integrate established knowledge on development of services and information systems with the exploration of the progression of Dance in an open environment of digital innovation, initiatives management, social networking, crowdsourcing and public engagement. [12] Third, for a successful transdisciplinary knowledge co-production, researchers should elucidate three system-archetypes (leverage points), namely: Salient features for successful co-production, determinant of support from collaborators, and knowledge co-production challenges. [13] The paper traces concept development processes of green infrastructure through transdisciplinary knowledge exchange in three different projects, a European and a national research project and a local city-regional project as part of an EU regional cooperation project. [14] Moreover, in both processes, people involved have expanded human capabilities, and co-produced holistic and transdisciplinary knowledge through the interaction of academic and non-academic actors. [15] </p><p>In order to develop a socially feasible geothermal utilization concept in the Upper Rhine Graben close to the city of Karlsruhe we designed a research approach in which interdisciplinary (between natural and social sciences) knowledge production is combined with transdisciplinary knowledge production. [16] The Enfer(i)magem makes it possible to reflect on the health training process, (re) linking knowledge fragmented by traditional teaching, producing science, building transdisciplinary knowledge, producing care and health, being aligned with the challenges of the globalized and complex world. [17] To be creative for innovation means to explore, and possibly to transform, in a sustainable way, the "conceptual space” into a living system, as a “practical transdisciplinary knowledge space”. [18] , 2017) to co-learners, and how the involvement of the project’s interdisciplinary team and their interaction with stakeholders served to move the project towards transdisciplinary knowledge production. [19] Considering the socio-environmental crime that occurred in the city of Brumadinho/MG in January 2019, a training process was organized based on authors who articulate transdisciplinary knowledge with social practices and democracy. [20] This article exemplifies the process of transdisciplinary knowledge integration involving the Engineering and Forestry Sciences. [21] While opportunities are limitless, several key challenges need addressing: representativeness and accuracy of data; diligent management of advanced technology; and cultivation of transdisciplinary knowledge to understand limitations and make thoughtful inquiries. [22] We synthesise our argument across the three themes with a view to expand transdisciplinary knowledge into urban studies and smart cities. [23] In this study, we build on a transdisciplinary knowledge co-creation process in an array of local case studies in protected areas in the Czechia (Central Europe). [24] Those presentations interlink various issues of different sciences, such as solving paradoxes of knowability, delivering reliable definitions of transdisciplinary knowledge, identifying means and mechanisms of linguistic subjectivity, proposing effective ways and procedures of self-organization of democracy, discovering relevant methods of social engineering for strengthening democratic welfare state, offering feasible scenarios of Europeanization processes, establishing balance between work, recreation and health, and identifying common sense phenomenon with social life-world. [25] Fragmentation, lack of research-based and practice-based evidence, limited transdisciplinary knowledge amongst sectoral stakeholders, short-term funding and lack of knowledge-sharing mechanisms were identified as barriers, often creating systematic problems for successful implementation. [26] As STEAM programs are more likely to bridge disciplines by virtue of including the arts, they require the development and therefore the evaluation of transdisciplinary knowledge and skills across diverse stakeholder groups. [27] This article thematizes the relationship between complexity, education and transdisciplinary knowledge, and aims to propose a teaching process which considers the studies carried out by historical-cultural theory, in relation to learning and development and in dialogue with the complexity of knowledge. [28] The possibility of creating a system methodology that would provide transdisciplinary knowledge, as well as the theory of creating a hybrid reality as convergence and integration of a subject, digital, physical and social reality are considered. [29] The GISualization framework opens up for broader stakeholder involvement and community participation extending research into the domain of transdisciplinary knowledge production. [30] The aim of this session is to share experiences with both desired and undesired forms of power within transdisciplinary knowledge production processes as well as with useful methods for tackling them, thus building a practice-related knowledge base on the workings of power in transdisciplinary research. [31] Individually, and as a network, LTSER platforms have good potential for transdisciplinary knowledge production and learning about sustainability challenges. [32] We use a complex adaptive systems (CAS) lens to identify and define the features of transdisciplinary knowledge producing teams and show how team participants might develop skills that more truly express complex adaptive conditions. [33] The practices of knowledge integration discussed in this chapter include the bridging of knowledge divides between science and the practices of environmental governance as a part of the broader process of transdisciplinary knowledge production and utilisation. [34] Results indicate that sustainability policies at the municipal level should incorporate incentive mechanisms policies on (i) community involvement and communication; and (ii) transdisciplinary knowledge transfer between specialists and stakeholders. [35] These reforms focus on the relationship between disciplinary, interdisciplinary, and transdisciplinary knowledge within the university structure. [36] We also propose a design pattern for describing and reuse the transdisciplinary knowledge unification. [37]

transdisciplinary knowledge production

In this respect, we were thrilled when we were able to save the two-hour panel discussion "Crossing Borders, Creating Together: An Interdisciplinary Dialogue on Transdisciplinary Knowledge Production" on 15 June 2020 using a live video broadcast. [1] The research has been designed to enable transdisciplinary knowledge production in the urban feld that could matter for the local community and would ultimately produce a real, positive impact on people’s lives. [2] </p><p>In order to develop a socially feasible geothermal utilization concept in the Upper Rhine Graben close to the city of Karlsruhe we designed a research approach in which interdisciplinary (between natural and social sciences) knowledge production is combined with transdisciplinary knowledge production. [3] , 2017) to co-learners, and how the involvement of the project’s interdisciplinary team and their interaction with stakeholders served to move the project towards transdisciplinary knowledge production. [4] The GISualization framework opens up for broader stakeholder involvement and community participation extending research into the domain of transdisciplinary knowledge production. [5] The aim of this session is to share experiences with both desired and undesired forms of power within transdisciplinary knowledge production processes as well as with useful methods for tackling them, thus building a practice-related knowledge base on the workings of power in transdisciplinary research. [6] Individually, and as a network, LTSER platforms have good potential for transdisciplinary knowledge production and learning about sustainability challenges. [7] The practices of knowledge integration discussed in this chapter include the bridging of knowledge divides between science and the practices of environmental governance as a part of the broader process of transdisciplinary knowledge production and utilisation. [8]

transdisciplinary knowledge co

Third, for a successful transdisciplinary knowledge co-production, researchers should elucidate three system-archetypes (leverage points), namely: Salient features for successful co-production, determinant of support from collaborators, and knowledge co-production challenges. [1] In this study, we build on a transdisciplinary knowledge co-creation process in an array of local case studies in protected areas in the Czechia (Central Europe). [2]