Transdisciplinary Knowledge(跨学科知识)研究综述
Transdisciplinary Knowledge 跨学科知识 - 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] 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. [2] 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). [3] 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. [4] 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. [5] 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. [6] 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. [7] 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. [8] 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. [9]本文追溯了跨学科和跨学科知识的实质和功能演变及其与高等教育理论和实践的整合。 [1] 这种定位和我们的方法论观点使我们能够在心理教育学领域区分心理教育学研究和心理教育学研究，前者与专业实践中知识的重新配置和重新定义有关，后者与知识的配置、构建或生产有关。学科、跨学科和/或跨学科知识。 [2] 海洋生物 2030 是一项建立全球协调系统的计划，旨在为需要的人提供可操作的、跨学科的海洋生物知识，促进人类福祉、可持续发展和海洋保护（图 1）。 [3] 为了实现这一目标，作者依靠可持续地方发展、社会资本、部门或跨部门之间的关系、网络以及跨学科和跨学科知识等概念。 [4] 此外，在这两个过程中，相关人员扩展了人类能力，并通过学术和非学术参与者的互动共同产生了整体和跨学科的知识。 [5] 虽然机会是无限的，但需要解决几个关键挑战：数据的代表性和准确性；勤勉管理先进技术；培养跨学科知识，以了解局限性并进行深思熟虑的探究。 [6] 这些演讲将不同科学的各种问题联系在一起，例如解决可知性悖论，提供跨学科知识的可靠定义，识别语言主体性的手段和机制，提出民主自组织的有效方式和程序，发现社会工程的相关方法加强民主福利国家，提供欧洲化进程的可行方案，在工作、娱乐和健康之间建立平衡，并将常识现象与社会生活世界联系起来。 [7] 由于 STEAM 项目更有可能通过包含艺术来连接学科，因此它们需要跨学科知识和技能的发展，因此需要对不同利益相关者群体的跨学科知识和技能进行评估。 [8] 本文主题化复杂性、教育和跨学科知识之间的关系，旨在提出一个教学过程，考虑历史文化理论进行的研究，与学习和发展有关，并与知识的复杂性对话。 [9]
transdisciplinary knowledge production 跨学科知识生产
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] 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]在这方面，当我们能够保存 2020 年 6 月 15 日的两个小时的小组讨论“跨越边界，共同创造：关于跨学科知识生产的跨学科对话”时，我们感到非常兴奋。 [1] 该研究旨在实现城市领域的跨学科知识生产，这可能对当地社区很重要，并最终对人们的生活产生真正的积极影响。 [2] </p><p>为了在靠近卡尔斯鲁厄市的上莱茵河地堑开发一个社会可行的地热利用概念，我们设计了一种研究方法，将跨学科（自然科学和社会科学之间）知识生产与跨学科知识相结合生产。 [3] , 2017) 到共同学习者，以及项目跨学科团队的参与以及他们与利益相关者的互动如何推动项目走向跨学科知识生产。 [4] GISualization 框架为更广泛的利益相关者参与和社区参与开辟了道路，将研究扩展到跨学科知识生产领域。 [5] 本次会议的目的是分享跨学科知识生产过程中理想和不理想的权力形式的经验，以及解决它们的有用方法，从而建立一个与实践相关的跨学科研究中权力运作的知识库。 [6] 作为一个单独的网络，LTSER 平台在跨学科知识生产和了解可持续性挑战方面具有良好的潜力。 [7] 本章讨论的知识整合实践包括弥合科学与环境治理实践之间的知识鸿沟，作为更广泛的跨学科知识生产和利用过程的一部分。 [8]
transdisciplinary knowledge co 跨学科知识公司
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]第三，对于成功的跨学科知识联合生产，研究人员应阐明三个系统原型（杠杆点），即：成功联合生产的显着特征、合作者支持的决定因素以及知识联合生产的挑战。 [1] 在这项研究中，我们在捷克（中欧）保护区的一系列当地案例研究中建立了跨学科知识共同创造过程。 [2]