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This article summarizes some of the results of the first QS Subject Focus Summit on Linguistics and Modern Languages held jointly with the RUDN University on December 15-17, 2020. It provides rationale for the choice of venue of this linguistic forum and analyzes the most relevant topics of discussion, including interdisciplinarity in modern linguistic research, comparative studies of languages and cultures, and intercultural and cross-cultural communication. Participants explored the topics as diverse as the role of linguistics in developing artificial intelligence systems and application of artificial intelligence in linguistic research, the dynamics of languages in minority situations and the efforts in preserving endangered languages. They dwelt on the current state of translation studies and discussed prospects for their future in view of advances in computer technologies, and many others. The articles included in this issue and authored by the Summit participants clearly show that language has become an object of interdisciplinary and transdisciplinary studies. Moreover, the interdisciplinary research paradigm is manifested not only in the convergence of linguistics with other areas of humanities, but also with sciences. This article provides a brief overview of the contributions which present major paradigms of modern linguistics. It highlights the importance of applying computer technologies in linguistic research and emphasizes the necessity to modify language policies in order to preserve minority languages and meet the needs of language education in a multilingual and multicultural environment.

La transdisciplinariedad se define como una forma de organización de los conocimientos que trascienden las disciplinas más allá de su desarrollo aislado o fragmentado. En ese contexto, la gestión pública requiere de una reflexión para que descienda con más pertinencia en la solución de sus múltiples problemas, en la medida que promueva la integración de varias disciplinas en la formulación e implementación de las políticas públicas. Por eso, mediante esta revisión se pretende participar en el diálogo y discusión sobre la posibilidad de asumir la administración y gestión pública de la educación como un hecho complejo que articula una serie de conocimientos y prácticas transdisciplinares provenientes de la pedagogía y sus ciencias complementarias con el único propósito de comprender los problemas y plantear soluciones relacionadas con los fines de la educación pública. Se realizó un estudio bibliográfico exploratorio con enfoque cualitativo, se revisaron 12 artículos científicos, la búsqueda de la información se realizó en bases de datos como Scopus, Dialnet, Scielo y Redalyc, utilizando palabras clave como transdisciplinariedad, desarrollo educativo y desarrollo integral. El estudio concluye que, la educación es un derecho y es una responsabilidad del Estado garantizarlo en el marco de la gestión pública; dotándole una perspectiva transdisciplinar a la gestión, que articule e integre la convergencias de diferentes teorías y enfoques provenientes de las ciencias de la educación con la formación integral del ser humano y el desarrollo del territorio; por cuanto, la educación es un hecho social complejo que rebasa las fronteras de la pedagogía y demás ciencias auxiliares.

Celem artykułu jest potwierdzenie tezy, że postulat transdyscyplinarności, wysuwany w rozważaniach dotyczących współczesnego przekładoznawstwa, znajduje uzasadnienie w zbieżności podstawowych założeń językoznawstwa kognitywnego, krytycznej analizy dyskursu i wiedzy o przekładzie. „Zwrot kulturowy” w przekładoznawstwie, odnotowany w tym samym czasie, co „zwrot kognitywny” w nauce o języku, oznacza możliwość wkroczenia obu dyscyplin na teren praktycznie zarezerwowany dla badań nad krytyczną analizą dyskursu. Przełamanie niechęci lub braku zainteresowania dla sąsiednich dyscyplin prowadzi do rozszerzenia wspólnej płaszczyzny działania. Tezę ilustruje studium przypadku: przykład tłumaczenia tekstu, o którego językowym kształcie decyduje szeroki kontekst społeczny i kulturowy.

As reflexões propostas neste trabalho situam-se no âmbito das atividades desenvolvidas no curso de Licenciatura em Educação Intercultural da Universidade Federal de Goiás, cujo objetivo principal é formar docentes indígenas em nível superior para a atuação nas escolas de suas comunidades. Fundada nos princípios da interculturalidade crítica (TUBINO, 2004; WALSH, 2009a; 2018), da transdisciplinaridade (CASTRO-GOMÉZ, 2007; MAX-NEEF, 2004; SILVA; HERBETTA, 2018) e da decolonialidade (MIGNOLO, 2010; 2011; WALSH, 2018), a proposta pedagógica do curso busca fomentar e implementar a emergência de bases epistemológicas que foram/são descartadas pela Modernidade/Colonialidade e potencializá-las como fundamentos para práticas pedagógicas mais sensíveis às formas de existências indígenas na contemporaneidade (UFG, 2020). Neste contexto, o presente trabalho tem como principal objetivo apresentar reflexões de cunho etnográfico em sala de aula (BLOOME; GREEN, 2015; PENTEADO, 2010a; 2010b) que se originam numa experiência pedagógica de educação linguística desenvolvida no referido curso a partir da abordagem da cultura Hip Hop. Assumida como um lócus epistemológico fronteiriço fundado em histórias e corpos marginalizados pela Colonialidade, cujo poder de comunicação atravessa fronteiras e cria redes de coalizão contestatória, essa cultura possibilita que grupos subalternizados se apropriem da enunciação historicamente negada e desafiem a hegemonia de projetos globais desde suas histórias locais, marcadas pela violência e pela exclusão. A partir desta experiência pedagógica situada, é possível reconhecer o alto grau de adesão de docentes indígenas em formação superior ao potencial contestatório antirracista do Rap que se manifesta em diferentes níveis, incluindo as temáticas das composições que denunciam as variadas formas de violência a que estão sujeitos os povos indígenas na contemporaneidade, assim como o enfrentamento de ideologias modernas de linguagem expresso no uso de recursos das línguas indígenas nas composições.

The increasing digitalisation of communication has not gone unnoticed by the US military. The teaching of communication takes place at the Defense Information School (DINFOS), providing professional instruction to US military members, civilian personnel and allies from around the world. With the emergence of social media and the increasing significance of user-generated content, the teaching of communication, even more so than previously, prioritises the collaboration of academic researchers, practitioners and industry leaders in digitalised media for professional development. Viewing the collaboration as an example of transdisciplinary practice (McGregor, 2014), this paper seeks to gain insight into their thoughts on social media messaging and management for developing themes (Perrin & Kramsch, 2018) for research and practice, as well as for teaching language learners to be language workers (Koller, 2018) in a digitalised mediated world. The analysis of the social media workshop from 2017 is inspired by content analysis (Krippendorff, 2004). Through the analysis, the themes of “Community”, “Content” and “Conduct” are created based on a series of 23 lectures for practitioners by senior officers, academic researchers and persons from social media companies like Twitter and Instagram. The analysis shows, among other things, that the technological dimension of social media may constrain and enable language use in unpredictable ways. For research, practice and learning, the themes may function as a “shared language” for more effective language use towards the increasing digitalisation of communication. The paper concludes by reflecting on two concerns within transdisciplinarity, specifically transdisciplinary identity (Augsburg, 2014) and the link between process and impact (Hansson & Polk, 2018). The increasing digitalisation of communication has not gone unnoticed by the US military. The teaching of communication takes place at the Defense Information School (DINFOS), providing professional instruction to US military members, civilian personnel and allies from around the world. With the emergence of social media and the increasing significance of user-generated content, the teaching of communication, even more so than previously, prioritises the collaboration of academic researchers, practitioners and industry leaders in digitalised media for professional development. Viewing the collaboration as an example of transdisciplinary practice (McGregor, 2014), this paper seeks to gain insight into their thoughts on social media messaging and management for developing themes (Perrin & Kramsch, 2018) for research and practice, as well as for teaching language learners to be language workers (Koller, 2018) in a digitalised mediated world. The analysis of the social media workshop from 2017 is inspired by content analysis (Krippendorff, 2004). Through the analysis, the themes of “Community”, “Content” and “Conduct” are created based on a series of 23 lectures for practitioners by senior officers, academic researchers and persons from social media companies like Twitter and Instagram. The analysis shows, among other things, that the technological dimension of social media may constrain and enable language use in unpredictable ways. For research, practice and learning, the themes may function as a “shared language” for more effective language use towards the increasing digitalisation of communication. The paper concludes by reflecting on two concerns within transdisciplinarity, specifically transdisciplinary identity (Augsburg, 2014) and the link between process and impact (Hansson & Polk, 2018).

This article advocates for a set of recent transdisciplinary options for the History of Religion, combining methods from the Natural and Human Sciences, through a special focus on the study of so-called “complex systems”. We elucidate their theoretical bases and limitations while assuming a pragmatic positioning between a defense of the historical-scientific study of religion and the promotion of groundbreaking methodological outlooks emerging from the Digital Humanities. From this background, throughout the text, we argue for a complementation of historiographical “close reading” with both “distant reading” techniques and interdisciplinary research, using computer-based methods and a diversity of formal modeling techniques. In short, we conclude that such methods offer novel ways for data representation and are best understood not only as creative schemes for solving issues in historiography, but also as a springboard for new inquiries arising from the transdisciplinarity between the Humanities and the Natural Sciences.

Este artigo examina as estratégias retóricas e comunicacionais usadas pela tradição republicana brasileira para disciplinar o campo historiográfico no século XIX. O republicanismo é abordado como forma de governo (BOBBIO), ética (CATROGA) e linguagem política (POCOCK) para refletir sobre uma questão central: é possível falar em ética política como elemento meta-histórico? O objeto de análise é a obra de Joaquim Felício dos Santos, especialmente seus artigos políticos e satíricos publicados no jornal O Jequitinhonha (1861-1874). Os resultados deste estudo expõem algumas características da tradição historiográfica republicana no momento de sua criação: a transdisciplinaridade; a apropriação da herança antimonárquica clássica; o esforço de tradução do saber científico para as linguagens jornalística e satírica; o enfoque dualista; a conexão com a história da modernidade; e o argumento do anacronismo.

Contributing to work that locates the place of psychology in countering coloniality, we explore in this article what and for whom is a decolonising African psychology. We answer these questions not with a definitive statement, but through several moves, signals, and routes. First, we conceptualise African psychology as a kind of transdisciplinary praxis that occurs within psychology as well as outside of the received bounds of the discipline. However, rooting this praxis-oriented psychology within a decolonial attitude ensures that African psychology takes emancipated visions of Africa and of the world from Africa—rather than the disciplinary dictums of psychology—as its starting point. Then, in considering for whom a decolonising African psychology is for, we insist that such a psychology, taken as transdisciplinary praxis, is ultimately for everyone in its humanistic commitment to those lives that have been partialised under coloniality. This commitment does not, however, render a decolonising African psychological praxis immune to recuperation, and measures must be taken to guard against this.

En el presente texto damos un enfoque diferente a la acción performativa de caminar, a través de la transdisciplinariedad que presenta la obra de un artista como es el caso de Juan del Junco, en la que se mezcla una metodología propia de las ciencias naturales, concretamente la ornitología, con el propio método como artista: caminar, investigar y crear. El objetivo es demostrar cómo esta metodología puede llegar a convertirse en cartografías emocionales que se transformarán según los formatos que sean necesarios para exposiciones, libros, instalaciones, etc. Tras el análisis de algunas obras del artista, llegamos a la conclusión de que dichas cartografías pueden llevar hasta sus orígenes, las cosmografías, a través de las tradiciones familiares, como puede ser la figura paterna, y recordarnos la aparición del mapa cantado, vivido, anterior a la escritura, en definitiva, los trazos de la canción.

Despite the increased risks and vulnerabilities that children and young people face due to the Coronavirus (covid-19), they are also some of the most active in their participatory responses to this global emergency. Drawing on transdisciplinarity, this paper considers how covid-19 has opened up new spaces and opportunities for the participation of children. For example, young people across the globe have been actively involved in raising digital awareness about covid-19, participating in environmental activism, and engaging in unique educational opportunities. While children and young people are often constructed as vulnerable, innocent and in need of protection, this pandemic reveals that they can transcend these adultist constructs.

This article collates and synthesizes the discussion results of a collaborative research exercise, known as a ‘co-creation session’, formed of a multi-disciplinary group of extended reality (XR) researchers and practitioners. The session sought to develop and theorize the concept of ‘transformative technologies for good’ in creative, applied and clinical contexts. Notions of ‘cutting-edge’ practice were visited from a critical standpoint; participants established that innovation, when measured in terms of social good, challenges technological and economic paradigms of progress. Conversation between participants centred on four key areas: skills and knowledge for effective XR research, appropriate methods and sites for diffusion of XR research, the future of the field, and the possible contributions of XR and associated research to problems arising from COVID-19. The session offered further insights into research design related to composition of participant groups in terms of disciplinary knowledge, activity design, and remote digital interfaces.

Fostering human-wildlife coexistence requires transdisciplinary approaches that integrate multiple sectors, account for complexity and uncertainty, and ensure stakeholder participation. One such approach is participatory scenario planning, but to date, this approach has not been used in human-wildlife contexts. We devised a template for how participatory scenario planning can be applied to identify potential avenues for improving human-wildlife coexistence. We drew on 3 conceptual building blocks, namely the SEEDS framework, the notion of critical uncertainties, and the three-horizons technique. To illustrate the application of the proposed template, we conducted a case study in the Zambezi region of Namibia. We held 5 multistakeholder workshops that involved local people as well as numerous nongovernment and government stakeholders. We identified 14 important wildlife species that generated multiple services and disservices. The subsequent benefits and burdens, in turn, were inequitably distributed among stakeholders. Government actors played particularly influential roles in shaping social-ecological outcomes. We identified 2 critical uncertainties for the future: the nature of governance (fragmented vs. collaborative) and the type of wildlife economy (hunting vs. photography based). Considering these uncertainties resulted in 4 plausible scenarios describing future human-wildlife coexistence. Stakeholders did not agree on a single preferred scenario, but nevertheless agreed on several high-priority strategies. Bridging the remaining gaps among actors will require ongoing deliberation among stakeholders. Navigating the complex challenges posed by living with wildlife requires moving beyond disciplinary approaches. To that end, our template could prove useful in many landscapes around the world.Planeación de Escenarios Participativos para Facilitar la Coexistencia Humano-Fauna Resumen El fomento a la coexistencia humano-fauna requiere de estrategias transdisciplinarias que integren a múltiples sectores, consideren la complejidad y la incertidumbre y aseguren la participación de los actores. Una de estas estrategias es la planeación de escenarios de participación, pero hasta la fecha no se ha usado dentro de contextos humano-fauna. Diseñamos un modelo para poder aplicar la planeación de escenarios participativos para identificar vías potenciales para mejorar la coexistencia humano-fauna. Nos basamos en tres componentes conceptuales básicos, principalmente el marco de trabajo SEEDS, la noción de incertidumbres críticas y la técnica de los tres horizontes. Para ejemplificar la aplicación del modelo propuesto, realizamos un estudio de caso en la región del Zambeze en Namibia. Realizamos cinco talleres con múltiples actores, los cuales involucraron a los habitantes locales y a numerosos actores gubernamentales y no gubernamentales. Identificamos 14 especies de fauna importantes que generan múltiples servicios y perjuicios. Los beneficios y problemas subsecuentes, en cambio, estaban distribuidos injustamente entre los actores. Los actores gubernamentales tuvieron notablemente un papel de mucha influencia en la formación de los resultados socioecológicos. Identificamos dos incertidumbres importantes para el futuro: la naturaleza de la gestión (fragmentada versus colaborativa) y el tipo de economía faunística (basada en la cacería versus basada en la fotografía). Cuando consideramos estas incertidumbres, obtuvimos como resultado cuatro escenarios posibles descriptivos de la coexistencia humano-fauna en el futuro. Los actores no estuvieron de acuerdo sobre ningún escenario preferido; sin embargo, sí coincidieron en varias estrategias de prioridad alta. El cierre de las brechas restantes requerirá de una continua deliberación entre los actores. La navegación de los retos complejos generados por la convivencia con la fauna requiere ir más allá de las estrategias disciplinarias. Para este fin, nuestro modelo podría ser útil en muchos paisajes alrededor del mundo.

Complex multidimensional challenges have prompted a transformational shift towards holistic research integration with knowledge systems differing from conventional science. Embracing diverse ontological and epistemological approaches through new styles of collaboration, dialogue and practice enables durable solutions and desired outcomes. As societal and global issues become more urgent, complex and challenging, recognition of the intersection of the environment with economic, social, cultural and political dynamics means transdisciplinary approaches are advancing. Integrative, collaborative methodologies are central to indigenous-led research, providing insights for Western science. We describe characteristics of transdisciplinary research from the international literature and explore related kaupapa Māori (Māori theory and practice) approaches. Location-specific, indigenous-led environmental case studies from Aotearoa New Zealand show how they are transcendent of the transdisciplinary approaches they encompass. We demonstrate research beyond transdisciplinarity, modelling engagement, power sharing and collective action through integrative, collaborative endeavours across knowledge systems and praxis, stretching the development of transdisciplinary research everywhere.

This article explores the potential of transdisciplinarity through the use of theories of diffraction, and postcolonial feminist subjectivity. The authors foreground essentialist categorisations of race, gender and space and then interrogate these with reference to a reading of text and art-installation in terms of space and matter. The post-colonial novel by V.S. Naipaul, A Bend in the River (1979) and post-apartheid art installation by Igshaan Adams, When Dust Settles (2019) have been selected to illuminate insights concerning space, matter and identity (concerning race and gender particularly) in the early and later post-colonial and post-Apartheid moments, using the theories developed by Barad, Anzaldua and Minh-ha on diffraction, liminality and gender. Through the selection the article contributes to the diffractive practice of transdisciplinary readings not only of two genres, but also what insights arise for the reader-viewer from an intra-active reading in terms of the relationship between the subject and an endangered earth and its inhabitants (human and non-human). A common theme explored in the novel and the installation, is the internalisation of space-relations, whether in the form of the landscape and (postcolonial) subjectivity, or the domestic space and the engendering of identity. The authors suggest that a transdisciplinary understanding of matter and subjectivity, underscores the importance of an ethical responsibility to matter.

Purpose While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the “black box” of learning in a Challenge Lab curriculum with transformational sustainability ambitions. Design/methodology/approach Realist evaluation was used as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used. Findings Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations: engaging with complex “in-between” sustainability challenges in society with stakeholders across sectors and perspectives; navigating purposeful and transformative change via backcasting; and “whole-person” learning from the inside-out as an identity-shaping process, guided by personal values. Practical implications The findings of this paper can inform the design, development, evaluation and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment. Originality/value This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors.

The purpose of this paper is to reflect on pedagogical practice, linked to educational principles. It is supposed that teaching mathematics, from the perspective of complexity, may collaborate for the promotion of autonomy, citizenship, and social justice. The theoretical framework is based on two axes: education for citizenship, as an educational process for life; mathematics education, as education for life. The goal of reflection is the pedagogical practice in mathematics of a teacher, in her 7th-grade class, in a public school in the city of Curitiba. The perspective of reflection is based on ideas of complexity and transdisciplinarity. Creativity is the articulating element. To accomplish that, activities were extracted from the 7th-grade teacher, which were developed and analyzed by the teacher herself. The activities are based on the teacher's creativity and perspicacity, and from creation to classroom development. From the student’s perspective, the analyzes considered repercussions on the mathematical and educational learning, on the understanding of the world, from a planetary perspective. It concludes with the defense that the conceptual learning of curricular contents and the educational training constitute a binomial in which one signifies the other. Both are pertinent to a creative and transformative school.

A pesquisa explicitada neste artigo teve como objetivo geral investigar as práticas pedagógicas desenvolvidas no curso de psicologia ofertado na Universidade Federal de Alagoas (UFAL) e suas aproximações com as Práticas de Aprendizagem Integradoras trazidas por Alves (2016) que contribuem para um processo inclusivo que compreenda o sujeito para além de sua dimensão cognitiva. Metodologicamente tratou-se de uma pesquisa de natureza qualitativa do tipo exploratória. Como instrumento de coleta de dados utilizou-se a entrevista estruturada no qual foi aplicada com os professores de psicologia da UFAL. Os dados foram tratados com fundamento no arcabouço da análise de conteúdo e interpretado sob a luz do referencial teórico da complexidade, da transdisciplinaridade e das práticas de aprendizagens integradoras e inclusivas (PAII). Os conteúdos emergentes nas falas dos sujeitos da pesquisa se aproximam das PAII, visto que compartilham da percepção do sujeito para além de uma única dimensão. Apesar disso, nota-se a necessidade de ampliar estudos que se voltem para essa temática. Por fim, percebemos a abertura dos profissionais entrevistados para conhecer novas formas de ensinar e aprender utilizando a criatividade como subsídio fundamental na construção do conhecimento. Isso nos permite pensar sobre a existência de uma dedicação para realizar práticas pedagógicas as quais superam as estratégias tradicionais de ensino.

O seguinte texto aborda a relação da arte contemporânea com outras disciplinas. Ele faz parte de uma série de entrevistas que compuseram uma pesquisa realizada entre 2017 e 2018 para a dissertação de mestrado de Suzzana Magalhães de Oliveira, sob orientação da professora e pesquisadora Céline Berthoumieux para a Universidade Lumière – Lyon II, na França. O diálogo apresentado, com o músico e artista visual Robert Henke, traz uma reflexão sobre como a troca entre a arte e outras áreas de conhecimento, bem como a colaboração com outros criadores e pesquisadores, pode influenciar diretamente no trabalho e no pensamento do artista. Os pontos aqui expostos permitem compreender melhor a transdisciplinaridade na arte, suas dificuldades e aprendizados.

Resumo O que pode a clínica? O que pode a arte? Qual a potência presente nesses domínios? Em que ponto a arte e a clínica se transversalizam, ou seja, em que ponto comungam? Este artigo tem estas questões como direção e busca respondê-las a partir de uma aposta na abordagem transdisciplinar da clínica. Transdisciplinaridade compreendida como contágio entre diferentes disciplinas, como experimentação das interferências que um domínio pode produzir sobre outro. A performance “A artista está presente” de Marina Abramovic é tomada neste artigo como canal de expressão para a arte do encontro entre analista e paciente, encontro produtor de novas possibilidades de vida. O trabalho da artista sérvia, preocupada com o que se passa entre artista e público, nos permite problematizar o que se passa entre analista e paciente e, para tanto, desenvolvemos o conceito de Presença, certa partilha afetiva que pode se dar no encontro com o outro. Abstract What can clinic do? What can art do? What is the power present in these areas? At what point art and clinic find a mainstream, that is, at what point do they commune? This essay has those questions as a direction and seeks to answer them based on a focus on a transdisciplinary approach to clinic. Transdisciplinarity understood as a contagion between different disciplines, as an experimentation on the interferences one domain can perform upon the other. The performance “The artist is present” of Marina Abramovic is taken in this article as an expression channel through the art of the analyst and patient encounter. A life-changing encounter. The work of this Serbian artist, worried about what goes on between the artist and the public allow us to problematize what goes on between the analyst and the patient, therefore developing the concept of the Presence, one affection share that can befall the encounter with the other.

In this art/archaeological study, we question the utility of the interrelated concepts of provenance, provenience, and paradata as applied to assemblages in art, archaeology, and cultural heritage contexts. We discuss how these overlapping concepts are used to establish values of authenticity and authoritative attributions. However, as cultural assemblages are increasingly being extended through virtualisation, they may exist digitally as well as physically, or as combinations of both, that is phygitally. We show how provenances and paradata can now become unstable and even detached from the assemblage. Through a sequence of collaborative projects, we expose two provenance illusions at the centre of archaeological recording and presentation practices. In these illusions, the archaeologists and much of the archaeology they record actually disappear from the authoritative reports that are published. Using a transdisciplinary, diffractive art/archaeology approach, these illusions are unpacked to reveal how superficially slight changes to traditional archaeological “drawings” and “photographs” have wrought fundamental ontological shifts in their modern phygital incarnations which undermines their provenances and associated paradata. We conclude that archaeology like fine art does not require conscious paradata in order to support statements of authority and interpretation. Instead, we argue that archaeologists should adopt an art/archaeology approach and subvert and dismantle established practices, methods, tools, techniques, and outputs. By highlighting and challenging inconsistencies in what we say we do with what we actually do, we expose gaps in our knowledge and data and shortcomings in our practices. These deficiencies can then be tackled by developing more robust (trans)disciplinary approaches.

O presente estudo se iniciou a partir de uma reflexão sobre o fazer científico dentro do curso de Naturologia da Universidade do Sul de Santa Catarina (UNISUL). Como recorte perspectivo, buscou-se compreender a Transdisciplinaridade, conceito fundamental tanto para a pós-modernidade quanto na construção curricular da graduação em Naturologia da UNISUL. Como metodologia, observou-se de modo hermenêutico-fenomenológico a oralidade docente, levantada por meio de um encontro-pesquisa, em que foram averiguados a formação e o entendimento transdisciplinar dos docentes. A partir das entrevistas, foram construídas as Interpretações Essenciais Sintéticas (IES), que significaram a compreensão dos temas. Dessa maneira, os resultados foram organizados em: Educação, Naturologia e Transdisciplinaridade e suas subcategorias adjacentes. Sucessivamente, essas categorias seguiram uma dialética hermenêutica em espiral. Trazer à luz o entendimento da Transdisciplinaridade, implica no pensar sobre a não-hierarquização dos saberes, possibilitando um valor ético, humano e ecossistêmico, que garante a vida em sua diversidade essencial.

Este estudo tem como objetivo investigar as contribuições da psicóloga escolar como profissional da educação, a partir da Ecoformação nos processos de ensino, na compreensão dos professores de uma escola municipal de União da Vitória, PR. Metodologicamente foi realizado um grupo focal, utilizando a pesquisa descritiva, apoiada pela pesquisa bibliográfica. Os principais argumentos dos participantes foram em relação à prática da psicóloga escolar até então desenvolvido. Contaram como acreditam que deveriam ser os atendimentos aos alunos, e de algumas experiências na prática. Podendo perceber nos relatos, a insatisfação em relação aos trabalhos desenvolvidos por profissionais da psicologia. Assim, com organização de Seminário na escola investigada, formação para utilização do instrumento de orientação das ações de interlocução dos professores e a psicóloga escolar (polinização) que foram indicadores de produto educacional delimitado por meio desta pesquisa, atendendo as premissas do Mestrado Profissional de oferecer à Educação Básica possibilidades para sua transformação. Palavras-chave: psicologia escolar; educação; ecoformação; transdisciplinaridade. ABSTRACT: This study aims to investigate how the school psychologist contributes as an education professional, based on ecoformation in teaching processes, according to the perception of the teachers at a municipal school in união da vitória, pr. methodologically, a focus group was carried out, using descriptive research, supported by bibliographic research. the main arguments of the participants were in relation to the practice of the school psychologist developed until then. they reported how they believed the support to the students should be, and some experiences with the practice. it was possible to perceive a dissatisfaction in relation to the work developed by the psychology professionals in the reports. thus, with the organization of a seminar in the investigated school, training in the use of the instrument for orienting the actions of dialogue between teachers and the school psychologist (pollination), which were indicators of the educational product delimited through this research, meeting the premises of the professional master to offer basic education possibilities for its transformation. Keywords: School psychology. Education. Ecoformation. Transdisciplinarity.

O presente texto é resultado de pesquisa bibliográfica junto aos teóricos da complexidade, num esforço de tecer evidências, opiniões e posições que possam ofertar oportunidade para a contraposição de ideias e o esclarecimento a respeito de nossas individualidades, práticas e da própria sociedade. Busca-se através desse, a ampliação da consciência relativa ao conviver e ao pensar cidadão diante da crise civilizatória, humanitária, sanitária, educacional e econômica que se vive. Como indicativo teórico final aponta para o pensamento complexo, por meio da transdisciplinaridade como meio educacional saudável promotor da ética humana, assim como, indica caminhos educacionais possíveis para “cidadania planetária” e justiça social, além de demonstrar ser o desenvolvimento humano por meio da criatividade a estratégia educacional mais atrativa e colaborativa no evoluir sistêmico da consciência respeitosa no viver.

La educación y en consecuencia el sistema educativo necesita una verdadera reforma inclusivaque incluya el ser equitativa, gratuita y de calidad que prepare hacia la excelencia como personasciudadanas del mundo y como profesionales proactivos. Este artículo tiene un doble objetivo, por un lado, se hace un recorrido por el surgimiento de las Escuelas Creativas, elucidando su compromiso con una educación vinculada al pensamiento complejo y a la justicia social; por el otro se realiza una revisión sistemática que analiza cómo se está dando respuesta a nivel escolar respecto a la creatividad en la práctica con acento en la justicia social y la transdiplinariedad. Se llevó a cabo una revisión en la Interfaz EBSCOhost Research en las bases de datos: ERIC; APA PsycInfo; ERIC; Teacher Reference Center; PSICODOC; APA PsycArticles con los ampliadores (aplicar materias equivalentes) y la ecuación ((creativity or creativity in education or creativity schools) and (transdisciplinary) and (social)). Se realizó la búsqueda sin poner fecha inicial y hasta el 17 de agosto de 2020. De los 36 artículos que arrojó la revisión de la literatura, 6 fueron elegibles por cumplir los criterios de inclusión. El análisis posibilitó identificar el compromiso de investigadores de varias partes del mundo, con el objetivo común de buscar formas de superar la visión descontextualizada y atomizada de la enseñanza, por medio de diferentes estrategias, como el estímulo al trabajo colaborativo, la utilización de múltiples escenarios de aprendizaje e interacción entre las asignaturas y, de estas mismas asignaturas con la realidad local y global.

A metodologia de projetos é uma iniciativa proposta há aproximadamente um século. Partindo dessa metodologia, os Projetos Criativos Ecoformadores (PCE) constituem-se pelo compromisso de articular a prática pedagógica às demandas atuais e às incertezas em relação ao futuro da humanidade. Esse é um dos diferenciais dos PCE em relação a outros tipos de projetos que surgiram nesses últimos cem anos. Este artigo sistematiza um PCE comprometido com estratégias de leitura, interpretação e produção textual articuladas à elaboração do projeto, à construção e à utilização de uma biblioteca inclusiva e sustentável em uma escola de Educação Básica da rede pública de ensino. Trata-se de uma pesquisa documental com abordagem qualitativa, pautada na análise da proposta e de sua aproximação dos conceitos nodais de origem do tipo de projeto proposto. Os resultados acentuam uma iniciativa alicerçada no pensamento complexo, na transdisciplinaridade e na ecoformação, empenhada em conectar e manter as práticas de leitura, interpretação e produção textual com demandas do contexto local e global. Palavras-chave: Projetos Criativos Ecoformadores. Pensamento complexo. Transdisciplinaridade. Ecoformação. ABSTRACT: the methodology of projects is an initiative proposed approximately one century ago. From this methodology, the Ecoformer Creative Projects (ECP) [Projetos Criativos Ecoformadores (PCE)] are made by the commitment of articulating the pedagogical practice to the present demands and uncertainties concerning the future of humanity. This is one of the differentials of the ECP in relation to the other types of projects that showed up along the last hundred centuries. This paper aims to an ECP committed to the reading strategies, textual interpretation and production articulated with the elaboration of the the project, construction, and usage of a sustainable and inclusive library of an Elementary Education school of the public system. It is a documental research with qualitative approach, based on the analysis of the proposal and its approximation to the original nodal concepts of the type of project proposed. The results highlight an initiative based on the complex thinking of the transdisciplinarity and the ecoformation, endeavored to connect and keep the reading practices, textual interpretation, and production with the demands of the local and global context. Keywords: Ecoformer Creative Projects. Complex thinking. Transdisciplinarity. Ecoformation.

Focusing on the substantiation of the process of modernization of the model of philosophical education, the study aims to represent the turn to applied philosophy as a new educational and professional program for training the philosopher. The theoretical basis of the study consists of two main points: the economic position of social epistemology, within which the emphasis is on understanding the social process of knowledge production and distribution of cognitive work, which requires a basis of interdisciplinarity. As well as practical application of a competent approach to philosophical education, which requires its modernization in the context of the requests and practices of today. Scienti c novelty is to justify a turn to applied philosophy in the training of professionals, which enables practice in real-world situations and contexts beyond the realm of philosophy. The normative content of the preparation of the Master of Applied Philosophy, which is provided with a complex of competencies, is rst formulated in the main learning outcomes as a methodology, moderation, performance. Practical signi cance. New techniques introduced in the program of applied philosophy, aimed at the organization and presentation of applied philosophical and scienti c project, the purpose of which is to make their own intellectual inquiry in the chosen practical and applied elds. The transition from a rigid academicism to the reinforced practical aspect of teaching philosophy is fully explained in order for a new understanding of the role of university education to be understood. Namely: to ensure that the student's knowledge does not remain misconstrued or misused.

This article contributes to the analysis and transparency of the practical processes of interdisciplinary exhibition-making. It identifies the academic discourse on interdisciplinarity as having the potential to provide a meaningful input to the formation of theory on temporary exhibition-making. The subject of enquiry is a recent case study from Germany. It investigates the relationships and decision-making processes that underpinned the production of the interdisciplinary exhibition Weather Report – About Weather Culture and Climate Science (Bundeskunsthalle, Bonn, 2017/18), which combined curatorial perspectives from the fields of art, cultural history and science. It traces the curatorial process, from forming an interdisciplinary team and negotiating conceptual ideas and methods, to object choices, interpretation and exhibition design. I argue that the complexity of interdisciplinary exhibition-making calls for a more precise and practice-oriented application of what is an often generalized notion of interdisciplinarity. By discerning between multi-, inter- and transdisciplinarity, and understanding the three terms as offering different qualities of interaction and integration, I suggest using these terms as a finer vocabulary for a detailed description and analysis of the practical processes of collaborative exhibition-making. Taking interdisciplinarity seriously also inevitably leads to the question of institutional consequences.

El artículo desarrolla formulaciones en torno a conceptos provenientes de la transdisciplinariedad como metodología para pensar e interpretar los procesos de construcción del conocimiento. El diálogo inter-epistémico del marco conceptual inicia en la génesis de la transdisciplinariedad, y es utilizada para entender la complejidad del conocimiento universitario y pensarlo desde la transdisciplinariedad para educar y aprender junto a la sociedad. En conclusión, una forma de pensar el conocimiento universitario en el contexto de la era globalizada necesita de: enfoque transdisciplinar, pensamiento complejo, conciencia transdisciplinar, espiritualidad, relación con la naturaleza y creatividad.

The current pandemic might temporarily slow down environmentally destructive economic growth. However, claiming that we are flattening the curve of (un)sustainability is dangerous. The global sustainability crisis is not just being driven by uneconomic growth but also increasing global inequality and social stratification. Teaching this key lesson requires widening the repertoire of sustainability pedagogy from the conventional wisdom of pedagogical monism to the radical approach centred on both pluralism and pedagogical citizenship.

Background. The factors that ensure the quality and effectiveness of modern continuous professional development for doctors and physicians are considered. Among the many factors are transdisciplinarity, continuity, organic combination of formal, non-formal and informal education. The purpose of the study was to substantiate the technology of formation of individual educational trajectory during the continuous professional development. Materials and methods. Results. Medical education has fundamentally changed and will continue to change in accordance with scientific achievements and the needs of society. In the reform of medical education more and more places are occupied by information technologies, distance learning, platform learning. Learners need perfect learning and better experience in functioning and decision making. The creation of an individual educational trajectory is crucial. The main principles in the formation of the trajectory are the provision of digitization, as well as the use of content analysis. Possibilities of application of ontological models are considered for construction of an estimation cluster. Conclusion. It is concluded that the creation of a modern system of knowledge transfer in medicine is possible, taking into account the need to ensure the high quality of training of doctors and pharmacists, training focused on personality training, intensive implementation of transdisciplinary training of specialists. The basis of modern training of doctors in postgraduate medical education and continuous professional development of doctors and pharmacists is proposed to introduce individual educational technologies, based on three components — maximum digitalization, professional portfolio and content - analysis.

Este trabalho aborda a responsabilidade social em diálogo com a educação em design como um possível caminho para que o aluno desenvolva a autonomia necessária para resolver os problemas complexos que emergem da contemporaneidade. Examina-se habilidades necessárias ao designer que compreende sua ação e seu papel ativo como sujeito neste contexto, através de revisão bibliográfica. Salienta-se a habilidade de lidar com as incertezas e complexidade do mundo, observando a subjetividade implicada no processo de design, a dinamicidade dos sistemas abertos, o processo dialógico e polissêmico em processos colaborativos de design no contexto de inovação social, exercitando a empatia e afetividade. Compreende-se que a responsabilidade social, assumida por parte do aluno de design, traz consigo a transformação pessoal, abertura ao diferente e capacidade de escuta ativa em qualquer ambiente. A inevitabilidade da transdisciplinaridade na educação em design é uma constatação e o estímulo a estudantes ocuparem posições de decisão nos processos pedagógicos é visto como catalizador destes aprendizados.

Neste tecido textual se propõem desterritorializações desde uma perspectiva ambiental, conceituada segundo autores que agenciam epistemologias inSURgentes como Marcos Reigota, Enrique Leff e Felix Guattari. A referida perspectiva foi cartografada nas narrativas de jovens estudantes participantes na VI Feira de Ciências do Estado da Bahia, ocorrida em novembro de 2017. Na discussão, destaca-se como os dispositivos de interculturalidade antropofágica, tradução intercultural, transdisciplinaridade e agência política se abrem como interstícios para o desenvolvimento de uma Educação Científica Ambientalmente Dirigida. Uma perspectiva de educação que tem sido construida a partir das contribuições de diversas epistemologias contra-hegemônicas emergentes desde o Sul Global, e que nestes momentos se projeta a partir dos silêncios, lacunas, vazios e incertezas dos tempos da pandemia, para se tornar potência e possibilidade de escolas geradoras de futuros pós-pandêmicos sustentáveis.

As widely attested in the literature, the evaluation of co-production is complex and unsuited to the use of conventional quality, monitoring and evaluation indicators. This reflects the uncertainties, co-contributory factors and time lags involved, particularly when seeking to assess institutional and wider societal effects of multi-stakeholder participatory processes and deliberative fora. The most widely assessed effects include the immediate outputs and outcomes of a project or activity (so-called first order effects) while wider societal or third order effects continue to be the most difficult to capture and, consequently, are the least well studied. Because of this difficulty, the intermediate, second order effects of organisational transformation and policy implementation constitute a growing challenge for evaluation. This is our focus here. After 10 years of transdisciplinary co-productive research practice, Mistra Urban Futures, as an interstitial research space bridging academia and practice working through city-based institutional partnerships called platforms, has reached a phase where some of these effects are becoming distinguishable. Accordingly, we discuss the prerequisites for co-production practitioners, including policy makers, to engage their respective organisations in transitional and incremental experimentation in order to achieve relevant institutional changes. This requires enabling infrastructures that support training, facilitation and the creation of ‘safe’ spaces to promote trust and legitimacy. These are needed to underpin the long-lasting personal and organisational commitments which are crucial to achieve transformative organisational effects.

Over the past 10-15 years, cities have emerged as clear leaders in global climate action. The wealth of frameworks, methods and tools aimed to support urban climate governance and decision-making have created a picture of progress on the topic, however, practical examples of success are limited to a limited group of forerunners. This research aims to address the gap between needs, theory and practice, by providing a critical review of the current developments from the lenses of sustainability science and ecological economics. Based on their integration, we developed ten minimum criteria for development and selection of actionable means: (1) legitimacy, salience and credibility; (2) consideration of social-ecological-economic dynamics; (3) critical pluralism; (4) inclusivity; (5) equality; (6) nexus; (7) transparency; (8) usability; (9) VUCA-fit; 10) transformative potential. The minimum criteria were used to assess 10 selected frameworks, 13 methods and 9 tools, providing decision-makers initial guidelines for making better choices. The analysis revealed that while comprehensive urban climate governance frameworks already exist, sophistication and usability of decision-support methods and tools require further work, while common reliance on simple means limits available opportunities. Thus, it is important to make multi-criteria, multi-objective, adaptive and robust approaches better accessible to urban decision-makers beyond the expert circles to support more effective climate action, while the suggested minimum criteria can be used to provide initial guidelines for such developments.

This essay wonders about the transdisciplinary nature of pedagogy and its relation to the “hybrid” identity of the pedagogue. Different theoretical approaches to multi, inter and transdisciplinarity in the study of education are reviewed and the discussion about the epistemological status of pedagogy issynthetically recovered. It is discussed whether it is possible to understand education and the work of the pedagogue today from a unidisciplinary perspective; if pedagogy can be considered transdisciplinary, and if the hybrid identity of the pedagogue is an expression of the transdisciplinary character of the study of education. En este ensayo, se reflexiona en torno al carácter transdisciplinario de la pedagogía y su relación con la identidad “híbrida” del pedagogo. Se revisan diferentes aproximaciones teóricas a la multi-, inter- y transdisciplinariedad en el estudio de la educación y se retoma, de forma sintética, la discusión alrededor del estatus epistemológico de la pedagogía. Se discute sobre si es posible comprender hoy la educación y el quehacer del pedagogo unidisciplinariamente; si puede la pedagogía considerarse transdisciplinaria, y si es la identidad híbrida del pedagogo una expresión del carácter transdisciplinario del estudio de la educación.

Book functioning in the modern society, called by the researchers not only as an information but also a media one, has changed. Book and media are considered as unique phenomena the essence of which being reflected in sense-filled notions. The aim of the article is to reveal the place of book in the media space. Its tasks are: 1) on the base of modern home and foreign dictionaries and encyclopedias to show the difference in approaches to definitions and expose the content of the concepts “book” and “media”; 2) to demonstrate the specifics of the book entering into contemporary media sphere both on the level of its transformation into new existence forms in the electronic environment and on the level of its being as an independent unit in the form of a printed book; 3) to establish the possible methodological approaches to the investigation of the problem and suggest the methodology of transdisciplinarity as the basic one. Methods used are: theoretical analysis and generalization, terminological analysis, transdisciplinary approach. The term “media” describes the whole sphere of activity (“media sphere”) in the centre of which are means of information and communication, social institutes, dealing with the content production and delivering it to the public. The book is included into this sphere transforming its form into a new electronic one and getting benefits through the variability ofelectronic resources, virtuality, a new language and communicative formats. A printed book with its great number of valuable properties, first of all ability to influence inner cognitive and psychological perception structures while reading faces significant difficulties in its publishing and dissemination; it’s transferred into the second row of information policy and mass cognition. Thus, it’s methodologically important to consider book in any form as a significant element in the modern media sphere. It’s promising to use the transdisciplinary approach to book research when it is studied not by aspects from the viewpoint of this or that discipline but as a whole using all acquired knowledge.

З педагогічної точки зору візуалізацію інформації варто трактувати як інструмент фіксації і трансляції унаочненого навчального матеріалу. У статті розглянуто особливості роботи ресурсів Google, підкреслено їх відкритість, доступність та значний потенціал під час інтеграції навчальних дисциплін природничо-математичного та суспільно-гуманітарного циклу в процесі візуалізації навчальної інформації. Проаналізовано додатки Google Earth, Google Mars, Google Moon, Google Sky, Google Maps, Google My Business, Google Art Project та інструмент Google Street View. Вони при підвищеному попиті на сприйняття великої кількості інформації дозволяють спрощувати подання даних через електронні засоби та ефективно сприймаються всіма учасниками навчально-виховного процесу. У статті описані можливості створення власних карт Google, які сприяють уточненню та деталізації об’єкта, що вивчається, та наведено приклади їх використання. Враховуючи певну трансдисциплінарність таких засобів картографування, подано тематику карт для предметних напрямків з географії, біології, іноземної мови, української літератури, математики, інформатики, історії, мистецтва, хімії, фізики. Розглянуто функцію панорамного перегляду вулиць Google Street View та представлено приклад використання панорамного зображення з кругозором в 360 градусів. Запропоновано поповнити інформаційний банк даних візуальною інформацією, створюючи локацію свого навчального закладу разом з додатком «Google My Business». Описано інтерактивний освітній проєкт Google Art Project, за допомогою якого створюють власні галереї, порівнюють мистецькі твори, деталізовано вивчають оцифровані об’єкти культурної спадщини світової спільноти. Виділено дослідницький, проєктний, міжпредметний та інформаційно-комунікаційний підходи, завдяки яким забезпечується активне використання геоінформаційних ресурсів у ряді предметів природничо-математичного та суспільно-гуманітарного циклів.

Interview conducted by Marco Cappellini on the 17th of October, 2019.

O presente ensaio explora, por meio de uma escrita criativa e colaborativa em formato de Tramóia, o projeto Desenhos Narrativos realizado pelo Laboratório Transdisciplinar de Cenografia (LTC) – Programa de Extensão de Ação Contínua (PEAC) da Universidade de Brasília (UnB), criado e coordenado pela Profa. Dra. Sonia Paiva – para Quadrienal de Praga (PQ) de 2019. O workshop, apresentado na programação da PQStudio, compõe parte do repertorio do laboratório que opera, desde de 2010, visando atingir uma de suas principais metas: entregar para o público experiências multiculturais e transdisciplinares, vindas das ações constantes que interconectam as pesquisas e práticas do laboratório. Ao longo dos diálogos da tramóia são abordados temas relacionados ao projeto: dinâmicas de criação e produção do LTC, relação e percepção do público, conceitos e metáforas do grupo, dentre outras. Palavras-chave Trama. Desenho. Colaboração. Transdisciplinaridade. Etnomatemática., This essay explores, through creative and collaborative writing in a Tramóia format, the Narrative Drawings project conducted by the Transdisciplinary Scenography Laboratory (LTC) – Continuous Action Extension Program of the University of Brasilia (UnB), created and coordinated by Profa. Dr. Sonia Paiva – for Prague Quadrennial (PQ) 2019. The workshop, featured in PQStudio's programming, is part of the laboratory repertoire which has been operating since 2010 to achieve one of its main goals: delivering multicultural and transdisciplinary experiences to the public as a result of constant deeds that interconnect research and actions of the laboratory. Throughout the dialogues of the Tramóia, themes related to the project are addressed: LTC creation and production dynamics, relation and perception of the spectator, group concepts and metaphors, among others. Keywords Weft. Design. Collaboration. Transdisciplinarity. Ethnomathematics.

O Laboratório Transdisciplinar de Cenografia (LTC) foi concebido e fundado na Universidade de Brasília (UnB) em 2010 pela profa. Dra. Sônia Paiva, para participar da Quadrienal de Praga de 2011 – PQ11. O LTC é um laboratório baseado em quatro pilares: Transdisciplinaridade, Diversidade, Colaboração e Economia Criativa. O conceito foi inspirado na compreensão da necessidade de romper com a estrutura disciplinar universitária, para conectar produtores, pensadores, técnicos, cientistas e artistas na realização de projetos inovadores, que possam desencadear transformações culturais, sociais, políticas e humanas. O resultado disso é um olhar colaborativo, multicultural que é compartilhado no Desenho da Cena. A curadoria da Mostra dos Estudantes Brasileiros de Desenho da Cena na Quadrienal de Praga 2015, marcou a metodologia processual do LTC. A exposição, apresentada na PQ15, condensou um trabalho colaborativo com os núcleos de ensino de cenografia brasileiros e explicitou como cada estado e escola operam seus processos criativos. Assim, nosso espaço expositivo apresentou a diversidade cultural brasileira em Praga; nos remeteu a uma cabana – que poderia estar em qualquer lugar, em um estado mutável – e nos convidou a vivenciar os espaços imaginativos de nossos estudantes, levando os visitantes a sonharem com outros territórios em uma abordagem mais atenta e participativa. Palavras-Chave Laboratório. Transdisciplinaridade. Cenografia. Quadrienal de Praga. Multiculturalismo., The Stage Design Transdisciplinary Laboratory (LTC in Portuguese) was conceived and founded at the University of Brasilia (UnB) in 2010 by professor Dr. Sônia Paiva, to attend the 2011 Prague Quadrennial - PQ11. LTC is a laboratory based on four pillars: Transdisciplinarity, Diversity, Collaboration and Creative Economy. The concept was inspired with the understanding of need to dismantle the university disciplinary structure, to connect producers, thinkers, technicians, scientists and artists in the realization of innovative projects that can trigger cultural, social, political and human transformations. The result is a collaborative, multicultural look that is shared in Scene Design. The curatorship of the Brazilian Students of Scene Drawing at the Prague Quadrennial 2015 marked the LTC's methodology. The exhibition, presented in PQ15, condensed a collaborative work with the Brazilian scenography teachers centers and explained how each state and school operate their creative processes. Thus, our exhibition space presented the Brazilian cultural diversity in Prague; reminds us of a cabin - which could be anywhere, in a changing state - and invited us to experience our students' imaginative spaces, prompting visitors to dream of other territories in a more attentive and participatory approach. Keywords Laboratory. Transdisciplinarity. Scenography. Prague Quadrennial. Multiculturalism.

O presente trabalho analisa como a leitura crítica das manifestações culturais – em foco o estilo musical rap – contribui para uma transdisciplinaridade no Direito, evitando o engessamento do saber jurídico e suas nefastas consequências. Para tanto, o artigo é feito através da análise do discurso de algumas letras de rap, bem como da revisão bibliográfica, realizada através de consultas a artigos científicos e livros referentes ao marco teórico, o qual tem como principais expoentes, além dos estudos de Antonio Gramsci, os conceitos formulados por Michel Foucault e as teorias da criminologia pós-moderna. Este estudo explora o positivismo jurídico e quem são os “fabricantes legítimos” desse saber em contrapartida com os detentores do conhecimento popular, que ajudam a construir um sistema penal democrático. Conclui-se como imprescindível a abertura do Direito para outros saberes, de modo que isso contribua inclusive para a análise e combate do racismo sofrido por comunidades marginalizadas.

espanolEn el mundo academico contemporaneo han venido tomando fuerza, desde hace varias decadas, los temas de la interdisciplinariedad y la transdisciplinariedad, como respuesta de un sector de la comunidad cientifica a los problemas de la especializacion y a la desconexion entre las ciencias. Como todo elemento o aspecto de la realidad, este tema requiere de una debida fundamentacion filosofica que se encuentra en el pensamiento clasico. En el presente articulo se intenta mostrar la relacion entre la tradicion de la filosofia perenne y este fundamento, atendiendo, sobre todo, a la importancia de la mirada holistica del fenomeno etico y pretendiendo sustentar que el dialogo entre las ciencias solo es posible rescatando el paradigma metafisico, legado por los griegos a la civilizacion occidental y defendido por MacIntyre en su libro Ethics in the Conflicts of Modernity. An Essay on Desire, Practical Reasoning, and Narrative (University of Cambridge, 2016). EnglishFor several decades in the contemporary academic world, the issues of interdisciplinarity and transdisciplinarity have been taking hold. This as a response of a sector of the scientific community to the problems of specialization and disconnection between sciences. Like any element or aspect of reality, this subject requires a proper philosophical foundation found in classical thinking. This article attempts to show the relationship between the tradition of perennial philosophy and this foundation. This is done by paying attention, above all, to the importance of the holistic view of ethical phenomena and trying to support the idea that the dialogue between the sciences is only possible by rescuing the metaphysical paradigm bequeathed by the Greeks to Western civilization and defended by MacIntyre in his book Ethics in the Conflicts of Modernity. An Essay on Desire, Practical Reasoning, and Narrative (University of Cambridge, 2016). portuguesHa varias decadas, vem tomando forca no mundo academico temas interdisciplinares e transdisciplinares, como resposta de um setor da comunidade cientifica aos problemas de especializacao e de desconexao entre as ciencias. Como todo elemento e aspecto da realidade, esse tema requer a devida fundamentacao filosofica que se encontra no pensamento classico. Neste artigo, procura-se mostrar a relacao entre a tradicao da filosofia perene e essa fundamentacao, atendendo acima de tudo a importância da visao holistica do fenomeno etico e pretendendo sustentar que o dialogo entre as ciencias somente e possivel resgatando o paradigma metafisico legado pelos gregos e pela civilizacao ocidental e defendido por MacIntyre em seu livro Ethics in the Conflicts of Modernity. An Essay on Desire, Practical Reasoning, and Narrative (University of Cambridge, 2016).

© 2020, © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Calls for science to have impact as well as excellence have been loud and clear from research funders, policymakers and research institutions for some time. Transdisciplinary research (TDR) is expected to deliver impact by connecting scientists with stakeholders and end users to co-produce knowledge to respond to complex issues. While New Zealand’s science system is geared to deliver excellence, its capability to also deliver impact beyond academic institutions is less clear. This paper has two interconnected aims. Firstly, it presents findings from testing innovations to the TDR Outcome Spaces Framework (OSF+) with four National Science Challenges (NSCs). We conclude that OSF+ is a useful tool for planning for multiple outcomes and assessing the potential for impact. Secondly, it presents findings of how using OSF+ to assess research impact potential revealed a range of implicit theories of change (i.e. catalyst, deficit, engagement and collaboration) across the NSCs. The findings raise important questions about the prospects for New Zealand’s science system to deliver the envisaged and needed levels of research impact when current institutional settings, expectations, recognition systems, career paths and measures of success are not yet able to adequately accommodate TDR to deliver the research impact.

There are three stages of self-determination of cultural science as a scientific and educational discipline. At the first stage, culturology was considered as a general education discipline “for everyone”, on the one hand, and “fundamental” science for culturologists, on the other hand. At the second stage it was instrumentalized in the form of not only “knowledge”, but also “skills”. At the third stage, in connection with the requirements of the federal standard (the relationship between professional competencies and relevant professional standards), cultural studies are trying to gain a certain professional status. The main characteristics of the modern professional market in Russia and in the world are a high degree of uncertainty, the obsolescence of certain professions and the emergence of new ones. We can say that culturology is looking for its place in the context of a “profession without vacancies”. Career guidance resources and practicing culturologists emphasize erudition and a wide range of possible jobs as advantages of culturological education; disadvantages include the absence of a specific area of application and low salaries. In the academic environment, the role of a culturologist as an expert and manager is under debate, however, these claims are generally poorly supported by real practice. In modern conditions, culturology needs the development of “supraprofessional” competencies that allow moving between sectors. According to employers and graduate culturologists, these competences include broad erudition, the adaptability of research tools, and quick learning — these are the advantages of a culturologist in the labor market as a result of the “transdisciplinarity” of education. However, on the part of employers, regardless of the industry, there is a request for competencies in the field of project activity, management and marketing.

This article provides an example of how the traditions and values that have long underpinned the work of Christian higher education are of particular relevance to how Christian universities...

The paper is devoted to the methodological tasks of conducting transdisciplinary research of TI, that have been leading to the tasks of integrating the knowledge of various stakeholders. The methodological framework of the study includes a systematic approach, the provisions of knowledge engineering and social psychology. The methodological basis of TI is formulated, the essence of which is the identification, coordination and integration of individual and collective structures of knowledge. The requirements to the procedure of knowledge integration of different stakeholders are defined: to form an understanding of the complexity of problems, to take into account the diversity of the real world and scientific perception of problems, the link of abstract and specific knowledge of a particular situation, the use of the concept of the common good as a regulatory basis for harmonizing multiple values and norms. Conceptual models are considered as an integration tool. The theoretical and practical significance of the study lies in the rationale for the application of methods of joint conceptual modeling as a tool for integration and coordination of various types of knowledge and organization of communication processes in a stakeholders group.

The field of transdisciplinary sustainability science offers limited guidance on what it means to mobilize knowledge outside of conventional policy and decision-making settings. Research within this field tends to emphasize knowledge mobilization for conventional environmental policy venues and decision-makers such as state and industry actors. Place-based communities often make critical management decisions to advance sustainability and inform policy, yet the evaluation of sustainability science in these contexts is underexamined. Using a case study, community-based research approach, we explored how social processes in place-based communities shaped interpretations of sustainability science by those involved in and/or affected by research. We used core criteria for knowledge mobilization—salience, legitimacy, and credibility, as established by Cash et al. (2003) — to guide our analysis of how research knowledge was evaluated. Our analysis highlighted that specific relationships, perspectives and worldviews, and historical contexts shaped how salience, legitimacy and credibility were interpreted. We affirm that for knowledge to be effectively mobilized, it must be salient, legitimate and credible, but find that the definitions of these terms are highly dependent on the social contexts in which the research takes place. These insights are critical to future transdisciplinary research aimed at addressing complex sustainability problems impacting place-based communities.

Climate change adaptation in the Philippines has evolved from “no regret” solutions to serious mainstreaming into policies and development plans, which specifically address the country’s and the local governments’ vulnerabilities. Several priorities identified in the National Climate Change Action Plan (NCCAP) through a gap analysis following an inventory of climate change researches have already been done in the country, and areas that need further studies, as well as new and emerging issues, are highlighted in this chapter. The most number of research conducted in the Philippines under the NCCAP is in the areas of environmental sustainability and food security. The proposed pilot is to take San Vicente, a municipality located in the northwestern side of the Palawan Province, as a single socioecological system. A holistic adaptation approach for building resilience to climate change will be taken, bearing in mind the concepts of multifunctionality, transdisciplinarity, participation, complexity, and sustainability, specifically targeting the sub-components of resilience.