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Amid growing environmental concerns, there is an increasing demand for creative research approaches that address impending crises while simultaneously imagining sustainable modes for humans to coexist with nature. In response, we introduce the concept/practice of "biofuturing," a creative research approach concerned with the co-design of multispecies speculations of worlds to come. We engaged 21 scholars in a 3-day biofuturing event, combining a living lab methodology with futures studies techniques and creative practices. In this article, we present biofuturing in theory and practice, and we discuss how the co-designed futures speculations address existing and emerging challenges from a multispecies perspective. [ABSTRACT FROM AUTHOR]

AbstractExploring the intersection between art and education, this systematic literature review investigates how these disciplines can contribute to the achievement of the Sustainable Development Goals (hereafter SDGs) of the UN Agenda 2030, which seek to address the main challenges of the planet in its economic, social and environmental dimensions. The methodology implemented is based on the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) protocol, focusing the study on Primary and Secondary Education levels. The results show ambiguity regarding the content of the SDGs and propose a transdisciplinary educational approach that integrates the arts and humanities. In this regard, it shows the need for curriculum reform that incorporates artistic and ecological perspectives to foster more meaningful and holistic learning that prepares students to act as responsible and proactive citizens in a changing world. Furthermore, it insists on the need for teacher training in appropriate methodologies for the effective inclusion of sustainability in all areas and levels of education. Finally, the need to continue with research work on the subject and the development of educational policies that integrate sustainability and art in order to respond to the challenges facing the planet is emphasized. [ABSTRACT FROM AUTHOR]

Identifying research gaps and priorities is paramount to advance sustainability science and contribute to a sustainable future. This editorial contributes to this effort by contemplating the sustainability science research agenda and aligning it with recent changes in global dynamics. Drawing on consultations with the editorial board members of the Sustainability Science journal and a review of relevant literature, we identified 12 key research topics. These topics are interpreted within a strategic framework encompassing three key themes: (1) goals that drive sustainability science, (2) approaches to attain these goals, and (3) tools to advance sustainability science research. In so doing, this editorial emphasizes a sustainable development agenda extending beyond 2030, fostering equity and justice, and tackling issues related to power dynamics and geopolitical conflicts. It underscores the significance of research approaches to attaining sustainability goals, in particular, theorizing, co-production of knowledge and action, attaining clarity in conceptual descriptions, and developing systems-oriented analytical frameworks. Additionally, it highlights the value of place-based approaches, learning from significant systemic shocks, and nurturing inner transformations. It also underlines the need to explore emerging technologies and data-intensive methodologies as a tool to address sustainability concerns. The systematic contemplation of the sustainability science research agenda presented in this editorial piece aims to invoke further discussion among researchers and practitioners about a fresh and relevant agenda that promotes the sustainable integration of nature and society. [ABSTRACT FROM AUTHOR]

This article investigates data journalism epistemology through Michel Foucault's definition of power. The growing demand for data-savvy reporters with computational skills has been proven to shift the newsrooms' culture in media companies across the globe. Previous research has documented journalists' shift towards a data-centred epistemology and the increasingly important role of computation and data-driven practices in newsrooms. By focusing on inexperienced journalists as they mobilise data journalism for the first time, this research openly discusses its epistemology as a form of Foucauldian power: which epistemological tensions – individual or structural – emerge among newcomers when reporting extensively with data? The article presents the case of a newly formed data journalism team at taz, a German cooperative media company. It is based on qualitative data collected through action research, namely six in-depth interviews, auto-ethnographic notes and self-reflective inquiries. Data are framed through Foucault's concepts of power and will to truth. Results show the discord between data journalism epistemology and its practical implementation. Despite prioritising democratic access to data, technologies and non-hierarchical forms of cooperation, data journalism remains largely dependent on traditional methods and culture. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article arises from a 2021 curatorial collaboration in Chicago USA by Giovanni Aloi and Andrew S. Yang, authors, educators and makers who specialise in the representation of nature in art. Aloi and Yang jointly organised Earthly Observatory, an exhibition which brought together examples from the practices of 30 artists/contributors. Here, Aloi and Yang reflect on the genesis of the project, its ambitions and how it contributes to the contemporary understanding of practice. They emphasise their commitment to transdisciplinarity as the optimal means to engage the non-human and explain how they arrived at the exhibition's five thematics: Conditions of Representation; Seeing, Making, Tracing; Relative Visibilities; Vulnerability and Communality; and Down to Earth. Aloi and Yang analyse how each imposed order on a wide variety of thought-provoking works filling six gallery spaces. The thematics also gave Earthly Observatory its sense of cohesion. Each tapped the potential for practice of Donna Haraway's influential description of partial perspectives. Once adopted, situatedness – being somewhere in particular – challenges the panoptic power of epistemological traditions stretching back in Western thinking for millennia which have enforced the fictitious separation between nature and culture. [ABSTRACT FROM AUTHOR]

Potential benefits and risks related to mainstream social media platforms and their revenue model are vigorously debated. However, a comprehensive framework of performance criteria to evaluate social media platforms and suggestions for transforming them are rare. Employing a transdisciplinary approach, the present work aimed to close these gaps through semi-structured interviews with experts from academia and industry, coupled with exploratory thematic content/topic analysis. From the interviews, five pivotal performance criteria were extracted: transparency, protection of democracy, satisfaction of needs and preservation of well-being, networking capabilities, and absence of crime. Further, proposed transformations related to i) financing structures, ii) possibilities for users to protect their interests and data, iii) regulations, iv) possibilities for users to adjust platform design, and v) transparency are discussed. Properly operationalized, both the criteria and suggested transformations hold the potential to facilitate negotiations among users, (mainstream) social media companies, and governments. [ABSTRACT FROM AUTHOR]

The responses of higher education (HE) institutions towards the climate crisis and escalating social inequalities have been researched from either 'top-down' (i.e. institutionally-led) or 'bottom-up' (i.e. student-led) perspectives. As scholars call for enhanced insight into the space between these two poles, this paper provides an autoethnographical account of a 'bottom-up' network led by doctoral students – Researchers 4 Sustainability (R4S) – initiated within a UK university to contest 'top-down' structures by way of disciplinary silos. Likening disciplines to communicative subsystems, we draw on a social constructivist perspective of dialogue to demonstrate how three forms of dialogue – exploring, explaining and expanding – support not just the transcending of disciplinary boundaries, but crucially, institutional hierarchies, in the creation of sustainability knowledge. Herein, we introduce a framework against which to organise student-led dialogues relative to their inter- and/or trans-disciplinary orientations and offer recommendations for theory and practice. [ABSTRACT FROM AUTHOR]

Copyright of Teología is the property of Pontificia Universidad Catolica Argentina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

By developing a kinetic shading system, this study aims to investigate the efficacy of integrating a transdisciplinary perspective into architectural pedagogy, specifically enhancing sustainability. The research is integral to the student's final project curriculum. The students conducted a case study on Al Bahr Towers before designing a functional prototype of an innovative kinetic shading system. The students demonstrated their ability to apply theoretical knowledge to real-world contexts and integrate essential information from many fields, including automation, material science, energy management, and design. The primary focus of this project was to prioritize integrating sustainability concepts during the design phase to optimize the efficiency and effectiveness of the forthcoming built environment. The investigation of the case study facilitated the students in recognizing and assessing the concepts of transdisciplinarity within their modelling projects. This study was conducted in response to incorporating transdisciplinary education into architectural pedagogy to promote sustainability principles. This article demonstrates how students can generate a practical outcome by integrating and applying knowledge from multiple disciplines. [ABSTRACT FROM AUTHOR]

The current corporate food regime generates some of the most challenging ecological, social, and ethical problems for humanity in its quest for sustainability and ecological justice. Different scientific disciplines have analyzed these problems in-depth, but usually from their comfort zone, i.e., without engagement with other disciplines and epistemologies. The predominance of disciplinary visions seriously limits, however, understanding the complexities of the corporate food regime, including the impacts it generates. Further, most research concerned with this food regime confronts epistemological, methodological, and political limitations to engage with the type of solutions that could lead to transitions to just sustainabilities. Here we review and integrate the findings from scientific literature focused on the ecological, social, or ethical impacts of the corporate food regime, with an emphasis on impacts that operate on a global scale. In addition, we analyze the need for critical science approaches to trigger generative processes for the co-production of uncomfortable, transdisciplinary, actionable knowledges that are fit for designing just and sustainable food regimes. Much of the evidence presented in our analysis is in tension with the interests of the corporate food regime, which fosters decision-making processes based on selective ignorance of the impacts caused by this regime. Our work provides arguments that justify the need to promote transitions to just sustainabilities in agricultural systems from multiple domains (e.g., research and development, public policies, grassroots innovations). We posit that strategies to co-design and build such transitions can emerge from the co-production of uncomfortable, transdisciplinary, actionable knowledges through critical science approaches. [ABSTRACT FROM AUTHOR]

Today's challenges with sustainability are driven by complexity, lack necessary information, resist straightforward solutions, span multiple scales, and encompass diverse or sometimes conflicting perspectives. To tackle these issues effectively, research organizations need tools that support and accelerate the integration of disciplinary knowledge across both natural and social sciences so that they can explore and execute workable solutions. Boundary objects are tools that can bring diverse perspectives together through a shared point of focus that is meaningful across different groups and perspectives, enhancing communication between them. Here, we introduce a framework to develop Triple Bottom Line Scenario Sites (TBL Sites) as "convergence" boundary objects and intervention testbeds to support a holistic approach to sustainability research within multidisciplinary and multi-institutional organizations. We describe four key criteria used to identify a potential TBL Site: (1) proximity to researchers, (2) a bounded geographic location encompassing a particular ecosystem, (3) an integrated stakeholder network, and (4) access to existing resources. We explain how TBL Sites may be used to assess research impacts on environmental, economic, and social sustainability goals. Finally, we provide examples of aquatic, agricultural, and urban TBL Sites used by the Science and Technologies for Phosphorus Sustainability (STEPS) Center, demonstrating how these boundary objects facilitate convergence across a large multidisciplinary research team to tackle sustainable phosphorus management. [ABSTRACT FROM AUTHOR]

The review article focuses on the concept of knowledge co-production, which began to be developed at the beginning of the 21st century. Its appearance is associated with the transition to a new paradigm of scientific research, the need for which was caused by the complexity and social significance of global problems. The principle of transdisciplinarity was taken as a basis, which involves going beyond the limits of normative science and including various media and types of information in the production of knowledge. As a result, an approach to scientific research based on the joint production of knowledge was formed. Currently, the concept of “knowledge co-production” is debatable. A review of theoretical and methodological approaches to its definition made it possible to identify the main stages of the knowledge co-production process and the methodological difficulties faced by scientists. In most cases, they are associated with the presence of many different stakeholders in the process of knowledge co-production, differences in understanding of the purpose and objectives of research between representatives of the academic and non-academic community, lack of organizational and financial support. It is shown that the concept of knowledge co-production has received the greatest application in research on the sustainable development of the Arctic, where special attention is paid to the knowledge of indigenous peoples and their co-production.

Active teaching-learning methodologies are a reality at the School of Education and Social Sciences of the Polytechnic of Leiria (Portugal), namely through the articulation with institutions of the community. The qualitative research presented in this article intends to analyse the perception of the students who are attending the Higher Professional Technical Course in Sociocultural and Sports Intervention, specifically concerning the importance of these methodologies in a project carried out with the District Hospital of Leiria. During the development of this partnership, 42 students were challenged to collaborate throughout the training process and, at the end, they were asked to write a report, which was considered the data collection instrument. These individual reports include descriptions, analyses and reflections that were processed through content analysis, using categories, and adopting an exploratory approach. The results showed that the students considered that this methodology of teaching-learning allows them to acquire know-what, know-why and know-how competencies. Moreover, they admit that the articulation with external institutions contributes to a better acquisition and mobilisation of practical knowledge that they will be able to apply to different situations, spaces and times in their future professional lives.

In modern education sphere, which is subject to constant change under the influence of socio-cultural, environmental, and economic changes, there is an urgent task to create methods and directions in the educational process consonant with the transformations. The purpose of the study is to identify promising areas of research in the context of continuing education. The methodological tools were: analysis of interrelationships between concepts that combine philosophical, sociocultural, economic, and educational categories; critical analysis of our own pedagogical practice in the context of formal, informal, and incidental learning; organization and implementation of a survey of experts via the Internet in December 2023; qualitative analysis of detailed answers of survey participants to the questions posed. New sources for an interdisciplinary methodology creation have been identified, the development of which is envisioned at the boundary of diverse knowledge domains and in the framework of practical research on transdisciplinarity. The author’s analysis has revealed significant methodological innovations present in science and contemporary philosophy when considering lifelong learning as a vital aspect of a modern man. The potential and perspectives immanent to innovative combinations and interactions between previously autonomous spheres of knowledge have been analyzed. In the era of rapid technological and educational development, where the human aspect is merging with artificial intelligence, human values preservation becomes critical. The article gains its significance by exploring the methodological approaches most suitable for developing a progressive psychological and pedagogical concept within the phenomenon of continuing basic education.

Utilising novel ways of knowing, aligned with an ecological approach, the Learning in Development Research Framework (LDRF) has been introduced as a different way to guide research and practice in sport. A central feature of this framework is an appreciation of researcher embeddedness; positioned as an inhabitant who follows along with the unfolding inquiry. This positioning is integral for enriching ones understanding of the relations between socio-cultural constraints and affordances for skill learning within a sports organisation. Moreover, the notion of embeddedness foregrounds the ongoing nature of inquiry when practiced as an art of inquiry. In an effort to extend these ideas, this paper highlights how a phronetic iterative approach to data analysis-synthesis could be undertaken, while ensuring that the researcher remains 'in touch' with a phenomenon, and thus faithful to key tenets of research practiced as an art of inquiry. To illustrate this, we present a 'walk-through' from a recent LDRF study. Rather than focusing on data collection or recorded observations made from afar, this walk-through shows how a researcher, practicing an art of inquiry, can grow knowledge of and with the phenomena, enriching the evolution of practice and performance from within an ecology of relations. [ABSTRACT FROM AUTHOR]

After the Second World War, the Italian educational context in Italy was distinguished by a network of different democratic and antiauthoritarian pedagogical ideas and educational experiences, developed as heterogeneous forms of New Education. The Movimento di Cooperazione Educativa (MCE), inspired by Freinet’s popular pedagogy and cooperative techniques, underwent transformative and contradictory processes. In particular, the paper is focused on a transdisciplinary educational approach developed within the MCE and applied in preschool (scuola d’infanzia). By using oral and written sources (interviews, publications, MCE bulletins, archives), the paper intends to trace the main elements that shaped the Pedagogy of Listening, developed in Rome at the end of the 70s by Alessandra Ginzburg, and experimented with by many MCE teachers. The Pedagogy of Listening combined Freinet’s techniques with the Lacanian listening posture and the bi-logic elaborated by Matte Blanco, aiming to legitimate children as a specific cultural group deserving respect and recognition. The paper addresses the conditions that allowed the Pedagogy of Listening to emerge within the Italian movement, original tools and techniques that were produced concerning preschool education and the ways in which the Pedagogy of Listening evolved over time, being translated and further transformed within nurseries, primary and middle schools. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) is widely used to connect students with the world of work and authentic industry practices. WIL research and practice is primarily focused on the benefits to students and universities, whilst the value of WIL to partner organisations remains relatively underexplored. This study takes an industry, government and community partner-centric perspective to examine learning in partner organisations stimulated through engagement with transdisciplinary WIL. A case study of a transdisciplinary, innovation-focused project-based WIL subject at one Australian university is interrogated through the theoretical lenses of practice theory and mutual learning. Fifteen interviews with stakeholders in partner organisations are analysed against the three dimensions of practice articulated by Kemmis et al. (2014): sayings, doings and relatings. The analysis shows that through engagement with university-led transdisciplinary WIL partners were able to advance their learning projects, disrupt and reconfigure organisational practices, and legitimise experimentation within their organisations. The study builds the case for conceptualising WIL engagement as a professional learning opportunity for partner organisations, in addition to the well-documented benefits to students and universities. [ABSTRACT FROM AUTHOR]

This study examines young people's involvement in regional sustainability transformation processes based on a real-world experiment in a community of 5700 inhabitants on the southern outskirts of city of Vienna, Austria. The eight-month experiment aimed to explore methods and tools for transdisciplinary co-creation with youth, the impact of structural conditions on their participation and the effects of their integration. Findings highlight the crucial roles of topics relevant to youth, a trusted intermediary like a youth worker, and structural conditions such as political support and resource allocation in enhancing youth engagement success. Collaborative decision making with policymakers and direct communication were also key to effective participation. The real-world experiment laid the groundwork for future participatory methods and had an impact on youth–community relations. It affirmed the role of youth in regional development, with effects that extended beyond the immediate scope of the experiment in terms of time, space, and topic. [ABSTRACT FROM AUTHOR]

Water is the main actor of a summer school dedicated to heritage and environment, realized in navigation, by a community of international and multidisciplinary students and teachers, and dedicated to an in-depth investigation of the seas of the former Yugoslavia. The narrow spaces of a small wooden gulet acted as a floating classroom, meeting-point, and hostel, while the limited spaces and fresh water available were shared among all participants. Sharing the scarce spaces and limited water resources has represented a metaphor of reciprocal interdependence, and it was the main educational texture of the summer school on board. [ABSTRACT FROM AUTHOR]

Finding pathways to enable values-for-sustainability transformation is crucial. Despite the emergence of strategic insights and theoretical frameworks like the Four Perspectives, there remains a scarcity of empirical work to directly engage with values for pragmatic learning. We address this gap by presenting an empirical case study of an intervention designed to move two groups from non-collaborative to collaborative on the basis of newly found shared values. By conceptualizing values as tacit knowledge and employing the Knowledge Creation Theory, our intervention facilitated the development of cross-group shared values through Externalization and Combination modes. Our results demonstrate empirical evidence of values-engagement processes including Surfacing and Negotiation from Four Perspectives (i.e. Surfacing values, Negotiating values, Eliciting values, Transforming through values), and informs their sequence of appearance. We highlight the importance of a pool of shared experiences as basis for Surfacing, and demonstrate the utility of the SECI (Socialization, Externalization, Combination, Internalization) model to plan the utilization and sequencing of values-engagement processes towards achieving sustainability transformations. The findings suggest that starting with participants having shared experiences facilitates Surfacing and Negotiation of values, and enables developments of cross-group collaboration valuable for providing preparedness for a diversity of sustainability transformation contexts. [ABSTRACT FROM AUTHOR]

In today's ever-evolving scientific landscape, invasion science faces a plethora of challenges, such as terminological inconsistency and the rapidly growing literature corpus with few or incomplete syntheses of knowledge, which may be perceived as a stagnation in scientific progress. We explore the concept of 'competency', which is extensively debated across disciplines such as psychology, philosophy, and linguistics. Traditionally, it is associated with attributes that enable superior performance and continuous ingenuity. We propose that the concept of competency can be applied to invasion science as the ability to creatively and critically engage with global challenges. For example, competency may help develop innovative strategies for understanding and managing the multifaceted, unprecedented challenges posed by the spread and impacts of non-native species, as well as identifying novel avenues of inquiry for management. Despite notable advancements and the exponential increase in scholarly publications, invasion science still encounters obstacles such as insufficient interdisciplinary collaboration paralleled by a lack of groundbreaking or actionable scientific advancements. To enhance competency in invasion science, a paradigm shift is needed. This shift entails fostering interdisciplinary collaboration, nurturing creative and critical thinking, and establishing a stable and supportive environment for early career researchers, thereby promoting the emergence of competency and innovation. Embracing perspectives from practitioners and decision makers, alongside diverse disciplines beyond traditional ecological frameworks, can further add novel insights and innovative methodologies into invasion science. Invasion science must also address the ethical implications of its practices and engage the public in awareness and education programs. Such initiatives can encourage a more holistic understanding of invasions, attracting and cultivating competent minds capable of thinking beyond conventional paradigms and contributing to the advancement of the field in a rapidly changing world. [ABSTRACT FROM AUTHOR]

The world's oceans cover more than 70 per cent of the planet's surface and contain 97 per cent of the water on planet Earth. Saltwater connects with freshwater with the outflow of every river and creek or from the drift of thunderstorms across islands to form new oceans. With a shared theme of water, recent projects are discussed as case studies for their focus on ecosystem awareness, cultural knowledge, arts and science and working collaboratively. Water is an essential element and connector of ecosystems, species and spirituality – of life. The ability of water to change forms from liquid to solid to gas offers insights into acknowledging that changeability and adaptability are core to species survival on the planet Earth. It is proposed that by respecting the knowledge that is embedded in the element of water that greater wisdom can be shared which can benefit all life on this planet. With this aspiration in mind, the term OneWater is used to explore the relational aspect of water to consider its connective quality, between watersheds and species. This concept is used to shift views of anthropogenic impacts and embrace a fuller recognition of Indigenous knowledge systems and the role they play in evolving our understanding of the OneWater. [ABSTRACT FROM AUTHOR]

In this paper we take inspiration from Levin's (2003) provocation "can universities ever become a greenhouse for education in action research?" His assertion that creating action research learning opportunities within universities is possible becomes particularly relevant in the context of a changing Higher Degree Research (HDR) landscape, notably in Australia. The increasing emphasis on industry-focused doctorates and the demand for post-doctoral career pathways beyond academia necessitates a deeper understanding of supporting engaged and impact-oriented research training. To address these challenges, we present a reflexive discussion centred around the HDR Participatory Action Research (PAR) Collaborative—a year-long peer-learning initiative designed to cultivate a community of practice on transdisciplinary participatory research among graduate researchers at the University of Technology Sydney. This was conducted as a participatory action research project, with a systems-thinking orientation. We articulate lessons learned around the blockers and enablers for training HDR candidates engaged in participatory research to tackle wicked problems and ways to enhance HDR researcher development in this area, including the prototyping of new peer learning and mentoring approaches. By aligning with Levin's emphasis on practical and useful knowledge, we highlight the importance of curriculum design for synchronous and asynchronous hybrid delivery, collective peer learning practices, and transdisciplinary orientations to research as crucial factors for success in action research programs within the academic context. By addressing the evolving needs of HDR training and research cultures, our study contributes to the ongoing dialogue on holistic and integrative research approaches and ways to support them within higher education. [ABSTRACT FROM AUTHOR]

Environmental knowledge networks (EKNs) link research collaborators in a common purpose to produce data and knowledge to better understand social-ecological phenomena and address environmental challenges. Over recent years, as scientists have grappled with how to produce data and actionable knowledge for conservation and sustainability, more EKNs have been established. Although each network is founded for its own purposes and maintains its own goals and ways of operating, these networks are generally managed by scientists to produce knowledge to advance science and decision making. In this Insight article, we articulate key qualities and benefits of EKNs and shows how EKNs can address grand challenges that cannot be answered by a single team or institution, create a diverse, vibrant culture of science and community of practice, and provide innovative solutions and knowledge to society. We also discuss challenges of EKN governance, and how challenges may vary with a network's development. Finally, based on a synthesis of structured discussions about key issues in EKN management, we share recommendations and best practices, emphasizing management practices that are inclusive, reflexive, adaptive, and flexible, so that others may benefit from our experience leading EKNs. [ABSTRACT FROM AUTHOR]

This paper deals with the ways in which the intellectual and political history of AIDS can assist in the chronological conceptualization of a pandemic such as COVID-19 as it is unfolding. It problematizes the idea of pandemic "beginnings" and "ends" to show that such definitions are shaped by the disciplinary location and thematic foci of relevant scholars. Central to this analysis is the notion that ethical and political contexts affect research on a pandemic in different ways at national and global levels at various points in its trajectory. The article develops this argument in relation to two main themes: firstly, with reference to the history of AIDS research in South Africa; secondly, with the philosophical concept of bioagency to understand the ways in which viruses and humans co-shape the course of epidemics over time. I first make the case for the development of historically informed, long-term ethnographic studies of COVID-19. Using bioagency as a point of departure to consider viruses as social actors, the essay then critiques the notion of bioinformationalism as catalyzing the widening accessibility of biomedical research. Instead, I discuss the biotechnology and pharmaceutical industries as protagonists in the operation of biocapital. I argue that the history of AIDS in South Africa can provide methodological and theoretical insights into how to interpret an unfolding epidemic, outlining an ambitious transdisciplinary research agenda for thinking about the temporality of a pandemic spanning the different, interconnected, scales of life. [ABSTRACT FROM AUTHOR]

This paper focuses on the Pelagian Debate of the late 4th Century CE between Augustine of Hippo and the British cleric Pelagius, and its little known or understood relevance to music education practice and scholarship. A transdisciplinary review of theological, historical, pedagogical, and musicological texts suggests that Augustinian notions of sin, goodness, and human nature reflect assumptions embedded in traditional classical music education paradigms. As a contrast, Pelagius' notions of the importance of the "laity," and criticism of church hierarchy, later suppressed and deemed heretical, can be related to tensions between amateur and professional musicians in music and education contexts. This paper will explore this debate, and Augustine's victory, as a means of questioning assumptions embedded in music education discourse concerning talent, discipline, and human capacity for music. In this way, the debate is made relevant not only as a means of enhancing understanding of historical conceptions but also as a lens through which contemporary music education might be interrogated. [ABSTRACT FROM AUTHOR]

The fourth international conference of the Journal of Italian Cinema & Media Studies (JICMS) was held at The American University of Rome on 13–15 June 2024. The co-organizers were Flavia Laviosa (Wellesley College) and Catherine Ramsey-Portolano (The American University of Rome) and this year's title was Re-examining the Past and Envisioning the Future of Italian Cinema and Media. Participants from five continents and various countries, with diverse academic backgrounds, including film studies, Italian studies, media studies, social sciences and industry practice, came together for three days of stimulating discussions and productive exchanges of ideas and perspectives. The keynote address 'Non-fiction filmmaking in contemporary Italy' was delivered by Áine O'Healy from Loyola Marymount University. The conference was further enriched by the presence of directors Paolo Benvenuti, Monica Guerritore and Liliana Cavani. This report provides an overview of the conference. [ABSTRACT FROM AUTHOR]

Society is facing significant societal challenges that require a transdisciplinary approach. The arts are increasingly recognised as essential in addressing these complex issues. But what exactly can they contribute? In this article, Veerle Spronck explores the project ON the LINE: The Art of Digital Citizenship as a case study. She unravels the various artistic strategies that were employed in this transdisciplinary project, in which HKU and Utrecht City Library collaboratively conducted research on digitisation. [ABSTRACT FROM AUTHOR]

The reduction of meat consumption in health systems is a high-impact pathway for healthcare decarbonization. Effects including changes in greenhouse gas emissions are rarely calculated following interventions, such as the implementation of plant-forward menus in hospitals, and the results of these changes are rarely published in peer-reviewed literature. In this perspective, we discuss the decarbonization outcomes of plant-rich dietary shifts across five health systems worldwide, gathered from peer-reviewed and gray literature. In each case, the implementation of a plant-rich approach reduced food-related greenhouse gas emissions. Health co-benefits are also commonly reported. The measurement of greenhouse gas emissions of plant-rich dietary shifts in future health system interventions is encouraged, with the results published in peer-reviewed journals. [ABSTRACT FROM AUTHOR]

In an age of persistent existential crises, governments and wider society are demanding from academia tangible contributions toward tackling the “big” contemporary issues, including climate change, demographic collapse, social instability, and the risks of escalating global conflict. Since all such problems involve a linguistic dimension, applied linguists are increasingly repurposing their research skills to achieve impact in such domains, far beyond the traditional scope of their core discipline. This paper discusses doing so within the distinctive framework of the Zurich approach to transdisciplinarity. Core features of the Zurich approach are sketched, and a case is made for applied linguists working alongside scientists, engineers, lawyers, and others in transdisciplinary teams focused on wicked problems. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic sparked an unprecedented expansion of educational technologies and digitisation of the university sector, and also amplified existing inequalities and crises. In this paper, we introduce the 'socio-technically just pedagogies framework' to systemically explore curriculum-making, student-staff partnerships, knowledge production, and networked capabilities in higher education. This conceptual innovation seeks to (re)articulate pedagogy across four aspects: (i) a commitment to curriculum-making as a form of everyday activism; (ii) a nurturing of student-staff coalitions to expand student-staff partnerships; (iii) development of generative spaces for transdisciplinary co-creation; and (iv) the deliberation of networked capabilities. This framework emerged from a partnership with students at an Australian university that sought to experiment with pedagogical practices and possibilities. Our coalition then responded to the framework to illicit collective insights about the curriculum-making phenomenon. The framework seeks to articulate curriculum-making initiatives that collectively enact socio-technically just pedagogies. [ABSTRACT FROM AUTHOR]

This article aims to reflect, from the perspective of the Epistemology of Complexity, on traditional riverside knowledge for a transdisciplinary approach to science education. This is a qualitative study, developed from a phenomenological perspective, with its results constructed through theoretical-bibliographic research and systematic observation. The findings reinforce the understanding that the Epistemology of Complexity underpins transdisciplinary practices that foster dialogue between traditional and scientific knowledge, thusprovidingdeepermeaning to learning. This not only empowers riverside students to think critically and collaboratively in their understanding of the world, but also strengthens their sense of belonging and appreciation for Amazonian riverside culture. [ABSTRACT FROM AUTHOR]

Systems engineering's evolutionary trajectory has been far from linear, and its future direction is uncertain. We present an assessment and vision of how SE might evolve to enduringly be impactful and relevant, despite growing complexity and radical technological change. We discuss how SE started out focused on achieving technical objectives, then drifted towards a more process and methodology focus, and is now responding to calls to return to its roots under the banner of "attaining elegant solutions to complex problems." We discuss how SE has always been a transdiscipline, although it was not always so recognized, and how SE is now increasingly recognizing and valuing its transdisciplinary nature. We present our view that the future of SE as an impactful and relevant engineering discipline lies in the strengthening of its transdisciplinarity and an increased focus on attaining elegant solutions to complex problems. We present a framework for understanding the nature of SE and the way in which it evolves in terms of its principles, methods and purposes. We show that SE is informed by, and informs many disciplines and social institutions in a dynamic ecology of discovery, achievement and vision. Lastly, we discuss the value of this framework, and show how it can serve as a basis for developing a common understanding of the value and potential of SE, and support institutions such as INCOSE as they engage in the wider social agenda of building a better and more sustainable world. [ABSTRACT FROM AUTHOR]

This article aims to investigate inclusive practices within the educational and pedagogical context considering transdisciplinary attitudes, through a "State of Knowledge" literature review. The research was characterized as qualitative, adopting an epistemological hermeneutic phenomenology approach. Bardin's content analysis was used to interpret the data, in the time gap from 2014 to 2024. As a theoretical framework, the research is based mainly on Nicolescu (1999) and Moraes (2015) to support transdisciplinarity, Brasil (2008; 2011) and Barbosa and Bezerra (2021) to support Inclusive Education. Seven articles were found, showing the existing gap and the need for new research to promote a dialogue between Inclusive Education and pedagogical practices from a transdisciplinary perspective. [ABSTRACT FROM AUTHOR]

This review article, the result of the work of an interdisciplinary collective of researchers from the Réseau des Zones Ateliers françaises (CNRS), focuses on the implementation of projects to restore the ecological continuity of watercourses. Restoration projects have been at the heart of a major controversy in the French public space for several years. In particular, some stakeholders question the relevance of public policy aimed at removing structures that contribute to the interruption of the continuity of watercourses. In this article, we first summarize the known effects of the interruption of continuity in its longitudinal, lateral and vertical dimensions with regard to biophysical and socio-economic issues. Given the complexity of the processes involved, the variability of possible territorial contexts and the uncertainties associated with the restoration of hydrosystems, our analysis reveals the need to include restoration projects in a broader project around the management of aquatic resources carried out at the scale of a territory and based on a participatory decision-making process. The decision to restore or not to restore continuity cannot be left exclusively to science and technical expertise. Based on this observation, we propose here a strategic approach to address the challenges surrounding the restoration of continuity. This approach integrates ten points of vigilance to be taken into account for the implementation of restoration projects that are both supported by the different actors and effective in relation to the defined objectives. The result of work of an interdisciplinary group of researchers of the French Workshop Zone Network (Réseau des Zones Ateliers, CNRS), this article focuses on the implementation of restoration projects aiming to restore ecological connectivity of rivers. These projects are at the center of an important controversy taking place in the French public space since several years. Thus certain actors put into question the pertinence of the public policy aiming at removal of hydraulic structures contributing to connectivity interruption. Here, we first synthesize the currently known effects of the connectivity interruption in its longitudinal, lateral and vertical dimensions on a row of biophysical and socio-economic processes. Spotlighting the complexity of processes linked to river connectivity, the variablity of territorial contexts and the associated uncertainties, our analysis reveals the necessity of inscribing restoration projects within a larger project of water ressource management conducted at the scale of a territory and rooted in a participatory decision process. The decision to restore or not restore connectivity cannot be based exclusively on science and technical expertise. With this in mind, we propose an action strategy to address challenges related to river connectivity restoration. We identify ten critical points to take into account for implementing restoration projects that would be both supported by different stakeholders, and efficient in regard to their defined objectives. [ABSTRACT FROM AUTHOR]

This article is a literature review of academic articles in the educational sciences published in the International Journal of Inclusive Education between 2013 and 2023, focusing thematically on the political, social, and conceptual-theoretical dimensions of inclusive education. Its aim is to explicitly connect educational sciences and sociology by examining research outputs in the field of inclusive education arising from educational sciences, which address the reproduction of inequalities and discrimination at the systemic social level. It focuses on the question of the societal and political implications of the concept of inclusive education. In doing so, it highlights the barriers at the societal level to the implementation of inclusive education in the form of the dominant deficit-focused perception of children experiencing educational difficulties; the lack of transdisciplinary and intersectoral cooperation; and neoliberal values such as competitiveness and individualism leading to the segregation of children with poorer educational outcomes. It concludes by pointing out some problematic aspects of the concept of inclusive education for a broader social and political change. Additionally, it argues that the implementation of inclusive education can only be sustainable if it includes broader social change beyond the field of education. [ABSTRACT FROM AUTHOR]

Transdisciplinary (TD) working is claimed to be critical to meet future societal needs, with engineers being at the core to provide solutions to these challenges. However, there is little available that enables one to assess whether they or their team have the competencies required. Within this paper, we propose a self-assessment framework to ascertain whether design engineers have the competencies which enable TD working. We describe how the competencies were identified using a systematic literature review (SLR), we then describe how we utilized coded decision trees to classify which disciplinary level a particular competency can enable. In total, 76 competencies were classified; the results of the analysis show 20 of these displaying TD attributes as defined by Jantsch. The novelty of the approach is as follows: (1) In this paper, we propose a novel way to map the identified competencies against the levels of Jantsch's hierarchical framework. (2) The proposed framework enables self-assessment of individual or team competencies to assess whether they have the competencies which enable TD working. (3) It enables a move towards incorporating TD practices in engineering projects. [ABSTRACT FROM AUTHOR]

Transdisciplinarity is an integrative approach that includes different scientific disciplines as well as stakeholders and researchers to tackle both societal and scientific challenges. Since standards are jointly developed by science, business, and other stakeholders, standardization can be perceived as a specific mode of transdisciplinarity. In the discussion on knowledge transfer as a further performance dimension for researchers, participation in standardization procedures is now also being considered as a further channel, albeit without a sound conceptual and empirical basis. The paper thus aims to provide a conceptual base of standardization as a transdisciplinary knowledge production mode and transfer channel but also gives an outlook on its empirical implementation. The literature review on transdisciplinarity helps us to put standardization into the context of transdisciplinary research and to present a conceptual model of standardization as transdisciplinary knowledge production and transfer. Further, we present the first methodological approaches for the empirical analysis of the transdisciplinary character of standardization. Finally, we conclude with a summary, a number of recommendations derived from transdisciplinary research for standardization, and an outlook toward future research to be tackled with the proposed methodologies. [ABSTRACT FROM AUTHOR]