Transdisciplinarity through structured dialogue

An Educational Project

Developing strategies, methods, and criteria for changing educational practices requires a methodological and “scientific” warrant. This article explores transdisciplinarity as a methodological basis for working with paradox and contradictions as the inevitable result of reflective human consciousness. Transdisciplinary thinking is discussed as a conscious and concerted effort to conduct scient...

Using problem based learning to support transdisciplinarity in an HCI education

In this paper we advocate the development of transdisciplinary educational programs with a strong focus on HCI, which use problem based learning (PBL) as a teaching methodology. We describe a novel education called Medialogy, developed at Aalborg University Copenhagen in Denmark, outlining through different case studies how PBL supports transdisciplinarity.

Disciplinarity and Transdisciplinarity in the Study of Knowledge

Scholarly inquiry about the nature and significance of knowledge has been shaped by disciplinary traditions and priorities that define “knowledge” differently and result in disconnected literatures. In the mid to late twentieth century, library science educator Jesse Shera sought to bridge the conceptual gap between epistemological and sociological approaches to knowledge in proposing a new dis...

Beyond Structured Dialogues: Incorporating Clark’s Models of Language Usage

In this paper, we discuss the use of Clark and Wilkes-Gibbs’ model of collaboration (1986) and Clark and Schaefer’s model of contributions (1989) in using structured models of dialogue. Rather than completely specifying the behavior of a dialogue system by a structured dialogue model, we advocate that the dialogue structure should only specify the behavior of the system with respect to high-lev...

Three Points Approach (3PA) for urban flood risk management: A tool to support climate change adaptation through transdisciplinarity and multifunctionality