000			03880nam a22005535i 4500
001			978-3-030-39785-2
003			DE-He213
005			20210303085845.0
007			cr nn 008mamaa
008			200303s2020 gw | s |||| 0|eng d
020			_a9783030397852
024	7		_a10.1007/978-3-030-39785-2 _2doi
040			_cМУБИС
050		4	_aLC8-6691
072		7	_aJNA _2bicssc
072		7	_aEDU040000 _2bisacsh
072		7	_aJNA _2thema
082	0	4	_a370.1 _223
100	1		_aGibbs, Paul. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut
245	1	0	_aContemporary Thinking on Transdisciplinary Knowledge _h[electronic resource] : _bWhat Those Who Know, Know / _cby Paul Gibbs, Alison Beavis.
250			_a1st ed. 2020.
264		1	_aCham : _bSpringer International Publishing : _bImprint: Springer, _c2020.
300			_aIX, 84 p. 2 illus., 1 illus. in color. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aSpringerBriefs on Key Thinkers in Education, _x2211-937X
505	0		_aSection1. Contextualisation -- 1. Introduction to the Project; Paul Gibbs and Alison Beavis -- 2. Transdisciplinary Knowledge – An emergent concept; Alison Beavis and Paul Gibbs -- Section 2. The Interviews -- 3. Sue L. T. McGregor -- 4. Valerie Brown -- 5. Gray Kochhar-Lindgren -- 6. Kate Maguire -- 7. Julie Thompson Klien -- 8. Basarab Nicolescu -- 9. Linda Neuhauser -- 10. Christian Pohl -- Section 3. Reflections and Case Study -- 11. Thematic reflection; Paul Gibbs and Alison Beavis -- Appendix 1. UTS Case Study.
520			_aHow can we understand what a transdisciplinary (TD) approach might actually comprise of, given its complex and various uses? This book asks the question of leading practitioners in the field of higher education and transdisciplinarity. The emergence of transdisciplinarity has been a response to the often-failed closed-system, discipline-based approaches to solving complex social problems (various reports and definitions may be found in projects reported by the OECD, UNESCO and EU). These failures are often contingent upon disaggregated notions of epistemology and the compounding failures of ontological incongruities that are evident in these discipline-based approaches. Such approaches are not necessarily confined to large, seemingly insurmountable social problems, but apply equally well to issues in educational institutions as workplaces. Transdisciplinary knowledge is in the liberation of new and imaginative understanding of the structured reality of open social systems. It gives rise to generative mechanisms, which are central to relationships of agency and structure.
650		0	_aEducation—Philosophy.
650		0	_aCritical Thinking.
650		0	_aEpistemology.
650		0	_aHigher education.
650	1	4	_aEducational Philosophy. _0https://scigraph.springernature.com/ontologies/product-market-codes/O38000
650	2	4	_aCritical Thinking. _0https://scigraph.springernature.com/ontologies/product-market-codes/O53030
650	2	4	_aEpistemology. _0https://scigraph.springernature.com/ontologies/product-market-codes/E13000
650	2	4	_aHigher Education. _0https://scigraph.springernature.com/ontologies/product-market-codes/O36000
700	1		_aBeavis, Alison. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut
710	2		_aSpringerLink (Online service)
773	0		_tSpringer Nature eBook
776	0	8	_iPrinted edition: _z9783030397845
776	0	8	_iPrinted edition: _z9783030397869
830		0	_aSpringerBriefs on Key Thinkers in Education, _x2211-937X
856	4	0	_uhttps://doi.org/10.1007/978-3-030-39785-2
942			_2ddc _cEBOOK
999			_c102167 _d102167