The role of pliability and transversality within trans/disciplinarity: Opening university research and learning to planetary health

Prior, J; Cusack, CM; Capon, A

The role of pliability and transversality within trans/disciplinarity: Opening university research and learning to planetary health

Prior, J

Cusack, CM Capon, A

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Publication Type:: Chapter
Citation:: Transdisciplinary Theory, Practice and Education: The Art of Collaborative Research and Collective Learning, 2018, pp. 57 - 71
Issue Date:: 2018-01-01

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Field	Value	Language
dc.contributor.author	Prior, J https://orcid.org/0000-0002-6145-5207	en_US
dc.contributor.author	Cusack, CM	en_US
dc.contributor.author	Capon, A	en_US
dc.date.issued	2018-01-01	en_US
dc.identifier.citation	Transdisciplinary Theory, Practice and Education: The Art of Collaborative Research and Collective Learning, 2018, pp. 57 - 71	en_US
dc.identifier.isbn	9783319937427	en_US
dc.identifier.uri	http://hdl.handle.net/10453/128284
dc.description.abstract	© Springer International Publishing AG, part of Springer Nature 2018. In recent decades, there have been calls to open university research and learning through transdisciplinarity. The inference here is that the increased specialisation of disciplines has created isolation, division, exclusion, separation and fixity within research and learning. This chapter explores the potential for openness in university research and learning through a discussion of the relationality of transdisciplinarity and disciplinarity. An examination of this relationality is valuable, given that transdisciplinarity and disciplinarity are intimately connected and co-dependent. This relationality is explored through two concepts that we argue constitute its potential to create openness in university research and learning: pliability and transversality. This chapter argues that disciplines, be they science, planning, law, health or religion, manage to be both open to change, constantly becoming-other, and universal, abstract, and eternal. Whilst this pliability of disciplinarity is often translated as disciplinary inadequacy, we argue that this pliability is a valuable component of disciplinarity, and that it provides the site for the transversality of transdisciplinarity. We explore these concepts through reference to a recent problematization of disciplinary research and learning at the human and environment nexus, which has given rise to the notion of planetary health, and its call for a substantial and urgent opening of research and learning to understand and address emerging geo-social assemblages such as the Anthropocene.	en_US
dc.relation.ispartof	Transdisciplinary Theory, Practice and Education: The Art of Collaborative Research and Collective Learning	en_US
dc.relation.isbasedon	10.1007/978-3-319-93743-4_5	en_US
dc.title	The role of pliability and transversality within trans/disciplinarity: Opening university research and learning to planetary health	en_US
dc.type	Chapter
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Institute For Sustainable Futures
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Strength - ISF - Institute for Sustainable Futures
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© Springer International Publishing AG, part of Springer Nature 2018. In recent decades, there have been calls to open university research and learning through transdisciplinarity. The inference here is that the increased specialisation of disciplines has created isolation, division, exclusion, separation and fixity within research and learning. This chapter explores the potential for openness in university research and learning through a discussion of the relationality of transdisciplinarity and disciplinarity. An examination of this relationality is valuable, given that transdisciplinarity and disciplinarity are intimately connected and co-dependent. This relationality is explored through two concepts that we argue constitute its potential to create openness in university research and learning: pliability and transversality. This chapter argues that disciplines, be they science, planning, law, health or religion, manage to be both open to change, constantly becoming-other, and universal, abstract, and eternal. Whilst this pliability of disciplinarity is often translated as disciplinary inadequacy, we argue that this pliability is a valuable component of disciplinarity, and that it provides the site for the transversality of transdisciplinarity. We explore these concepts through reference to a recent problematization of disciplinary research and learning at the human and environment nexus, which has given rise to the notion of planetary health, and its call for a substantial and urgent opening of research and learning to understand and address emerging geo-social assemblages such as the Anthropocene.

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http://hdl.handle.net/10453/128284