Transdisciplinary learning within tertiary institutions-A space to skin your knees

Fam, D; Lopes, AM; Mitchell, C

Transdisciplinary learning within tertiary institutions-A space to skin your knees

Fam, D Lopes, AM Mitchell, C

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Publisher:: Taylor and Francis
Publication Type:: Chapter
Citation:: Interdisciplinary and Transdisciplinary Failures: Lessons Learned from Cautionary Tales, 2021, pp. 198-216
Issue Date:: 2021

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Field	Value	Language
dc.contributor.author	Fam, D
dc.contributor.author	Lopes, AM
dc.contributor.author	Mitchell, C https://orcid.org/0000-0001-9842-540X
dc.date.accessioned	2021-08-20T05:38:00Z
dc.date.available	2021-08-20T05:38:00Z
dc.date.issued	2021
dc.identifier.citation	Interdisciplinary and Transdisciplinary Failures: Lessons Learned from Cautionary Tales, 2021, pp. 198-216
dc.identifier.isbn	9780367207038
dc.identifier.uri	http://hdl.handle.net/10453/150185
dc.description.abstract	This chapter informs the development of a transdisciplinary living lab. This approach to education aims to transcend disciplinary boundaries by utilizing the university campus as a living laboratory in which students engage with a complex problem, in this case the introduction of an alternative sanitation system on campus – a urine diversion system. Collaborative, industry-engaged and interdisciplinary and/or transdisciplinary models of education are well suited to preparing students for the needs of the world, and as such constitute an important complement to traditional models of university education that involve mastering a single discipline. Transdisciplinary approaches create a space for multiple, the co-existing viewpoints and utilize the discontinuities between views as a source for further inquiry and emergent understanding. The current model of tertiary education tends to focus on knowledge creation emerging from current disciplinary paradigms rather than the transformational learning.
dc.format.extent	15
dc.language	en
dc.publisher	Taylor and Francis
dc.relation.ispartof	Interdisciplinary and Transdisciplinary Failures: Lessons Learned from Cautionary Tales
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Transdisciplinary learning within tertiary institutions-A space to skin your knees
dc.type	Chapter
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/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Strength - ISF - Institute for Sustainable Futures
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2021-08-20T05:37:57Z
pubs.place-of-publication	UK
pubs.publication-status	Published
dc.location	UK

Abstract:

This chapter informs the development of a transdisciplinary living lab. This approach to education aims to transcend disciplinary boundaries by utilizing the university campus as a living laboratory in which students engage with a complex problem, in this case the introduction of an alternative sanitation system on campus – a urine diversion system. Collaborative, industry-engaged and interdisciplinary and/or transdisciplinary models of education are well suited to preparing students for the needs of the world, and as such constitute an important complement to traditional models of university education that involve mastering a single discipline. Transdisciplinary approaches create a space for multiple, the co-existing viewpoints and utilize the discontinuities between views as a source for further inquiry and emergent understanding. The current model of tertiary education tends to focus on knowledge creation emerging from current disciplinary paradigms rather than the transformational learning.

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http://hdl.handle.net/10453/150185