Transdisciplinary Practice

El objetivo de este ensayo es plantear una ecología de saberes entre los principios de la complejidad y los paradigmas considerados como tradicionales. En primera instancia se ofrece una perspectiva de lo que se entiende por complejidad, seguida de un breve abordaje sobre el proceso de enseñanza, y por último se realiza una sistematización de conceptos entre los principios de la complejidad y el proceso de enseñanza. Como método de investigación se utilizó la hermenéutica. En conclusión, el documento integra un diálogo epistemológico que guía a repensar la Educación, específicamente el proceso de enseñanza, desde una perspectiva compleja y transdisciplinar.

In the article conceptual and methodological difficulties in realizing sustainable development issue and finding ways to solve it are analysed. The statement of need to create and apply new scientific approaches and new scientific tools is given to solve the problem of sustainable development. The practicability of using this approach as an approach and a necessary tool of transdisciplinary approach and trans-disciplinary models of spatial, informational and temporal order unit is justified.

Trans-Disciplinary Communications requires translating from disciplinary or inter-disciplinary semiotic systems to a common semiotic system, as is the case of Natural Language semiotic systems. This translation needs communicational skills that are acquired and required in written or oral Trans-Disciplinary Communications. Consequently, the practice of this kind of communication develops the intellect, which quintessence is to related internal and external worlds and words. Furthermore, it diversifies the intellect making it more adaptable. This is almost a necessary condition for 1) dealing with unexpected situations and changes, as well as for 2) facing real-life problems which usually are multidisciplinary ones; then they require multidisciplinary teams, whose members need to communicate among themselves and with the people affected by the problem and/or its solution. Both reasons, and especially the second requires intellects developed via external trans-disciplinary communication.

The South African people continuously engage in social actions characterised by intolerance, pointing to frustrations and disillusionment in a post-apartheid era. A need to find creative ways to engage diverse communities to work together to participate in their own development
and well-being was identified. This article is based on long-term transdisciplinary discourse and work. The aim is to explore how the disciplines of social work, theology and the arts could contribute together towards the development of communities where participation,
collaboration and cooperation as key principles of authentic community development are actively implemented. Within a transdisciplinary framework, the disciplines engaged in participatory research projects that resulted in findings that informed the development of a process where people at grassroots level become aware and more tolerant of each other, begin to work together and as such become involved in their own futures. It is concluded that by encouraging participation, collaboration and cooperation in social change processes, the South African people can be empowered towards working together and becoming involved in their own futures.

From restorative justice literature in general. two conceptions of restorative justice processing can be discerned. The one is a
modest conception based on individual (dispositional) theories of crime and the other is an expansive view which is closer to peacebuilding and has a further distinction. One distinction is based on situational theories of crime which hold that structural factors are responsible for crime. The other distinction is based on integrative theories of crime which hold that there is an interaction between individual and structural factors that produce crime and that structural factors should be taken into account during restorative justice processing.

This article explores the concept of transdisciplinarity as a cultural endeavor. It centers on the concept of transdisciplinary hermeneutics, as a form of contextualizing science in the framework of cultural ideas, subjective experiences of the researchers involved in the research process, and of imagination and the artful creation of possible new realities. The concept is rooted in the work of Basarab Nicolescu and the Paris based CIRET, the " Centre International de Recherches et Études Transdisciplinaires. " In this approach, reality is seen as complex and multilayered, and cannot be known only through the lens of modern science. Philosophy, art and subjective experience are essential and complementary ways of knowledge production that provide context to scientific knowledge, giving it meaning and perspective. To be able to engage in transdisciplinary hermeneutics, researchers need to complement cognitive knowing with embodied and enacted knowing. They as well need to combine the formal and science-based language of what is seen and measured, with the poetic, polyphonic and metaphorical language of what is unseen but sensed, felt and envisioned. The article finally sketches the importance of two competencies that transdisciplinary researchers need to acquire, the competencies of mindfulness and of transdisciplinary dialogue of knowledges.

Design, delivery and improvement processes in healthcare is of great challenge due to increasing pressures on healthcare systems alongside inherent complexities, resulting in limited benefits or unforeseen consequences. A recent Systems Approach framework has aimed at responding to the calls about implementing a more holistic approach. Though being an approach in its own right that can iteratively and systematically structure, guide, and/or facilitate design and improvement projects in healthcare, it can also augment existing approaches that have already place in healthcare designers' and improvement practitioners' agendas. Thus, the objective of this paper is to compare and contrast the questions, activities, and tools of the Systems Approach with processes of other major improvement approaches in healthcare to demonstrate their coverages, overlaps, and extended and new opportunities to pursue in the light of the Systems Approach.

Can academia be a place where engage our creativity and experience the joy of inquiry?
I reflect on my educational experiences as a starting point for an exploration of the way that education can be a joyful process if framed as an opportunity for what I call "creative inquiry." I outline some dimensions of an attitude of creative inquiry, focusing on Wonder, Passion, Hope, and Conviviality. I then explore a number of different metaphors for inquiry and the way they can frame our attitude and evoke different moods.

In a profession enmeshed with theoretical, intellectual, and emotional complexities, asking secondary subject specialist educators to teach outside a comfort zone of words, equations, practice and expertise, is risky. This research presents four case studies examining how teachers took such risks in the context of STEAM education, with a view to reinvigorating and effecting transdisciplinary pedagogy integrating Science, Technology, Engineering, the Arts, and Mathematics. Weaving a complex web of interpretation based on a dual framework of phenomenography and social constructivism, the research investigates two questions: (1) How can STEAM education activities be co-designed and delivered to encourage teachers to explore other ways of viewing themselves?; and (2) How does experiencing activity emotions in STEAM projects enhance or detract from the teachers’ personal identity development? Results from mixed methods data collection, including experience sampling, demonstrated the key influence of dialectical emotions experienced during STEAM learning. Such emotions encouraged shifts in teachers’ self-perception and identity as STEAM challenges were accepted, enacted and overcome. Analysing narratives of divergence from familiar and widely expected pedagogical practices, resulted in affordances of new capabilities for teachers’ sense of knowing, being and becoming, thus indicating the transformative potential in enacting a treasury of unique STEAM learning ideas.

Transdisciplinarity is an important new development in the social sciences. While a lot is being written on its roots and theoretical dimensions there is considerably less on how to actually engage in transdisciplinary inquiry. In this short article I present 5 dimensions of applied transdisciplinarity.

INTRODUCCIÓN El proyecto Abordaje Participativo de Problemas Ambientales en Malvín Norte, tuvo como meta principal contribuir a la búsqueda de soluciones y compromisos para proyectar medidas a corto, mediano y largo plazo en torno a la problemática de los residuos sólidos, así como planes de educación ambiental relacionados. Fue desarrollado por un equipo interdisciplinario integrado por docentes e investigadores de las Facultades de Ciencias, Ciencias Sociales y Química (Universidad de la República) así como por educadores sociales del Centro 6 de Educación para Jóvenes y Adultos (ANEP-CODICEN). El proyecto contó con la financiación de la Comisión Sectorial de Extensión y Actividades en el Medio de la Universidad de la República 1. El eje de la propuesta giró en torno a la aplicación de una metodología de análisis de problemas, y planificación de escenarios, llamada Análisis Causal Estratificado. Aplicando esta metodología nos propusimos analizar de forma colectiva los diferentes niveles causales de la problemática de los residuos urbanos en Malvín Norte, y, en general en Montevideo. Análisis Causal Estratificado o en Capas (CLA) Básicamente se basa en conducir un análisis vertical de cuatro capas causales para la comprensión de un problema, y un análisis horizontal de cada capa en búsqueda de posibles soluciones y de actores que podrían/deberían involucrarse en ellas. Cada capa se relaciona, específicamente, con los siguientes niveles: a) El nivel de Letanía puede considerarse el nivel más superficial en el que se registran y comentan los problemas en sí (los problemas manifestados en el territorio y/o en el ámbito laboral, educativo, familiar, público). Se trata del nivel más visible (o perceptible en general) de los problemas. Este primer nivel considera las manifestaciones cotidianas, políticas y/o mediáticas del problema. Es el nivel que generalmente manejan los medios de comunicación (típicamente los titulares de prensa), y refleja las percepciones públicas que suelen generarse tras la experiencia directa con el problema, o mediante la información que transmiten los medios. La búsqueda de soluciones, en este nivel, se traduce generalmente en soluciones a corto plazo. b) Las Causas Sistémicas (o técnicas). En este nivel se intenta dar explicaciones de los problemas. Se recaba la experiencia y conocimiento de los diversos sectores implicados 1 El equipo fue coordinado por Analía Álvarez, Patricia Iribarne y Marila Lázaro (responsable). Integrantes:

Die Lausitz hat einen Strukturbruch hinter und einen Strukturwandel vor sich. Der wirtschaftliche Umbau nach der deutschen Vereinigung hat nicht viel von der Industrie, die vor allem auf Braunkohle setzte, übrig gelassen. Tausende Menschen wanderten ab. Mit dem Kohleausstieg bis 2038 stehen erneut fundamentale Veränderungen bevor. Wie unterscheidet sich der aktuelle Strukturwandel von den Brüchen der Nachwendejahre? Wer sind die Menschen in der Lausitz? Warum bleiben viele skeptisch, wenn Milliardenhilfen ins Gesetz geschrieben werden? Was hoffen die Lausitzer*innen, was unternehmen sie? Die Erfahrungen sind vielfältiger und positiver als Arbeitsplatzverlust, Abwanderung und ländliche Peripherie.
Das Buch versammelt 15 Gesichter und Geschichten, die für die Vielschichtigkeit des Landstrichs in Brandenburg und Sachsen stehen. Es stellt der Erzählung über die Lausitz eine Vielfalt von Perspektiven aus der Lausitz gegenüber. Nachdenkliche Töne klingen ebenso an wie hoffnungsvolle.

In this paper, I will examine the need for a transdisciplinary model of doctoral design education as a part of an overall cross-disciplinary design education. In doing so, I will narrow down cross-disciplinary design education and research as an amalgamation of multidisciplinary, interdisciplinary and transdisciplinary research models. In addition to this, I will address some of the challenges and the opportunities associated with cross-disciplinary research, while highlighting the prospects of bridging the cross-disciplinary research gap.

This chapter considers the intellectual benefits and challenges of transdisciplinarity for educational linguistics. Building on earlier work about the nature of educational linguistics, Halliday's notion of theme in transdisciplines is expanded upon. The concept of theme is presented as foundational for the problem-oriented nature of educational linguistics. The application of a thematic orientation is then set forth as a way in which to approach the topics encompassed by the field. Finally, practical implications for doing thematic research, along with key benefits and potential pitfalls, are examined.

This document is the ABSTRACTS PROCEEDINGS Of the special track
RESEARCH, EDUCATION, and TRAN-DISCIPLINARY COMMUNICATION: RETDC 2022, which virtual presentations were held  in the context of The 13th International Multi-Conference on Complexity, Informatics
and Cybernetics: IMCIC 2022©, March 8 - 11, 2022
Editors: Dr. Nagib Callaos, International Institute of Informatics and Systemic (IIIS), USA and Dr. Jeremy Horne, President-emeritus of the Southwest Area Division, American Association for the Advancement of Science (AAAS), USA

Systems and complexity theories are transversal approaches that provide a new way of thinking as a response to the traditional reductionist approach that emerged with modernity. Complexity and transdisciplinarity are particularly relevant in an increasingly diverse, networked, uncertain, and fast-changing world. Examples are drawn from personal experience in academia, cross-cultural experiences, and the arts.

Aim/Purpose: The year 2020 marks the 50th anniversary of the first official definition of the term “transdisciplinarity.” This paper focuses on a critical analysis of the development of modern transdisciplinarity since its inception.
Background: The article presents two main directions for the development of transdisciplinarity. It also shows its identification features, strengths, and weaknesses, as well as the significant role transdisciplinarity plays in science and education.
Methodology: The methodology employed in this article is a content analysis of resolutions of international forums as well as articles on transdisciplinarity published from 1970 to 2019.
Contribution: For one reason or the other, several of these authors did not quote the opinions of the original authors of transdisciplinarity. The subsequent use of those articles by other authors thus posed some ambiguities about the place and role of transdisciplinarity in science and education. The advent of e-data-bases has made it possible to access the original forum articles. This further made it possible to refine the original content of the term “transdisciplinarity” and to trace its development without mixing it with vague opinions. Based on these findings, the perception of transdisciplinarity as a marginal trend in science and education could be eliminated.
Findings: This paper shows how modern transdisciplinarity is developing into two main directions: transdisciplinarity in science as well as transdisciplinarity in education. These orientations have individual goals and objectives. The transdisciplinarity of scientific research helps to complete the transformation of the potential for interdisciplinary interaction and the integration of disciplines. Whereas, in education, transdisciplinarity (meta-discipline) is about developing an international standard for transdisciplinary education and also describing the content of transdisciplinary competence for students of diverse disciplines at all levels of higher education (bachelor’s, master’s and postgraduate studies).
Recommendations for Practitioners: If it takes one woman nine months to produce a child; putting nine women together will not produce a child in one month. Therefore, the effectiveness of solving a multifactorial problem will not depend on the number of specialists of many scientific disciplines. It will depend on a systems transdisciplinary methodology that is capable of unifying and consolidating disciplinary knowledge on a case-by-case basis.
Recommendations for Researchers: Transdisciplinary research involves the interaction of people with disciplinary knowledge plus a degree of scientific outlook. Since disciplinary knowledge domains remain in their disciplinary boxes, it is, therefore, advisable to generalize disciplinary knowledge rather than force them to interact. This is the basis for proposing the systems transdisciplinary approach—which provides a methodology for unifying and generalizing disciplinary knowledge.
Impact on Society: From a historical perspective, society has always created conditions for the consistent development of people’s outlook. In this process, a special role is played by the process of formation and development of scientific outlook. The development of a scientific outlook is directly linked to the reforms of higher education. These reforms focus on the relationship between disciplinary, interdisciplinary, and transdisciplinary knowledge within the university structure. Thus, the information, organizational, and material support of the society for the transition of universities to the transdisciplinary training of disciplinary specialists will help to form the level of scientific outlook. Through this, it will be possible to solve multifactorial problems of modern society.
Future Research: As the research shows, the organizers of modern international forums do not take into account the division of transdisciplinarity development trends. To increase the effectiveness and significance of such forums, it is necessary to return to the practice of organizing special international forums on the transdisciplinarity of science and that of education.

It is becoming increasingly apparent that creativity and imagination are key to envisioning alternatives to the problems of postnormal times. At the same time, educational institutions all over the globe are still mired in assumptions from the machine/industrial age, preparing students for reproduction and conformity rather than creativity. This article outlines the philosophical foundations of an educational approach in which creativity is central to scholarship, where learners move from being consumers to creators and from bystanders to participants in the postnormal dance of knowledge.

This essay proposes an alternative approach to the literature review, presenting it as a creative process of construction and self-reflection within an ecology of ideas. The transdisciplinary literature review is an opportunity to situate the inquirer in an ecology of ideas, to participate in the discourse, and to become aware of how s/he constructs her or his understanding of this ecology. This article explores how we might approach this process from a perspective of complexity, and addresses some of the key challenges and opportunities. Four main dimensions are considered: (a) inquiry-based rather than discipline-based; (b) integrating rather than eliminating the inquirer from the inquiry; (c) meta-paradigmatic rather than intra-paradigmatic; and (d) applying systems and complex thought rather than reductive/disjunctive thinking.

This report presents emerging findings from a literature review being undertaken as part of the SHAPE-ID Horizon 2020 project (https://www.shapeid.eu), which addresses the challenge of improving interdisciplinary research (IDR) and transdisciplinary research (TDR) between Arts, Humanities and Social Sciences (AHSS) disciplines and other scientific disciplines. The report describes efforts to build a robust sample of literature, aligning qualitative and quantitative methodologies and beginning to map understandings and factors for success and failure in the literature.

New cohorts being recruited now for January 2021 and May 2021 starts for a unique distance Ed.D. through Antioch University. I'm associated, helped to design and taught the first Social Philosophy and History of Ed class in May 2020. Any questions or interest, please let me or Dr. Michael Raffanti know!

Gregory Bateson was a thinker beyond disciplines, contributing not only to specific disciplines ranging from Communication to Family Therapy to Ecology, but also helping us to think about the nature of inquiry, thought and disciplinary organization. In this paper I argue Bateson was a transdisciplinary thinker, and illustrate how his work can lead us to a new approach to inquiry. I conclude by outlining the 5 central features of transdisciplinarity: inquiry-driven rather than exclusively discipline-driven; meta-paradigmatic rather than intra-paradigmatic; informed by thinking that is complex, creative, contextualizing, and connective; inquiry as a process of creative combining rigor and imagination.

In its Part A, the Bio-Info-Digital Universe (toy-)Model (BIDUM) offers a couple of potential valid updates for the Standard model (SM) of particle physics:
(1) The [(2+1)+1] Included Middle Principle and Logic ([(2+1)+1]IMP and [(2+1)+1]IML) alias “Tetrahedral”-IML (TIML)
(2) The [(N+1)+1]IML alias The Generalized IML (GIML)
(3) The GIML Sufficiency Conjecture (GIML-SC)
(4) The MetaLogics Tetrahedral Principle (hypothesis and prediction) (MLTP) based on GIML/TIML
(5) The SoftWare Tetrahedral Principle (hypothesis and prediction) (SWTP) based on MLTP
(6) The Physical_Information(PI)-Software Equivalence Principle (hypothesis) (PISEP) based on MLTP and SWTP
(7) The Physical_Observer (PO)-Software Equivalence Principle (hypothesis) based on a specific definition of software-on-software observing
(8) The Mind-Software Equivalence Principle (hypothesis) (MSEP)
(9) The Mature-TOE Definition (hypothesis and prediction) (MTOED)
#DONATIONS. Anyone can donate for dr. Dragoi’s independent research and original music at: https://www.paypal.com/donate/?hosted_button_id=AQYGGDVDR7KH2

After Hurricane Maria, Puerto Rico experienced the second-largest blackout in modern history, with parts of the island left without power for up to 18 months. Because the problems of Maria are multifold, this case study and review presents the historical, political, social, economic and cultural context of Puerto Rico, including a review of post-Maria solar interventions, along with two novel unconventional hybrid approaches to solving the problems of Maria: (i) Solar de Autogestión, a solar-energy racking that permits panel removal and storage in advance of a storm's arrival and reinstallation after the storm passes-a system that was developed through (ii) collaboratory-action parachuting, a novel community-interaction method developed as an oral history-based applied-scholarship hybrid of conventional parachuting research and community-based participatory research. This paper finds that addressing the problems of Maria involves understanding the holistic context of a place and its people; working in partnership with communities to form collaborations; and providing disaster response, addressing climate change, and expressing allyship and solidarity with communities through hurricane-resilient solar energy to help create energy citizenship and an energy community. Befitting its unconventional methodologies, this transdisciplinary paper-which by its nature may not fit neatly into any single discipline-also takes an unabridged, critical and hybrid descriptive-normative approach to subject matter and style, coupling academic sourcing and discourse with quotes, narrative details and fluid writing in order to be accessible to academics, policymakers and practitioners alike.

What is feminist transdisciplinary research? Why is it important? How do we do it? Through nineteen contributions from leading international feminist scholars, this book provides new insights into activating transdisciplinary feminist theories, methods and practices in original, creative and exciting ways – ways that make a difference both to what research is and does, and to what counts as knowledge. The contributors draw on their own original research and engage an impressive array of contemporary theorizing – including new materialism, decolonialism, critical disability studies, historical analyses, Black, Indigenous and Latina Feminisms, queer feminisms, Womanist Methodologies, trans studies, arts-based research, philosophy, spirituality, science studies and sports studies – to trouble traditional conceptions of research, method and praxis. The authors show how working beyond disciplinary boundaries, and integrating insights from different disciplines to produce new knowledge, can prompt important new transdisciplinarity thinking and activism in relation to ongoing feminist concerns about knowledge, power and gender. In doing so, the book attends to the multiple lineages of feminist theory and practice and seeks to bring these historical differences and intersections into play with current changes, challenges and opportunities in feminism. The book’s practically-grounded examples and wide-ranging theoretical orbit are likely to make it an invaluable resource for established scholars and emerging researchers in the social sciences, arts, humanities, education, and beyond.

A poster exhibition of artists’ works and a film program was realized from June 8 to June 13, 2014 at the 20th World Congress of Soil Science, (20WCSS) in Jeju, Korea as an empirical exercise in transdisciplinary integration. By integrating the arts into one of the largest and most prominent scientific conferences on soils, the aim was to bring different areas of exper- tise together to inspire new opportunities for sci-art collaboration, and to expand the hori- zons of soil protection and communication. The scientific poster session served as a site of communication that was logistically, conceptually, and visually well situated for the integra- tion of a broad range of artworks with and about soil, while a makeshift cinema served to deepen aesthetic and emotional experience in an immersive, atypical conference gathering space.

Aim/Purpose: The Covid-19 pandemic has created many adverse effects. It overloads the healthcare system, causes deaths, and angers some at anti-covid restrictions. This study examines the feasibility of using technical and technological ideas to overcome these effects. The solution is based on new knowledge about the virus, its nature, formation, and activation in the environment.
Background: The rapid spread of a new coronavirus infection is taking place against the background of a lack of time required to create new treatment scenarios for the disease, development, production, and vaccine safety research. In such a situation, it became necessary to gain this time for organizing and conducting events that could reduce the burden on the healthcare system.
Methodology: The science that studies the morphology, physiology, genetics, ecology, and evolution of viruses is virology. The modern development of virology is moving towards a more accurate and comprehensive description of the mechanisms of interaction of viruses with the host organism. This contributed to the emergence of genomics, transcriptomics, proteomics, and immunomics. However, in virology, there is no particular discipline that sets itself three fundamental goals: to substantiate a single concept of the emergence of viruses; to study the natural mechanisms of formation of virus molecules in the environment; to describe the natural mechanisms of activation of certain viruses in the environment that cause viral pandemics. As a result, there are many articles among the published scientific articles on viruses dealing with the mechanisms of interaction of viruses with the host organism. However, there are no articles on the natural mechanisms of formation and activation of certain viruses in the environment. In the absence of such specialized articles, we were forced to use the method of systems transdisciplinary generalization of disciplinary knowledge to achieve our article’s purpose. Generalization created new knowledge about the nature of viruses, about the mechanisms of their formation and activation in the environment and cells of biological organisms. It is logical to assume that to synchronize the state of biological objects of all functional ensembles on the planet, it is necessary to create and activate appropriate “technological tools.” We have suggested and proved that RNA viruses play the role of such tools. Piezoelectricity activates viruses. It occurs during the compression and stretching of sedimentary rocks and bases of continental plates in different territories.
Contribution: The systems transdisciplinary generalization of the knowledge of scientific disciplines made it possible to edit the concept of viruses, to eliminate stereotypes that arose due to the use of unsuccessful analogies. As a result of this generalization, it was possible to prove that viruses are not intracellular parasites. The virus is a “technological tool” of the planetary organizing component. This “tool” aims to correct the genetic programs of organisms of all functional ensembles (plants, animals, people), which will maintain the state of organisms and the parameters of their metabolism in changing environmental conditions.
Findings: The viruses that triggered pandemics in the 20th century and early 21st century are RNA viruses. RNA molecules play the role of “technological tools” that the planetary organizing component uses to carry out short-term and long-term adjustments and constant support of the genetic programs of biological organisms. Therefore, in such a situation, it is advisable to talk not about the fight against the virus but only about eliminating the negative manifestations of the Covid-19 pandemic: reducing the number of people in need of emergency hospitalization, eliminating cases of the acute course of the disease and deaths. It is proposed to use certain technical and technological ideas and solutions to eliminate these negative manifestations.
Recommendations for Practitioners: Some scientists claim that the SARS-CoV-2 coronavirus will be active for a long time. In such circumstances, it is essential to ensure the safety of medical workers who work in covid hospitals, and every day they risk getting sick and dying. Therefore, the proposed technical and technological ideas and solutions can be used, among other things, to solve this problem.
Recommendations for Researchers: This paper recommends that researchers use new interdisciplinary and transdisciplinary approaches. They challenge assumptions and conclusions about the nature of viruses, and the mechanisms of their formation and activation in the environment can initiate. Such new research might describe the mechanisms that form and activate viruses in the environment and the body’s cells. They also might provide practical use of this knowledge to eliminate the multiple speculations and fears that arise against the background of reports of the likely appearance of more deadly viruses and viral infections.
Impact on Society: Viral pandemics negatively affect society’s quality of life: economic ties and the established way of life are disrupted. The proposed technical and technological solutions will significantly reduce this influence and eliminate society’s discontent by those annoyed with the periodically introduced anti-covid restrictions.
Future Research: The results of a systems transdisciplinary generalization of disciplinary knowledge about the nature and purpose of viruses are essential for expanding the horizon of the scientific worldview. Future fundamental research on the mechanisms of objective organizing constituents, a general description given in this article, will contribute to a deeper understanding of chemical and biological evolution mechanisms in which modern humanity is involved. In due time, such an understanding will allow a new look at the existing scenarios of the world socio-economic order, explore and describe new principles of sustainable development of society.

Although the value of cross-disciplinary teams is widely accepted, relatively little attention has been given to the work that precedes addressing a team's objective or stated problem, that is, the work required to negotiate their various disciplinary perspectives. This article considers how the notion of liminality, a cultural and social state of " betweenness, " might be used to conceptualize transitory stages in the development of pluridisciplinary groups and teams that are comprised of individuals from many diverse disciplines. It suggests how anthropologists can play a role in guiding and facilitating this particular domain of invisible work.

The author's artistic practice as a composer and performer is transdisciplinary. The body as a vector associated with electroacoustic sound, gesture, video, physical space, and technological space, constitute the six founding elements. They give rise to works between music and dance, between musical theater and multimedia works leading to a new hybrid performative practice. These works are realized using a motion capture system by computer vision, SICMAP (Système Interactif de Captation du Mouvement en Art Performatif – Interactive Motion Capture System For The Performative Arts). This system allows the body to be free of any sensors and electronic component while performing in the scenic space. This performative hybrid practice is supported by the three pillars of transdisciplinary research methodology: the levels of Reality and perception, the logic of the included middle and the complexity These transdisciplinary concepts propose a new approach where the auditory, visual, and
proprioceptive body is at the center of a sensorial universe.

In the next decade, according the Intergovernmental Panel on Climate Change, we are going to see increasing climatic events with compounding and unprecedented economic, social, and political impacts which will affect livelihoods and ways of life. To borrow Margaret Atwood’s declaration, we are no longer talking about climate change, we are facing “everything change” (Science & the Imagination), including how we practice as artists in various institutional contexts at home and abroad. It is plausible that in our lifetime we will see our venues, galleries, studios, audiences, and other platforms where we create, tour, and present affected. Therefore, we are in a critical time as practitioners to reconsider our capacities and voices, how we untether from our ways of conventionally working within and across institutional structures, and, how we can adapt to the challenges ahead. This autobiographical essay reflects on my own pluralities of experiences for leaving Canada and rationale for staying abroad; and, how through my practice a decade later, I am considering what returning might mean. My approach is to situate this reflection within a provocation that is speculative around being a practitioner in the future and how working across borders, disciplines, and orientations can prepare oneself to be adaptive and responsive in the turbulent times ahead.

Sobre Marisa Busker (performer), la Danza Escondida (1998-2002) demostración de trabajo-conferencia práctica (conformación- deconstrucción del cuerpo de performer), el Laboratorio del Performer y el Templo del Valle de la Montaña. Todo un primer período de trabajo de investigación.

Research design resonates with Denzin & Lincoln argument that ‘[t]here is a pressing need to show how the practise of qualitative research can help change the world in a positive way.’  They suggests that ‘[i]t is necessary to continue to engage the pedagogical, theoretical, and practical promise of qualitative research as a form of radical democratic practice’ (2011:x).

This paper will argue that contemporary artists have redefined the boundaries of their disciplines in seeking new channels for expression in electronic environments available to them since the introduction of the Internet, continuing a tradition of alchemic activities  designed to resist normalizing forces (heirarchies and hegemonies) perceived to be at work in networked society through the appropriation, disruption or deconstruction of their architecture.
The tools at the service of the artists are the building blocks and languages of the very constructs themselves, so while the artist labours over the code his role, practically speaking, is arguably no different from a software professional or computer scientist, however it is the perspective and ephemeral concern of the artist that sets his activity apart. The interdisciplinarity of the artist’s practice remains fleeting – time and (Internet) space specific.
Beyond those who deliberately infiltrate the network, artists who exploit networked services (www, social media) in their artistic production as medium or channels of distribution are extending their practice into other dimensions, transposing, translating or extending their relative disciplines. Beyond whether this demands a redefinition of the disciplines themselves or requires attributing to these artists the label of interdisciplinary, this paper will demonsrate that the works being produced in post Internet environments and the practices established by netartists are outpacing our taxonomies.
This paper will present the work of an array of artists who’s work from in and around the Internet can serve as case studies for contemporary interdisciplinary methodologies as they work in in those ephemeral, fleeting, liminal spaces, occasionally re-wiring the circuitry that surrounds and contains us.

ABSTRACTS PROCEEDINGS Of the special track RESEARCH, EDUCATION, and TRAN-DISCIPLINARY COMMUNICATION: RETDC 2022

Their virtual presentations were held in the context of The 13th International Multi-Conference on Complexity, Informatics
and Cybernetics: IMCIC 2022©, March 8 - 11, 2022



Editors: Dr. Nagib Callaos. International Institute of Informatics and Systemic (IIIS), USA and Dr. Jeremy Horne. President-emeritus of the Southwest Area Division, American Association for the Advancement of Science (AAAS), USA

The main objective of this study is to better understand the challenges of transdisciplinary knowledge production processes and its institutionalisation at universities. Transdisciplinary research is considered a collaborative and integrative praxis grounded in different ways of knowing, acting and being. However, transdisciplinary research practices differ significantly in the relations between institutions and actors. These differences have an impact on how transdisciplinarity is institutionalised. There is a need to incorporate them into a larger framework of ongoing transformations of scientific timescales and spaces at universities. We present the results of a case study developed at Babes-Bolyai University (Romania). We discuss it against the background of three models of transdisciplinary knowledge production and two approaches of transdisciplinary problem-solving research. We apply a qualitative methodology of micro level analysis that explores research practices and their embeddedness in the institutional environment. We analyse conditions that enable transdisciplinary knowledge production and show how transdisciplinary institutionalisation can be better understood using the proposed framework applied to the case study. It could be shown that taking into consideration the differences in the models of transdisciplinary knowledge production proved to be useful to gain a deeper understanding of processes of institutionalising transdisciplinarity at universities.

https://vimeo.com/synthesiscenter/b21podcast
Podcast: Interview with Sha Xin Wei about Synthesis @ ASU and fusion research + creation. Recorded 8 November 2019, at Building21 / McGill University, Montreal Quebec Canada. With Ollivier Dyens, Damian Arteca, Rebecca Brousseau.

The D-Scope® is an audiovisual apparatus which creates a system of apparent motion using concrete physical objects lit sequentially. It is, in short, a new medium for creating screen-less animation. According to dictionary definitions, cinematic ontology requires an 'image system' which we take to mean a recording lens for creating an image and a screen for reshowing that image. The D-Scope does not deal in images. It deals with real and concrete objects and their position in space/time. The way we see these objects, and perceive them in apparent motion is fundamental to the D-Scope, because animation occurs without an intervening lens or a framing screen. As a new medium, the D-Scope offers a unique visualization of human perception of the 'seen' real object and for the 'unseen' liminal time and space in which that object is perceived.

My Foreword to Victoria Martin's excellent new book Transdisciplinarity for Librarians. You really don't have to be a librarian to read it, though--there's lots of great material in there for researchers and for people interested in a good overview of Transdisciplinarity,