Epistemic dependence in interdisciplinary groups

Andersen, Hanne; Wagenknecht, Susann

doi:10.1007/s11229-012-0172-1

Cited by 77 publications

(60 citation statements)

References 39 publications

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“…18, is endorsed by a wide range of scholars, e.g. Andersen and Wagenknecht, 2013;Holbrook, 2013;Klein, 2010). In interdisciplinary research the result is the common result of a group achieved by dealing with different persons having different disciplinary expertise and by integrating these.…”

Section: Special Quality To Be Achieved In Inter-and Transdisciplinarmentioning

confidence: 99%

Enabling university educators to equip students with inter- and transdisciplinary competencies

Giulio

Defila

2017

IJSHE

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PurposeInter-and transdisciplinarity are core concepts in almost all ESD competence frameworks and curricula. To equip students with inter-and transdisciplinary competencies is highly demanding for educators. Educators must not only know how to teach students such competencies, but need to be experienced in inter-and transdisciplinary research and must have some technical knowledge about inter-and transdisciplinarity. The paper shows how university educators can be supported in their teaching. Design/methodology/approachThe paper is a case study based on research and on experiences in interdisciplinary teaching and in supporting educators in their interdisciplinary teaching. FindingsThe paper presents a competence framework of interdisciplinary competencies to guide university teachers that has been developed, implemented and refined in interdisciplinary study programmes belonging to the field of ESD. It shows how the professional development of educators could be addressed referring to the experiences in these programmes. The measures presented consist for one thing of interdisciplinary processes among the educators and of measures directly supporting educators in their teaching for another thing. Originality/valueThe case study the paper refers to is of special value first, because the experiences are based on long-standing research and on two decades of experiences. Second, because considerable efforts were made to deliver coherent and consistent interdisciplinary teaching in which interdisciplinarity was not only a teaching subject for the students but showed by the educators as well so that the educators involved did not only talk about competencies for inter-and transdisciplinary collaborations but also set an example in their own doings. KeywordsInterdisciplinarity, transdisciplinarity, interdisciplinary teaching, teaching interdisciplinarity, teaching transdisciplinarity, interdisciplinary competencies Di Giulio, Defila -International Journal of Sustainability in Higher Education, Vol. 18, Nr. 5 -1Enabling university educators to equip students with inter-and transdisciplinary competencies Abstract Purpose

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Section: Special Quality To Be Achieved In Inter-and Transdisciplinarmentioning

confidence: 99%

Enabling university educators to equip students with inter- and transdisciplinary competencies

Giulio

Defila

2017

IJSHE

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“…Scientists are open to such collaborative efforts (Illes et al, 2010; American Association for the Advancement of Science and Center for Public Engagement with Science and Technology, 2015;Irion, 2015). One model of this sort of interdisciplinary collaboration might be "negotiation among experts" (Rossini and Porter, 1979;Andersen and Wagenknecht, 2013) or Thagard's (1997Thagard's ( , 2006) "peer-different" collaborations. In these models, expertise remains divided among group members and the results of subtasks are integrated across boundaries by negotiation.…”

Section: "Consensus Conferences" For Guiding Science Newsmentioning

confidence: 99%

“…In these models, expertise remains divided among group members and the results of subtasks are integrated across boundaries by negotiation. Notably, this process requires "interactional expertise": enough expertise regarding basic categories and concepts to communicate across disciplines, but not the "contributory expertise" that requires the knowledge and skills to perform experiments or develop theory (Petrie, 1976;Collins, 2007;Ribeiro, 2007;Andersen and Wagenknecht, 2013;Collins and Evans, 2015).…”

Section: "Consensus Conferences" For Guiding Science Newsmentioning

confidence: 99%

(When) Is Science Reporting Ethical? The Case for Recognizing Shared Epistemic Responsibility in Science Journalism

Figdor

2017

Front. Commun.

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Internal mechanisms that uphold the reliability of published scientific results have failed across many sciences, including some that are major sources of science news. Traditional methods for reporting science in the mass media do not effectively compensate for this unreliability. I argue for a new conceptual framework in which science journalists and scientists form a complex knowledge community, with science news as the interdisciplinary product. This approach motivates forms of collaboration and training that can improve the epistemic reliability of science news.

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“…The reliance on testimony within teams that collaborate to acquire some shared epistemic goal, such as multidisciplinary clinical teams making diagnosis or treatment decisions or interdisciplinary scientific collaborations, means that individual team members are epistemically dependent on each other (Andersen and Wagenknecht 2013;Hardwig 1985). Epistemic dependence, in turn, brings trust into play, since every member has gaps in their knowledge and abilities that require precisely the leaps of faith that are characteristic of trust (Lagerspetz 2015;Mollering 2001).…”

Section: Introductionmentioning

confidence: 99%

Implicit trust in clinical decision-making by multidisciplinary teams

Baalen

Carusi

2017

Synthese

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In clinical practice, decision-making is not performed by individual knowers but by an assemblage of people and instruments in which no one member has full access to every piece of evidence. This is due to decision making teams consisting of members with different kinds of expertise, as well as to organisational and time constraints. This raises important questions for the epistemology of medicine, which is inherently social in this kind of setting, and implies epistemic dependence on others. Trust in these contexts is a highly complex social practice, involving different forms of relationships between trust and reasons for trust: based on reasons, and not based on reasons; based on reasons that are easily accessible to reflection and others that are not. In this paper, we focus on what it means to have reasons to trust colleagues in an established clinical team, collectively supporting or carrying out every day clinical decision-making. We show two important points about these reasons, firstly, they are not sought or given in advance of a situation of epistemic dependence, but are established within these situations; secondly they are implicit in the sense of being contained or nested within other actions that are not directly about trusting another person. The processes of establishing these reasons are directly about accomplishing a task, and indirectly about trusting someone else's expertise or competence. These processes establish a space of reasons within which what it means to have reasons for trust, or not, gains a meaning and traction in these team-work settings. Based on a qualitative study of decision-making in image assisted diagnosis and treatment of a 123Synthese complex disease called pulmonary hypertension (PH), we show how an intersubjective framework, or 'space of reasons' is established through team members forging together a common way of identifying and dealing with evidence. In dealing with images as a central diagnostic tool, this also involves a common way of looking at the images, a common mode or style of perception. These frameworks are developed through many iterations of adjusting and calibrating interpretations in relation to those of others, establishing what counts as evidence, and ranking different kinds of evidence. Implicit trust is at work throughout this process. Trusting the expertise of others in clinical decision-making teams occurs while the members of the team are busy on other tasks, most importantly, building up a framework of common modes of seeing, and common ways of identifying and assessing evidence emerge. It is only in this way that trusting or mistrusting becomes meaningful in these contexts, and that a framework for epistemic dependence is established.

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Epistemic dependence in interdisciplinary groups

Cited by 77 publications

References 39 publications

Enabling university educators to equip students with inter- and transdisciplinary competencies

Enabling university educators to equip students with inter- and transdisciplinary competencies

(When) Is Science Reporting Ethical? The Case for Recognizing Shared Epistemic Responsibility in Science Journalism

Implicit trust in clinical decision-making by multidisciplinary teams

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