Science as a Social Self-organizing Extended Cognitive System. Coherence and Flexibility of Scientific Explanatory Patterns

Transdisciplinary embodied education in elementary school: a real integrative approach for the science, technology, engineering, arts, and mathematics teaching

“…To solve the two main challenges discussed above and to achieve a conceptual integration of understanding among academic disciplines covering the whole spectrum of phenomena (from elementary fields/ particles to sociology and art), including simple and complicated systems, there is a need for a "common conceptual currency" that can act as a glue for the integration. The Synthetic understanding through movement analogies (SUMA) learning framework (for the scientific basis of the framework, see Hristovski, 2013;Hristovski et al, 2014Hristovski et al, , 2019Hristovski et al, , 2020Almarcha et al, 2022) approached this problem by putting forward a set of interconnected general concepts and principles coming from DST/SP which can play the role of a 'common conceptual currency. 2 However, extracting and verifying the general DST/SP principles/concepts from the above science fields, in which myriads of them vastly differ in generality, is an extraordinarily challenging problem.…”

“…The empirical research with aim to extract and verify concepts of the broadest possible generality showed that 14 DST/SP concepts are explanatorily relevant for the whole set of academic disciplines ranging from physics of elementary fields/particles to sociology and art (Hristovski, 2013;Hristovski et al, 2019) (see footnote 2). These concepts and principles, such as stability and instability, gradients, mass-energy, information entropy, phase transitions, constraints, state variables, symmetry-symmetry rearrangement, etc., form the transdisciplinary embodied approach within the SUMA educational framework.…”