The calling of a creative transdisciplinarity

Giri, Ananta Kumar

doi:10.1016/s0016-3287(01)00038-6

Cited by 74 publications

(7 citation statements)

References 8 publications

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“…Teachers must constantly develop, assess, and transform a transdisciplinary curriculum into an inquirybased teaching plan before, during and after the process. Also, teachers must consider the themes of classes and their relation to each other rather than abstract forms of them when teaching a transdisciplinary inquiry-based instruction (Giri, 2002). These curriculums must be prepared in cooperation with teachers and different disciplines must work together to create the whole.…”

Section: Transdisciplinary Instruction and The Teacher's Rolementioning

confidence: 99%

Transdisciplinary Integrated Curriculum: An Analysis of Teacher Experiences through a Design Model within the Framework of IB-PYP

Gürkan

2021

Participatory Educational Research

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The purpose of the study is to examine the positive and negative experiences of teachers through a model in the process of designing a transdisciplinary integrated curriculum within the framework of IB-PYP. The design of the study included a holistic, multiple-case approach. The study was carried out with 50 teachers, among which 7 (14%) are male and 43 (86%) are female, in the IBEC teacher curriculum at a university in Turkey in the 2018-2019 spring and 2019-2020 fall academic terms. IBEC was given in Istanbul, Ankara, and Gaziantep cities in Turkey. The data were collected with researcher diary, focus group interviews and reflective writings, and analyzed through content analysis. In the study in which the transdisciplinary integrated curriculum was designed using a model, it was observed that the model brought systematic approach to teachers. The integrated curriculum design was realized through the cooperation of teachers from different branches, which proved to be efficient to cooperate with different disciplines. Emphasizing that they had difficulty in selecting practices for planning and evaluating the teaching process, the participant teachers also affirmed that specifically these stages developed them professionally. In designing the program, teachers also developed coping skills. It is understood that the brainstorming technique relieved teachers' challenges. It was found that teachers' experiences were of significance in effective design of the integrated programs. School-based program development, collaborative work, and the ability to meet the needs of different disciplines with a common mechanism were become evident over time.

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Section: Transdisciplinary Instruction and The Teacher's Rolementioning

confidence: 99%

Transdisciplinary Integrated Curriculum: An Analysis of Teacher Experiences through a Design Model within the Framework of IB-PYP

Gürkan

2021

Participatory Educational Research

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“…Stokols, et al (2003, p. S33) suggests these issues are 'consistent with earlier analyses of departmental ethnocentrism and tribalism. The cultivation of disciplinary open mindedness is therefore important (Davies, 2016;Evans, 2014;Giri, 2002;Stokols, et al, 2003).…”

Section: Emerging 'Camps' Within Physical Educationmentioning

confidence: 99%

From silos to crossing borders in physical education

O’Connor

Jess

2019

Sport, Education and Society

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From silos to crossing borders in physical education Physical education has become more than a superficial exposure to a range of motor skills and movement challenges through the emergence of a myriad of educationally-focused initiatives, models and theoretical approaches. Such proliferation of ideas has been positioned within the literature as both a strength and a weakness. While ideas can be strengthened through focused and inwardlooking practice, an increasing array of foundational ideas with disparate language, can make the territory of physical education increasingly more difficult to navigate across divided discourses leading to a potentially shallow base. This research articulates a deliberate process of border crossing that we undertook as a way to seek a convergence (where possible) between two related frameworks for understanding and progressing physical education. We acknowledge this exchange of ideas is something that happens frequently and informally between different educators and researchers. Yet we suggest that there is room for those willing to undertake a more deliberate transformational approach to border crossing with the potential to yield innovative outcomes through the integration of ideas from different fields.Opportunities can emerge for educational developments as a consequence of working at these borders/boundaries. To better understand deliberate approaches to border crossing, we draw largely upon ideas from transdisciplinary research, concept analysis, boundary crossing and threshold concepts to reflexively interrogate our own uncertain, at times messy and iterative approach of reconciliation from either side of the globe. The paper offers insights and guidance for others who wish to more formerly seek out synergies through a process of disciplinary border crossing.

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“…Supporters of IDRE contend that academic institutions hinder scientific advances and limit the contributions of science and technology to society by maintaining traditional single department approaches and organizations associated with disciplinary specializations (NAS, 2004). Any academic's paradigm is strongly influenced by the home discipline (Giri, 1998;Kumar Giri, 2002). The approaches to promoting interdisciplinary programs have varied.…”

Section: Intellectual Barriers To Idrementioning

confidence: 99%

A university without departments and colleges -A new structure to strengthen disciplinary and interdisciplinary education and research

Bililign

Schimmel

Roop

et al. 2015

Int J Innov Educ Res

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A 21st century workforce must be trained to solve not only major national and global challenges but to fit into the current complex work environment. The challenges cannot be solved by a single discipline and require interdisciplinary solutions only possible through the collaboration of physical, biological, and social scientists along with engineers. The 21st century student needs to be educated so they can combine disciplinary depth with the ability to reach out to other disciplines. Such training requires a cost-effective higher education structure that promotes and sustains interdisciplinary research and education (IDRE). The current structure has failed to achieve this. In response to this failure, some private universities like Dartmouth and Olin and public institutions like the University of California Merced (UC Merced) are experimenting with giving up traditional department silos and majors in favor of an interdisciplinary organization. These programs can serve as models for what is to be done in U.S. higher education and may also serve as models for emerging universities in the developing world.

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The calling of a creative transdisciplinarity

Cited by 74 publications

References 8 publications

Transdisciplinary Integrated Curriculum: An Analysis of Teacher Experiences through a Design Model within the Framework of IB-PYP

Transdisciplinary Integrated Curriculum: An Analysis of Teacher Experiences through a Design Model within the Framework of IB-PYP

From silos to crossing borders in physical education

A university without departments and colleges -A new structure to strengthen disciplinary and interdisciplinary education and research

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