Suchergebnisse

Former school drop-out person, reconverted in multidisciplinarity and directed towards transdisciplinarity, the researcher seizes the healthcare defined by Canguilhem as « exceeding the norm ». She invites young people to express it in their socio-professional integration process. It is all the more necessary that they come up against a « normative densification » (Thieberge, 2014), a source of marginalization and health inequality compromising the« living together". This situation leads to question Moscovici about the « transition from a majority era to a minority era ». In this sense, the life story of the trainees, victims of exclusion, opens the way to the novelty, to unusual. Inviting to venture into a « multiplelives » that reflects on the « care », resilience and the process of normalization, they prefer the relationships in everything in a Bachelardian spirit of relativity and inclusion conducive to the edification of a « healthy » democracy (Hirsch, 2016). ; Ancienne décrocheuse scolaire reconvertie dans la multidisciplinarité et tendue vers la transdisciplinarité, la chercheure s'empare de la santé définie par Canguilhem comme « dépassement de la norme ». Elle invite les jeunes à la manifester dans leur démarche d'insertion socioprofessionnelle. C'est d'autant nécessaire qu'ils se heurtent à une « densification normative » (Thieberge, 2014) source de marginalisation et d'inégalité sanitaire compromettant le « vivre ensemble ». Cette situation conduit à interroger Moscovici sur le « passage d'une époque majoritaire à une époque minoritaire ». En ce sens, le récit de vie des stagiaires, victimes d'exclusion, ouvre la voie de l'inédit, du rare. Conviant à s'aventurer dans une « multivie » qui rejaillit sur le care, la résilience et le processus de normalisation, ils privilégient les relations en toute chose dans un esprit bachelardien de relativité et d'inclusion propice à l'édification d'une démocratie « en santé » (Hirsch, 2016).

Former school drop-out person, reconverted in multidisciplinarity and directed towards transdisciplinarity, the researcher seizes the healthcare defined by Canguilhem as « exceeding the norm ». She invites young people to express it in their socio-professional integration process. It is all the more necessary that they come up against a « normative densification » (Thieberge, 2014), a source of marginalization and health inequality compromising the« living together". This situation leads to question Moscovici about the « transition from a majority era to a minority era ». In this sense, the life story of the trainees, victims of exclusion, opens the way to the novelty, to unusual. Inviting to venture into a « multiplelives » that reflects on the « care », resilience and the process of normalization, they prefer the relationships in everything in a Bachelardian spirit of relativity and inclusion conducive to the edification of a « healthy » democracy (Hirsch, 2016). ; Ancienne décrocheuse scolaire reconvertie dans la multidisciplinarité et tendue vers la transdisciplinarité, la chercheure s'empare de la santé définie par Canguilhem comme « dépassement de la norme ». Elle invite les jeunes à la manifester dans leur démarche d'insertion socioprofessionnelle. C'est d'autant nécessaire qu'ils se heurtent à une « densification normative » (Thieberge, 2014) source de marginalisation et d'inégalité sanitaire compromettant le « vivre ensemble ». Cette situation conduit à interroger Moscovici sur le « passage d'une époque majoritaire à une époque minoritaire ». En ce sens, le récit de vie des stagiaires, victimes d'exclusion, ouvre la voie de l'inédit, du rare. Conviant à s'aventurer dans une « multivie » qui rejaillit sur le care, la résilience et le processus de normalisation, ils privilégient les relations en toute chose dans un esprit bachelardien de relativité et d'inclusion propice à l'édification d'une démocratie « en santé » (Hirsch, 2016).

In this article we aim to develop the concept of socially robust knowledge, in the context of the relationship between the knowledge produced, validated in academic institutions or universities and the ones produced by quotidian practice and cultural paradigms in non academic spaces. That it, between "academic knowledge" and "street knowledge", amid the "alma mater" and "master life". Our principal reference framework will be the musical creation and its potential to produce connections or links with other social life areas, as well as its ability to embrace creative emotions and feelings which run through the academic sphere and disciplines, and places in the transdisciplinarity ground. Some specific examples of popular music culture are presented, where socially robust knowledge perspectives contribute to explain productive and politically pertinent reasoning. ; En este artículo nos proponemos desarrollar el concepto de conocimiento socialmente robusto, en el contexto de la relación entre los conocimientos que se producen y validan al interior de las instituciones universitarias y los que se producen a partir de prácticas cotidianas y paradigmas culturales que se ubican en espacios sociales no universitarios. Es decir, entre el "saber académico" y el "saber de la calle", entre el "alma mater" y la "maestra vida". Como referente principal utilizaremos la creación musical y su potencialidad como productora de conexiones con otros ámbitos de la vida social, así como su capacidad de interiorizar sensaciones y sentimientos creativos que traspasan los ámbitos del mundo académico y sus disciplinas ubicándonos en el terreno de la transdisciplinariedad. Se presentan algunos ejemplos específicos dimanantes de la cultura musical popular y en dónde; la perspectiva del conocimiento socialmente robusto coadyuva a explicaciones y razonamientos fértiles y políticamente pertinentes.

In many countries - during the past three decades - there has been increasing alignment of public administration with neoliberal modes of governance driven by processes of globalization and privatization. Key is New Public Management (NPM) as an instrument for applying private sector or market-based techniques to public services. The paper concerns the implications and impact of these developments as they relate to the university sector where we are seeing an influx of bibliometrics to assess performativity with measures that are frequently far from adequate. These changes are related to the broader context of a globalized privatization doctrine of science policy that has gained currency in many countries. The analysis presented here probes and discusses a nexus between NPM, bibliometric performance audits, and a new paradigm in science policy. As such the paper seeks to fill an important gap in science policy studies and the literature on New Public Management more generally. It summarizes various characteristics associated with NPM, and expl icates the connection with methods of research evaluation now being introduced in academic ins titutions . It also takes up varying responses evoked within academe by the use of bibliometrics and current methods of ranking of tertiary educational institutions. Apart from gaining a better understanding of significant changes in the higher educational and research landscapes or disciplines and the interplay of these with broader economic and political trends in society at large, the aim of the paper is also to stimulate discussion and debate on current priorities, perceptions and policies governing knowledge production.Keywords: New Public management; research policy; transdisciplinarity; postnormal science; Audit Society Agencification; Accountingization; peer review evaluationDisciplines:Public Management and Governance; Management Studies and Research Management. Science Policy; Science Studies; Political Science

This research goes in depth in theoretical and methodological view of Transdisciplinary Approach (TDA), like a contribution to consider inside the work for rural development. It is presented a monitoring of art state and conceptualization of ETD. After that ETD is linked with other approaches which could be bordering or supplementary such as Participatory Action Research (PAR) and Rural Territorial Development (RTD). It happens a critical analysis trough registered cases´ study of transdisciplinarity applied to rural world, identifying its strengths and weaknesses. The research´s aim is setting out pertinence and potentiality of ETD, like strategy of rural development which has influence in dynamic processes of adapting to new local and global challenges in order to reach a better standard of living for rural families and addressing ETD as a democratic and emancipated tool. ; Este estudio profundiza en la visión teórica y metodológica del Enfoque Transdisciplinario (ETD), como un aporte a considerar en el trabajo para el desarrollo rural. Se presenta un seguimiento del estado de arte y conceptualización del enfoque transdisciplinario, luego se vincula éste, con otros enfoques colindantes o complementarios, como la Investigación Acción Participativa (IAP) y el Desarrollo Rural Territorial (DRT). Se efectúa un análisis crítico, mediante el estudio de casos registrados de transdisciplinariedad aplicada al mundo rural, identificando sus ventajas y debilidades. El objetivo del estudio, es plantear la pertinencia y potencialidad del ETD, como estrategia de desarrollo rural, que influya en los procesos dinámicos de adaptación a los nuevos desafíos locales y globales, con el fin de alcanzar una mejor calidad de vida de las familias rurales. Perfilándose como una herramienta democrática y de emancipación.

In gesellschaftlichen Krisensituationen - wie etwa einem länger andauernden Stromausfall - wird selten an Menschen gedacht, die besondere Formen der Hilfe benötigen. Dies trifft zum Beispiel auf jene zu, die zu Hause von ihren Familien oder von Pflegediensten versorgt werden. Am Beispiel dieser Problemstellung erläutern die Beiträge des Bandes exemplarisch, welche Hilfeleistungen Pflegebedürftige und ihre Angehörigen benötigen und wie dies durch den Katastrophenschutz berücksichtigt werden kann. Eine theoretische Diskussion des Resilienzkonzepts sowie die Auseinandersetzung mit der kontextuellen Wissensgenerierung im Rahmen einer Modellregion bilden die Grundlage für die transdisziplinär angelegte Forschung.

The province of Quebec is seen as a center of "creativity" for video games and this concept is regularly used and valued. But the complexity of the socio-cultural phenomena leads us to question the meaning of this concept. What is creativity, who or what is creative? This paper uses a constructivist version the Four P's framework (product, process, people and press) to show the limits of the concept of creativity in the Quebec video game industry, specifically in Montreal. This model allows us to focus on different interrelated dimensions of creativity, from government economic policies to the creation process, including the products created and the people involved. At first glance, the results show a disturbing lack of creativity. But it is rather the lack of theorization and operationalization of the concept in the context of Quebec video games that is problematic. If the province wishes to maintain its status as a leader in this sector, a transdisciplinary research effort must be undertaken. ; En matière de jeu vidéo, la province de Québec est vue comme un pôle de «créativité». La complexité des phénomènes socioculturels nous pousse à nous interroger sur le sens de ce concept souvent invoqué et valorisé. Qu'entend-on par créativité, qui ou qu'est-ce qui est créatif ? Cet article s'appuie sur une version constructiviste du modèle des 4P's (product, process, people, press) pour exposer les limites de la créativité dans l'industrie québécoise du jeu vidéo, en particulier à Montréal. Le modèle adopté ici permet de s'attarder sur différentes dimensions interreliées de la créativité, depuis les politiques économiques gouvernementales jusqu'aux processus de création en passant par les produits créés et les personnes impliquées. Les résultats montrent à première vue une inquiétante absence de créativité. Mais c'est davantage le manque de théorisation et d'opérationnalisation du concept dans le contexte du jeu vidéo québécois qui pose problème. Si l'on souhaite que la province conserve son statut de meneur dans ce secteur, un effort transdisciplinaire de recherche est à entreprendre.

Bildung für nachhaltige Entwicklung soll die Menschen zu zukunftsfähigem Denken und Handeln befähigen – angesichts von Herausforderungen wie Klimawandel, Umweltzerstörung, Verlust der biologischen Vielfalt, Armut und Ungleichheit. Wie können unterschiedliche Disziplinen diese Aufgabe wahrnehmen? In diesem Band werden wissenschaftlich interdisziplinäre Beiträge aus der Philosophie, den Sozial- und Erziehungswissenschaften um transdisziplinäre Beiträge aus Praxisfeldern (z. B Museumspädagogik, Journalismus) ergänzt. Die aktuellen Beiträge geben Reflexionsanstöße und eröffnen Denkräume, um der Komplexität der Aufgabe der sozial-ökologischen Transformation gerecht zu werden. Education for sustainable development should enable people to think and act in a way that is fit for the future – in the face of challenges such as climate change, environmental degradation, loss of biodiversity, poverty and inequality. How can different disciplines address this task? In this volume, academic interdisciplinary contributions from philosophy, social sciences and education are complemented by transdisciplinary contributions from practical fields (e.g. museum education, journalism). The current contributions provide impulses for reflection and open up spaces for thinking in order to do justice to the complexity of the task of socio-ecological transformation.

Gute Kindesvertretung hat zum Ziel, die Partizipation von Kindern, die in ein juristisches Verfahren involviert sind, zu ermöglichen und mitzugestalten. Die Autor*innen des Bandes stellen diesen Prozess erstmals transdisziplinär dar - als Synthese juristischer, psychologischer, (behinderten-)pädagogischer und sozialarbeiterischer Theorie und Praxis. Sie zeichnen die Lage der Kindesvertretung in den deutschsprachigen Ländern nach und entwickeln Standards für alle Phasen der Vertretung, konkretisiert anhand von Fallbeispielen aus der Schweiz. Dabei kommen nicht nur Fachpersonen und Entscheidungsträger*innen zu Wort, sondern auch betroffene Kinder und Jugendliche.

At the present time, «sustainable development» has set up us the new philosophy that could guide us to productive models more rational with the environment and more equitable with society. The basic objective would be to make viable and lasting the human well-being, through process of integration socioeconomic and ecological dimensions. This success in the use of the term, doesn't usually turn into important and effective results, both global and local terms. The ambiguity and indefinition of their principles and targets —coming from political and institutional ambits—, and the discord in the forms, methods and instruments to make it operative, are some of the reasons that explain those poor advances. Therefore, the dominant position is a sustainable development «inside the system», that doesn't question and/or introduces essential changes in the habitual economic behaviour, true reason of the «world eco-social crisis». Their scientific bases have formed a reduced idea of economic system, separated from its maintenance system, Biosphere, and devoid of objectives and valuations beyond monetary aspects. Reaction to these formulations, some scientific disciplines, based on global and integrating approaches, should offer contributions and solutions to the complex, variable and multidimensional task of the sustainable development. Within those, it is possible to locate, Geography. This article begins with a general and introductory approach about the situation of sustainable development's discussion, through three general dialectics («What it is?» «What should it be?» and «How should it be?»). After, we justify the utility of Geography for the study and understanding of sustainability process, pointing out some of the most important and appropriate conceptual and methodology possibilities. ; En los tiempos actuales, el desarrollo sostenible ha llegado a erigirse como la nueva filosofía que nos podría orientar hacia modelos productivos más racionales con el entorno y equitativos socialmente. El objetivo básico sería ...

Part One. Conceptualising competences -- Chapter1. Introduction -- Chapter2. The Competence Turn: Historical perspective -- Chapter3. Educators' competence frameworks in education for sustainable development -- Chapter4. What do key competencies in sustainability offer and how to use them -- Chapter5. The Rounder Sense of Purpose (RSP) model set into perspective and the extent to which this represents a pedagogy for transformation -- Chapter6. On the educational difference between being able and willing -- Chapter7. Complexity and criticality in relation to ESD competences -- Chapter8. Post-Normal Science, transdisciplinarity and uncertainty in relation to educators' competences: a conversation with Silvio Funtowicz -- Chapter9. ESD competences for deep quality in education -- Part Two. Integrating competences -- Chapter10. The highs and lows of working education for sustainable competences into HEI framework -- Chapter11. Breaking the mould: educators as agents of change -- Chapter12. Framing the frames: integrating an ESD approach into an existing national framework -- Chapter13. The rise of competence-based learning in The Netherlands and its impact on the implementation of ESD at Marnix Academie -- Chapter14. Working on ESD teacher competences in Switzerland: a case study at the University of Teacher Education Vaud -- Chapter15. Development and assessment of ESD competences: staff training at the University of Vechta -- Chapter16. ESD competences and teacher educators' professional development: Findings and implications of the Cyprus example -- Part Three. Pedagogy and competences -- Chapter17. Connections between sustainable development competences and pedagogical approaches -- Chapter18. Art and connectedness within sustainability: educating through aesthetic pedagogies -- Chapter19. Gamification for sustainability: a possible renaissance of role-playing game mechanics in pedagogy -- Chapter20. Outdoor and sustainability education: how to link and implement them in teacher education. An empirical perspective -- Chapter21. Assessing sustainability competences – a discussion on what and how -- Part Four. Conclusions -- Chapter22. Lessons learned and future research directions in educating for sustainability competencies -- Chapter23. Closing thoughts – the role of educator competences for ESD in times of pandemic.

PART I: Setting the SceneSetting the stageJosefine Fokdal, Olivia Bina, Prue Chiles, Liis Ojamäe and Katrin PaadamEnabling conditions for inter- and transdisciplinary urban research and practiceOlivia Bina, Josefine Fokdal, Prue Chiles, Katrin Paadam and Liis OjamäeWords matter: A shared baseline vocabularyJulie MennesPART II: Urban Stories Beyond DisciplinesThe Place and Space of Power: Mess, uncertainty and change over timePrue Chiles, Anna Krzywoszynska, Helen Holmes, Alastair Buckley, Nicky Gregson, Jose MawyinA Creative 'NanoTown' -- framing sustainable development scenarios with local people in CalabriaGiulio Verdini, Olivia Bina, Prue Chiles, Maria Pilar Guerrieri, Etra Connie Occhialini, Alan Mace, Christian Nolf, Anna Paola Pola, Paola RaffaExplorations on Residential Resilience -- BRF Viva 2011-2019Sten Gromark, Björn Andersson and Anna BraideSwimming free -- The Citizen-Driven Transformation of Neubad LucernePatricia Wolf, Christian Lars Schuchert, Sibylla Amstutz, Bettina Minder, Alex WillenerReal-world laboratories as catalysts for urban change -- The example of CASA Schützenplatz in Stuttgart, GermanyRaphael Dietz, Josefine Fokdal, Marius Gantert, Astrid Ley, Jesús Martínez Zárate, Antje StokmanA step towards an enjoyable city -- Joining expertise in redesigning public space around the 'Main Street'Katrin Paadam and Liis OjamäePartnerships for urban regeneration in Bulgaria -- Who needs academic research?Elena DimitrovaBarriers and potentials in interdisciplinary planning -- Creating care homes for people with dementiaHans Thor Andersen and Inge-Mette KirkebyTogether on the Platform -- Common action and reviving the central open public space in Ruski car (Russian Tsar) in LjubljanaMatej NikšičPART III: Short Stories from PracticeNewcastle-ProtohomeJulie HeslopBerlin-SpreefeldMichael LaFond, Prue Chiles and Alice GrantSheffield-Portland WorksCristina CerulliGagliato -- Calabria, ItalyRob Wills, James Anderson, Emma Kingman and Prue ChilesParis and ChinaFrancoise GedTallinn-EstoniaRaul JärgLjubljana-SloveniaMatej Nikšič, Marko Peterlin, Prue ChilesPART IV: Lessons Learned -- Beyond ContextTransdisciplinarity revisited: Transformative potential of lessons we might learnChristoph Woiwode and Olivia BinaCharacteristics of inter- and transdisciplinarity integration in urban researchErik Weber and Julie MennesEnabling the City: Learning for Transformational ChangeJosefine Fokdal, Olivia Bina and Giulio Verdini

This book has two main objectives. The first is to make the case for social change through exploring post disciplinary and post materialist frameworks to address greed, zero sum competition for resources, the commodification of the powerless and the environment. Secondly, it develops a reframed approach to measuring wellbeing - not productivity - as a sign of economic success. Thus the book considers the challenge posed by Stiglitz (2010) to the Australian Productivity Commission, namely to foster an understanding that the wellbeing of humanity is dependent on the global commons. Transformation from Wall Street to Wellbeing also examines whether a change in the architecture of democracy and governance could balance individual and collective needs more effectively through participation, guided by the axiom that people ought to be encouraged to be free and diverse; but only to the extent that freedom and diversity does not undermine the rights of others. What does this mean for constructing and re-constructing the way in which we live? This volume makes a case for cosmopolitan approaches that scale up local engagement and that enable monitory democracy from below. Instead of Big Brother controlling the people who are unable to think critically, people are encouraged to monitor the use of resources locally. The process of monitoring needs to be supported by means of the principle of subsidiarity and buttressed by international law spanning post national regions. It discusses participatory action research to prefigure a means to hold the market to account - to ensure that the use of resources that are necessary for the common good are accessible and equitable. This is the companion book to Systemic Ethics and Non-Anthropocentric Stewardship: Implications for Transdisciplinarity and Cosmopolitan Politics, also by the author. The two volumes comprise a series of essays that can be read separately and in any order or as chapters on a common theme, namely, "How should we live?"

AbstractTraining young water professionals in India and many other countries often focuses primarily on technical skills, leaving them ill‐prepared to deal with complex challenges and changing water management practices of the 21st century. Mentoring programs need to be designed to address the gap in competency development by incorporating transdisciplinary projects and activities, team building, professional networking, and relationship‐building. This will equip young professionals with the necessary leadership and managerial skills. Here, we present a case study of the Young Water Professionals (YWP) training program for participants from India, which developed transdisciplinary thinkers capable of leading positive change in the water industry. The YWP training program involved 20 participants under 35 years of age, paired with mentors from Australia and India who were experienced professionals in the water sector. The Mentor role was diverse and included positioning as an educator, sponsor, advisor, advocating agent, role model, coach, and confidante. This diversity of roles and attributes was necessary to support the mentees in their personal and professional development. The transdisciplinarity of the YWP training approach combined mentoring with technical training, experiential learning through situation understanding and improvement (SUIP), and working with client and project partners is expected to benefit the participants' professional outcomes significantly. The mentoring program aided in facilitating the achievement of career goals and improved the ability of participants to manage workplace challenges providing a clearer path for career progression. There were several learnings for future YWP mentoring, including; a hybrid mentoring mode, making online mentoring more interactive and productive and strengthening lines of communication. Overall, the YWP program reinforced the value of mentoring, especially the role of mentoring in enhancing the skills and capabilities of young water professionals and preparing them for future leadership roles in the water industry.

Savor the bliss. and soak up each dimension of an existence stretching out through the irreversible pulse of Creation. The John Deely / Jacques Maritain Annual Lecture Series is under the leadership of the Deely Project together with Saint Vincent College, and this year is being chaired by Michael P. Krom (Saint Vincent College) and included as part of the activities of the 2022 International Open Seminar on Semiotics: a Tribute to John Deely on the Fifth Anniversary of His Passing, cooperatively organized by the Institute for Philosophical Studies of the Faculty of Arts and Humanities of the University of Coimbra, the Lyceum Institute, the Deely Project, Saint Vincent College, the Iranian Society for Phenomenology at the Iranian Political Science Association, the International Association for Semiotics of Space and Time, the Institute for Scientific Information on Social Sciences of the Russian Academy of Sciences, the Semiotic Society of America, the American Maritain Association, the International Association for Semiotic Studies, the International Society for Biosemiotic Studies, the International Center for Semiotics and Intercultural Dialogue, Moscow State Academic University for the Humanities and the Mansarda Acesa with the support of the FCT - Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of Portugal under the UID/FIL/00010/2020 project. *** Farouk Y. Seif, PhD, is Professor Emeritus at Antioch University Seattle, former President and Executive Director of the Semiotic Society of America, a Fellow of the International Communicology Institute, a registered architect, and an artist. His main interests are design for social and cultural change, paradoxes, transdisciplinarity, and transmodernity. He has taught in universities and lectured at conferences worldwide. He was the recipient of the 2010 Fulbright Specialists Program at University of Sofia, Bulgaria. His book De-Sign in the Transmodern World is a state-of-the-art ...