Transdisciplinary Higher Education A Theoretical Basis Revealed in Practice /

• Συγγραφή απο Οργανισμό/Αρχή: SpringerLink (Online service)
• Άλλοι συγγραφείς: Gibbs, Paul (Επιμελητής έκδοσης)
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Cham : Springer International Publishing : Imprint: Springer, 2017.
• Θέματα: Education.; Higher education.; Education > Philosophy.; Higher Education.; Professional & Vocational Education.; Educational Philosophy.

This book is not just about thinking or acting in transdisciplinary ways, but about being transdisciplinary. To achieve this requires a deconstruction of our current way of acting within the definition of being that others impose upon us. Transdisciplinarity is a phenomenological perspective of real...

Πίνακας περιεχομένων:

• Preface: Why We Need to be Transdisciplinary, Paul Gibbs, Professor, Centre for Research and Scholarship Middlesex University
• SECTION 1 Educational Perspectives on Transdisciplinarity
• Chapter 1 Transdisciplinary Pedagogy in Higher Education: Transdisciplinary Learning, Learning Cycles and Habits of Minds, Dr Sue McGregor, Professor Emeritus, Mount St Vincent University, Canada
• Chapter 2 Seeing What is Questionable: Transformative Pedagogies and the Hermeneutic Subject, Dr Jon Nixon, Honorary Professor, Centre for Lifelong Learning Research and Development, The Education University of Hong Kong
• Chapter 3 Transdisciplinarity and the Postgraduate Curriculum, Dr David Scott, Professor UCL/IOE, University of London
• Chapter 4 Transdisciplinary Thinking: Pedagogy for Complexity, Dr Paul Gibbs, Professor, Centre for Research and Scholarship, Middlesex University
• SECTION 2 Contexts for Transdisciplinary Practice
• Chapter 5 A Transdisciplinary Approach to Postgraduate Education: Challenges and Strategies, Barbara Hawkins, Visiting Research Fellow, UWE
• Chapter 6 Transdisciplinary Content Pedagogy in Undergraduate Engineering Education: Being Pulled up Short, Drs H. Greenhalgh-Spencer, K. Frias, A. Ertas, Texas Tech University
• Chapter 7 Integrating Architecture and Crime Science: A Transdisciplinary Challenge, Dr Hervé Borrion, UCL University of London, Dr Daniel Koch, KTH School of Architecture, Stockholm
• Chapter 8 Lessons Learned in Transdisciplinary Graduate Education: Claremont Graduate University’s Decade-long Experiment, Dr Patricia Easton, Professor, Co-Director of the Transdisciplinary Program, Claremont Graduate University, USA
• Chapter 9 A New Kind of Learning: Somatics, Dance Improvisation and Transdisciplinarity, Dr Vida L. Midgelow, Professor of Dance and Choreographic Practices, Middlesex University
• Chapter 10 Working in Corners, Spaces, Bends and Turns: How Transdisciplinary Approaches and Attitudes Might Challenge and Shape the Practices of Educational Developers and Early Career Academics, Dr Carole L. Davis, Head of Educational Development, Queens Mary’s University of London
• SECTION 3 Issues Relating to Transdisciplinarity
• Chapter 11 Technological Singularity, Dr Basarab Nicolescu, Professor
• Chapter 12 Transdisciplinarity as a Global Anthropology of Learning, Dr Kate Maguire, Associate Professor, Institute of Work Based Learning, Middlesex University
• Chapter 13 ArtScience and the Metaphors of Embodied Realism, Dr Brett Wilson, Professor of Graduate Education, Faculty of Science and Engineering, University of Manchester
• Chapter 14 Transdisciplinarity (circa 2016): A Critical Catechism, Dr Ifan Shepherd, Professor, Middlesex University
• SECTION 4 How to Build Bridges: Career Stories that Connect Humanities and Sciences
• Chapter 15 How to Build Bridges: Career Stories that Connect Humanities and Sciences, Dr Kenneth L. Campbell, Professor, University of Massachusetts and Noston College, Kenneth L. Campbell, Arthur Eisenkraft, Margaret Hart, Conevery Bolton Valencius, S. Maria Sonin, Jungah Kim
• References.