Transdisciplinarity: A Review of Its Origins, Development, and Current Issues
Transdisciplinarity: A Review of Its Origins, Development, and Current Issues
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发表时间：
2015-07
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通讯作者：
J. Bernstein
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作者：
J. Bernstein
跨学科起源于对课程中学科知识标准配置的批评，包括道德和伦理问题。关于这一点的声明最早是在政府支持科学和高等教育的高潮和20世纪70年代开始的长期紧缩之间提出的。早期的工作集中在认识论问题和未来大学和教育计划的规划。经过一段时间的沉寂，跨学科在20世纪90年代重新出现，作为一个紧迫的问题，涉及到新的，高度复杂的，全球性的问题，从气候变化和可持续发展的解决方案，并延伸到许多领域，涉及科学，技术，社会问题和政策，教育和艺术。今天的跨学科的特点是它专注于需要创造性解决方案的“邪恶问题”，它依赖于利益相关者的参与，以及对社会负责的科学。在同时研究现实的多个层面和角度时，跨学科工作提供了一种有趣的潜力，可以激发学术界内外的学术和科学探究。
Transdisciplinarity originated in a critique of the standard configuration of knowledge in disciplines in the curriculum, including moral and ethical concerns. Pronouncements about it were first voiced between the climax of government-supported science and higher education and the long retrenchment that began in the 1970s. Early work focused on questions of epistemology and the planning of future universities and educational programs. After a lull, transdisciplinarity re-emerged in the 1990s as an urgent issue relating to the solution of new, highly complex, global concerns, beginning with climate change and sustainability and extending into many areas concerning science, technology, social problems and policy, education, and the arts. Transdisciplinarity today is characterized by its focus on “wicked problems” that need creative solutions, its reliance on stakeholder involvement, and engaged, socially responsible science. In simultaneously studying multiple levels of, and angles on, reality, transdisciplinary work provides an intriguing potential to invigorate scholarly and scientific inquiry both in and outside the academy.