TRANSDISCIPLINARY STUDIES

Interdisciplinarity and transdisciplinarity denote a diversity of practices and present specific challenges to collaboration in research and education. One of those challenges is the integration of Arts, Humanities and Social Sciences (AHSS). The roles these disciplines perform in inter- and transdisciplinary research and education are often mostly limited to instrumental and subordinate ones. Unequal participation of these disciplines causes their exclusion from scientific communities, also affecting career paths of early and senior researchers. I present some results from the project entitled «Shaping interdisciplinary practices in Europe» (SHAPE-ID) that addresses the problem of how to better integrate AHSS disciplines in interdisciplinarity and transdisciplinarity. I conducted a systematic literature review and identified spaces in which integration is performed and roles that AHSS researchers fruitfully develop in an inter- or transdisciplinary setting. I discuss how to facilitate the participation of AHSS researchers by reconfiguring inter- and transdisciplinary spaces and roles. I conclude that AHSS disciplines’ participation in collaborative settings is limited and affects the type of inter- and transdisciplinary knowledge production processes that are driven. This has a direct effect on how senior researchers perceive their academic careers and set the research agenda. But also, on how early career researchers build their academic future.

24 hours writen assignment on the topic of defining social innovation based on The International Handbook on Social Innovation by  F. Moulaert et al. How the concept of social innovation is both different from and similar to economic theories of innovation? Why a process perspective is important to SI research?

El objetivo de este ensayo es plantear una ecología de saberes entre los principios de la complejidad y los paradigmas considerados como tradicionales. En primera instancia se ofrece una perspectiva de lo que se entiende por complejidad, seguida de un breve abordaje sobre el proceso de enseñanza, y por último se realiza una sistematización de conceptos entre los principios de la complejidad y el proceso de enseñanza. Como método de investigación se utilizó la hermenéutica. En conclusión, el documento integra un diálogo epistemológico que guía a repensar la Educación, específicamente el proceso de enseñanza, desde una perspectiva compleja y transdisciplinar.

Globally, interdisciplinary and transdisciplinary learning in schools has become an increasingly popular and growing area of interest for educational reform. This prompts discussions about Science, Technology, Engineering, Arts, and Mathematics (STEAM), which is shifting educational paradigms toward art integration in science, technology, engineering, and mathematics (STEM) subjects. Authentic tasks (i.e. real-world problems) address complex or multistep questions and offer opportunities to integrate disciplines across science and arts, such as in STEAM. This study addresses the following research question: what interdisciplinary and transdisciplinary skills do students learn through different models of STEAM education in nonprofit and in-school contexts? We carried out a qualitative case study in which we conducted interviews, observations, and data analysis of curriculum documents. A total of 103 participants (19 adults – director and instructors/teachers – and 84 students) participated in the study. The four STEAM programs comparatively taught both discipline-specific and beyond-discipline character-building skills. The skills taught include critical thinking and problem-solving; collaboration and communication; and creativity and innovation. The main findings on student learning focused on students developing perseverance and adaptability, and them learning transferable skills. In contrast to other research on STEAM, this study identifies both the enablers and the tensions. Also, we stress ongoing engagement with stakeholders (focus group), which has the potential to impact change in teaching and teacher development, as well as in related policies.

In the article conceptual and methodological difficulties in realizing sustainable development issue and finding ways to solve it are analysed. The statement of need to create and apply new scientific approaches and new scientific tools is given to solve the problem of sustainable development. The practicability of using this approach as an approach and a necessary tool of transdisciplinary approach and trans-disciplinary models of spatial, informational and temporal order unit is justified.

One of the dangers that we should be aware of when we study issues of language policy and planning is the fragmentary perspective by which they can be approached. Reality, by contrast, is interrelated and overlapping. This is why a complexity perspective stresses the importance of studying the contexts of phenomena, that is to say, their external relations. The direction to be followed here leads towards a better understanding of reality as a set of open systems that are in continuous exchange with the surrounding ecosystem, bearing in mind always that any apparent stability is the result of a dynamic equilibrium. Making headway towards an interdisciplinary approach is therefore necessary and imperative.
Headings such as status/normative/institution vis-à-vis others such as solidarity/normal/individual seem to imply a basic distinction in the definition of sociocultural reality. To discover and understand the dynamics of the interaction between these two major categories is, in fact, one of the most important subjects waiting to be addressed by language planning and policy strategies and more broadly by sociolinguistics. An interrelated set of guiding questions for the field could thus be stated as follows: What group or organisation, in pursuit of what overall objective or intention, wants to achieve what, where, how and when; and what do they actually achieve, and why? With this approach, even if how a group or organisation obtains its desired goal – that is, its actual intervention – is included as one of the main elements in a piece of research, the research will not focus exclusively on this topic, but will frame the intervention and identify how it is interrelated with all the other elements involved globally in this phenomenon, trying to establish a clear theoretical understanding of the entire interwoven set of events and processes.

Creative Inquiry frames learning and education as a larger manifestation
of the creative impulse rather than as the fundamentally instrumental acquisition, retention, and reproduction of information, or Reproductive Learning.
Montuori, A. (2011). Creative inquiry. In N. M. Seel (Ed.), The encyclopedia of the sciences of learning. Heidelberg: Springer.

E d i t o r a C R V v e r s ã o p a r a r e v i s ã o d o a u t o r Editora CRV-versão para revisão do autor-Proibida a impressão PSICOLOGIA, HISTÓRIA CULTURAL E GOVERNAMENTALIDADES: racismo, etnicidade, gênero, sexualidades e corpos 589 v e r s ã o p a r a r e v i s ã o d o a u t o r Editora CRV-versão para revisão do autor-Proibida a impressão

Trans-Disciplinary Communications requires translating from disciplinary or inter-disciplinary semiotic systems to a common semiotic system, as is the case of Natural Language semiotic systems. This translation needs communicational skills that are acquired and required in written or oral Trans-Disciplinary Communications. Consequently, the practice of this kind of communication develops the intellect, which quintessence is to related internal and external worlds and words. Furthermore, it diversifies the intellect making it more adaptable. This is almost a necessary condition for 1) dealing with unexpected situations and changes, as well as for 2) facing real-life problems which usually are multidisciplinary ones; then they require multidisciplinary teams, whose members need to communicate among themselves and with the people affected by the problem and/or its solution. Both reasons, and especially the second requires intellects developed via external trans-disciplinary communication.

Ao que nos referimos quando falamos em território da arte ou quando questionamos quais os limites da mesma? Termo caro à Geografia, o conceito de território abrange uma série de questões relacionadas à fronteira e ao poder, assim como pode ter seus horizontes ampliados, propiciando uma leitura mais subjetiva e abrangente. Este artigo, mais do que tentar designar um lugar próprio da arte, sugerindo que esta esteja fechada dentro de fronteiras, procura discutir os seus diversos atravessamentos. Tendo em vista a multidisciplinaridade do termo, parte-se da obra de Haesbaert para trazer possíveis definições de "território" na Geografia, para em seguida criar um diálogo com o pensamento de Deleuze e Guattari. Pretende-se, ao longo do texto, mostrar como o processo de criação, os pactos e as constantes negociações induzem o território da arte a se manter em movimento, propiciando uma constante expansão. Aberto para o universo, esse espaço se mistura com outras áreas de conhecimento em direção ao novo, rompendo limites e abrindo fronteiras.

Becoming Interdisciplinary introduces students to interdisciplinary studies and is useful for students seeking a better understanding both of interdisciplinary studies and of themselves. Theoretically informed, it is primarily written for undergraduates in an extremely readable style. First-year graduate students interested in pursuing interdisciplinary and transdisciplinary research will also find it helpful. Now available, the purpose of the revised and expanded Third Edition of Becoming Interdisciplinary is to introduce students to the foundations of interdisciplinary studies so that they can better understand both interdisciplinarity and transdisciplinarity as well as improve how they communicate what they are to others.


Students will begin to learn how to answer the following questions:

What are interdisciplinary studies?

What are the ways students can communicate effectively their interdisciplinary, integrative or transdisciplinary programs of study?

What are the advantages and disadvantages of pursuing an interdisciplinary education?

How can interdisciplinary studies help students better attain their professional goals?


Part One Understanding Interdisciplinary Studies

1. Introduction
2. What Is Interdisciplinarity? Some Essential Definitions
3. Metaphors for Interdisciplinary Studies
4. Taxonomy of Interdisciplinary Studies
5. History of Interdisciplinarity
6. Skills and “Characteristics” of Interdisciplinarians

Part Two Toolkit for Communicating Interdisciplinary Studies

7. Debating Interdisciplinary Studies
8. Identifying Your Personal, Academic, and Professional Interests and Goals
9. Linking Personal Worldviews to Disciplinary Perspectives
10. Describing Your Interdisciplinary Degree
11. Telling Your Story as an Interdisciplinarian
12. Creating and Presenting Portfolios
13. Reflecting with Online Portfolios

Special Features of this book include all of the following:

Definitions of key terms by leading scholars of interdisciplinary studies

A toolkit for communicating one’s interdisciplinary program of study

A background history of how interdisciplinary studies programs emerged

A discussion of leading advantages and disadvantages of interdisciplinary studies

A brief overview of leading and emergent currents of transdisciplinarity

Numerous experiential learning class activities, such as a metaphor top-ten list and a class “trial” on interdisciplinary studies, and the following major assignments: intellectual autobiography, autobiographical maps, disciplinary research, research on disciplinary practitioners, reflection exercises, and student portfolios

Readings in interdisciplinary studies selected to increase understanding

Discussion questions for most readings designed to help students pick out main points of reading

Inclusion of actual student work as examples for class activities and assignments

This chapter explores Bateson's concept of the Mind as Ecology, in the context of philosophical ideas on phenomenology and embodied knowing, and neuroscientific ideas on embodied cognition. It equally links it with ancient oriental ideas regarding the relationship between body, mind and soul, and practices as meditation and yoga to nourish the body as an organ of perception. It then explores its consequences for our ways of knowing, and concludes that the Mind as Ecology needs to be nourished by an Ecology of Knowing including direct and phenomenological knowing, autobio-graphic and experience-based knowing, and formal and science-based knowing. The chapter argues that such Ecologies of Knowing can be realized through the practice of Embodied Transdisciplinary Hermeneutics. It finally presents seven steps to teach Embodied Transdisciplinary Hermeneutics. Two of these steps focus on the learning process as a whole, and five explore particular ways of knowing, and how to teach them.

This handbook includes state-of-the-art research on love in classical, modern and postmodern perspectives. It expands on previous literature and explores topics around love from new cultural, intercultural and transcultural approaches and across disciplines. It provides insights into various love concepts, like romantic love, agape, and eros in their cultural embeddedness, and their changes and developments in specific cultural contexts. It also includes discussions on postmodern aspects with regard to love and love relationships, such as digitalisation, globalisation and the fourth industrial revolution. Th e handbook covers a vast range of topics in relation to love: aging, health, special needs, sexual preferences, spiritual practice, subcultures, family and other relationships, and so on. Th e chapters look at love not only in terms of the universal concept and in private, intimate relationships, but apply a broad concept of love which can also, for example, be referred to in postmodern workplaces. Th is volume is of interest to a wide readership, including researchers, practitioners and students of the social sciences, humanities and behavioural sciences. In the 1970s through the 90s, I was told that globalization was homogenizing cultures into a worldwide monoculture. Th is volume, as risky and profound as the many adventures of love across our multiplying cultures are, proves otherwise. Th e authors’ revolutionary and courageous work will challenge our sensibilities and expand the boundaries of what we understand what love is. But that’s what love does: It communicates what is; offers what can be; and pleads for what must be. I know you’ll enjoy this wonderful book as much as I do! Jeffrey Ady, Associate Professor (retired), Public Administration Program, University of Hawaii at Manoa, Founding Fellow, International Academy for Intercultural Research The International Handbook of Love is far more than a traditional compendium. It is a breath-taking attempt to synthesize our anthropological and sociological knowledge on love. It illuminates topics as diverse as Chinese love, one-night stands, teen romance or love of leaders and many more. Th is is a definitive reference in the field of love studies. Eva Illouz, author of Th e End of Love: A sociology of Negative relationships. Oxford University Press.

The article presents urban agriculture as a practice that is gaining attention in many cities worldwide, and focuses in particular on the experiences in Mexico City. It first gives a general description of urban agriculture, introduces some conceptual dimensions and presents a policy framework to stimulate agriculture in cities worldwide. It then discusses current practices in the periurban, suburban and interurban parts of Mexico City, and analyses them in terms of their economic, ecological,
social and symbolic dimension.

O projeto “Arte e Inovação em Tempos de Pandemia” iniciou-se
como um projeto de lives em meio a pandemia de Covid-19 e se expandiu
para uma publicação com mais de quarenta autores de diversas áreas do
conhecimento e das mais prestigiadas Instituições de Ensino Superior do
mundo. Um espaço criado no ciberespaço, estruturalmente pensado de
forma transdisciplinar e com caráter inclusivo. Tendo como objetivo agregar e gerar conhecimentos nas diversas áreas que compõem a heterogeneidade da nossa sociedade, principalmente a brasileira, eixo essencial e foco do trabalho. Todo processo é desvelado à luz de importantes conceitos teóricos nas esferas da Arte, do Direito, Filosofia, Cultura Tradicional, Desenvolvimento Sustentável, Cultura Digital, Inovação e Serendipidade.

From restorative justice literature in general. two conceptions of restorative justice processing can be discerned. The one is a
modest conception based on individual (dispositional) theories of crime and the other is an expansive view which is closer to peacebuilding and has a further distinction. One distinction is based on situational theories of crime which hold that structural factors are responsible for crime. The other distinction is based on integrative theories of crime which hold that there is an interaction between individual and structural factors that produce crime and that structural factors should be taken into account during restorative justice processing.

This article explores the concept of transdisciplinarity as a cultural endeavor. It centers on the concept of transdisciplinary hermeneutics, as a form of contextualizing science in the framework of cultural ideas, subjective experiences of the researchers involved in the research process, and of imagination and the artful creation of possible new realities. The concept is rooted in the work of Basarab Nicolescu and the Paris based CIRET, the " Centre International de Recherches et Études Transdisciplinaires. " In this approach, reality is seen as complex and multilayered, and cannot be known only through the lens of modern science. Philosophy, art and subjective experience are essential and complementary ways of knowledge production that provide context to scientific knowledge, giving it meaning and perspective. To be able to engage in transdisciplinary hermeneutics, researchers need to complement cognitive knowing with embodied and enacted knowing. They as well need to combine the formal and science-based language of what is seen and measured, with the poetic, polyphonic and metaphorical language of what is unseen but sensed, felt and envisioned. The article finally sketches the importance of two competencies that transdisciplinary researchers need to acquire, the competencies of mindfulness and of transdisciplinary dialogue of knowledges.

A recent article by Jahn et al. provided an excellent overview of transdisciplinarity, provided a framework for transdisciplinary research, and discussed challenges of transdisciplinarity. Some of these challenges are lessened if concepts of scholarship promoted by Earnest Boyer are incorporated into the framework of transdisciplinary
research. This merger of transdisciplinary research with Boyer's model of scholarship can be called transdisciplinary scholarship'. The goals of the current manuscript are to (1) provide a brief overview of Boyer's Model of Scholarship, (2) integrate the Jahn et al. description of transdisciplinarity with
Boyer's Model of Scholarship, and (3) oer a strategy to address the major cognitive challenge that integration presents to transdisciplinarity. (4) I provide an example of trandisciplinary scholarship that I am conducting in Haiti. Finally, (5) the Jahn et al. denition of transdisciplinarity is tweaked by 1 word.

Can academia be a place where engage our creativity and experience the joy of inquiry?
I reflect on my educational experiences as a starting point for an exploration of the way that education can be a joyful process if framed as an opportunity for what I call "creative inquiry." I outline some dimensions of an attitude of creative inquiry, focusing on Wonder, Passion, Hope, and Conviviality. I then explore a number of different metaphors for inquiry and the way they can frame our attitude and evoke different moods.

Transdisciplinarity is an important new development in the social sciences. While a lot is being written on its roots and theoretical dimensions there is considerably less on how to actually engage in transdisciplinary inquiry. In this short article I present 5 dimensions of applied transdisciplinarity.

"The prospects of development of evolutionary epistemology
in the light of the modern discussions about possibilities of naturalistic approaches to understanding of functioning and development of consciousness, perception, thinking, embodiness and spirituality of a human being are under consideration in the book. The naturalistic approach
is stimulated by the modern preferences for doing transdisciplinary researches. It is shown that one of emerging trends is a combination of evolutionary epistemology with cognitive biology which embodies approaching of cognitive sciences and life sciences. The interconnection of evolution and development, phylogenesis and ontogenesis what is designated nowadays as the evo-devo-perspective is studied. The cognition is considered as an appearance of emergent properties of brain-body-consciousness in its physical and biosocial inbuilding
into environment rather than the building of representations of
the external world.

В сборнике обсуждаются перспективы развития эволюционной эпистемологии в свете современных дискуссий о возможностях натуралистических подходов к пониманию функционирования и развития сознания, восприятия, мышления, телесности и духовности человека. Натуралистический подход стимулируется современными предпочтениями к проведению трансдисциплинарных
исследований. Показывается, что один из наметившихся трендов - это соединение эволюционной эпистемологии с когнитивной биологией, которое олицетворяет сближение когнитивных наук и наук о жизни. Исследуется взаимосвязь между эволюцией и развитием, между филогенезом и онтогенезом, что обозначается сегодня как evo-devo-perspective. Познание рассматривается не столько как по-
строение репрезентаций внешнего мира, сколько как возникновение эмерджентных свойств мозга-тела-сознания в его физическом и биосоциальном встраивании в окружающую среду."

Содержание

Предисловие

Князева Е.Н. Эволюционная эпистемология на перекрестках развития

Бескова И.А. Эволюционная эпистемология: сфера возрастающей сложности

Смирнова Н.М. Эволюционная эпистемология в контексте современных дискуссий

Ивин А.А. Некоторые проблемы эволюции современного научного метода

Шульга Е.Н. Метафизические горизонты и герменевтические границы эволюционной эпистемологии

Моркина Ю.С. Автопоэзис творческого сознания: эволюционно-эпистемологический подход

Филипенок С.А. Представления о личностном знании в концепции Ж.Пиаже

Горелов А.А., Дрогунов С.В. Проблема истины в эволюционной эпистемологии

Солоненко М.А. Проблема восприятия времени: эволюционно-эпистемологический анализ

Майданов А.С. От демиургии к творящему огню: эволюция космогонического мышления в индийских ведах

Алексеев А.Ю. Идеи эволюционной эпистемологии в построении искусственного интеллекта

Table of contents

Preface

Helena N. Knyazeva. Evolutionary Epistemology at the Crossroads of Development

Irina A. Beskova. Evolutionary Epistemology: A Sphere of Increasing Complexity

Natalia M. Smirnova. Evolutionary Epistemology in the Context of the Modern Discussions

Alexander A. Ivin. Some Problems of Evolution of the Modern Scientific Method

Elena N. Shulga. The Metaphysical Horisons and Hermeneutic Boundaries of Evolutionary Epistemology

Julia S. Morkina. Autopoiesis of Creative Consciousness: Evolutionary Epistemological Approach

Stanislava A. Filipenok. Notion of Personal Knowledge in Jean Piaget’s Conception

Anatoly A. Gorelov, Sergey V. Drogunov. The Problem of Truth in Evolutionary Epistemology

Maxim A. Solonenko. The Problem of Time Perception: The Evolutionary Epistemological Analysis

Anatoly S. Maidanov. From Demiurge’s Activity to Creative Fire: Evolution of Cosmogonical Thinking in the Indian Vedas

Andrey Ju. Alexeev. Ideas of Evolutionary Epistemology in Building of Artificial Intelligence


Предисловие

Эволюционная эпистемология является направлением современной неклассической эпистемологии. Получив мощный стимул для своего развития благодаря работам выдающегося австрийского ученого Конрада Лоренца и его учеников и последователей в Австрии, Германии и других странах во второй половине XX века, эволюционная эпистемология не так часто фигурирует в названиях научных статей и книг в последние 10-15 лет. Это, однако, не означает, что сама исследовательская программа потеряла свои ориентации и смыслы. Эволюционная эпистемология как версия натуралистической (или натурализованной) эпистемологии, вбирает ныне достижения естествознания и отвечает на вызовы современной когнитивной науки, в которой исследуются познавательные способности человека, a именно то, как человек воспринимает, мыслит, познает и творит окружающий его мир. Особое значение приобретает в настоящее время изучение когнитивных и креативных способностей человека, способов его познания и коммуникации в контексте изысканий в области нейрофизиологии, когнитивной психологии и когнитивной биологии, социобиологии и биополитики.  Именно здесь возможны, на мой взгляд, новые существенные прорывы в понимании мира и природы человека, в разгадке тайны познаваемости мира, прилаженности и взаимной подстройки человека и мира, а также сущности истины.
Уже в течение 20 лет, с 1992 года в Институте философии РАН существует сектор эволюционной эпистемологии. Сотрудниками сектора было подготовлено ряд трудов по проблемам истины, творчества, телесности в эпистемологии, но уже достаточно долгое время они не концентрировали свои коллективные усилия на проблемах собственно эволюционной эпистемологии, ее актуальных проблемах, состоянии современных исследований и путях ее дальнейшего развития. Замысел настоящего сборника состоял в том, чтобы попытаться ликвидировать этот пробел. Сотрудники сектора развивают здесь различные взгляды и осмысливают перспективы развития эволюционной эпистемологии каждый со своей позиции, определяемой собственным опытом философских размышлений и исследований. Читатели сборника могут проследить этот неявный и порой напряженный диалог об открытых проблемах, статусе и путях развития эволюционной эпистемологии с различных концептуальных точек зрения.
Е.Н. Князева

INTRODUCCIÓN El proyecto Abordaje Participativo de Problemas Ambientales en Malvín Norte, tuvo como meta principal contribuir a la búsqueda de soluciones y compromisos para proyectar medidas a corto, mediano y largo plazo en torno a la problemática de los residuos sólidos, así como planes de educación ambiental relacionados. Fue desarrollado por un equipo interdisciplinario integrado por docentes e investigadores de las Facultades de Ciencias, Ciencias Sociales y Química (Universidad de la República) así como por educadores sociales del Centro 6 de Educación para Jóvenes y Adultos (ANEP-CODICEN). El proyecto contó con la financiación de la Comisión Sectorial de Extensión y Actividades en el Medio de la Universidad de la República 1. El eje de la propuesta giró en torno a la aplicación de una metodología de análisis de problemas, y planificación de escenarios, llamada Análisis Causal Estratificado. Aplicando esta metodología nos propusimos analizar de forma colectiva los diferentes niveles causales de la problemática de los residuos urbanos en Malvín Norte, y, en general en Montevideo. Análisis Causal Estratificado o en Capas (CLA) Básicamente se basa en conducir un análisis vertical de cuatro capas causales para la comprensión de un problema, y un análisis horizontal de cada capa en búsqueda de posibles soluciones y de actores que podrían/deberían involucrarse en ellas. Cada capa se relaciona, específicamente, con los siguientes niveles: a) El nivel de Letanía puede considerarse el nivel más superficial en el que se registran y comentan los problemas en sí (los problemas manifestados en el territorio y/o en el ámbito laboral, educativo, familiar, público). Se trata del nivel más visible (o perceptible en general) de los problemas. Este primer nivel considera las manifestaciones cotidianas, políticas y/o mediáticas del problema. Es el nivel que generalmente manejan los medios de comunicación (típicamente los titulares de prensa), y refleja las percepciones públicas que suelen generarse tras la experiencia directa con el problema, o mediante la información que transmiten los medios. La búsqueda de soluciones, en este nivel, se traduce generalmente en soluciones a corto plazo. b) Las Causas Sistémicas (o técnicas). En este nivel se intenta dar explicaciones de los problemas. Se recaba la experiencia y conocimiento de los diversos sectores implicados 1 El equipo fue coordinado por Analía Álvarez, Patricia Iribarne y Marila Lázaro (responsable). Integrantes:

Texto de contratapa:
Dos matrices neutras creadas por Marisa Busker, especialmente pensadas para el mundo de hoy: la danza escondida (1998-2002), un núcleo en el cuerpo perfectamente reconocible, que se desempeña como un juego de fuerzas desde herramientas consolidadas a partir de un cuerpo elevado de-construido. Este núcleo es ahora nombrado por Busker como el órgano del ser-hacer. Todo visto desde sistemas relacionales abiertos y en escala, explorando y fortaleciendo las subjetividades y sus calidades de producción. Aparece entonces la segunda matriz originaria (2013-2019), que complementa a la primera, que indaga las propias articulaciones físico-sonoras desde la memoria focalizada en afectos propios, como recurso para una existencia como singularidades irreductibles. Acompaña a cada una de las dos matrices, una obra-performance representativa: para la Matriz 1, el templo del valle de la montaña (2008) y para la Matriz 2, ORIGINARIA, una poética de la identidad (2019).
El performer aquí presente, se nutre del mundo que lo rodea y es, además de antiguo, conviviente.
-Marisa Busker es performer, creadora, investigadora, docente, mediadora cultural. Funda y dirige el Laboratorio del Performer, desde 2005.

This qualitative study investigated the lived experiences of highly sensitive persons (HSPs) to better understand the way they experience careers.  Sensory processing sensitivity (SPS) is the underlying personality trait and is present in approximately 20 percent of the population, equally distributed across gender and racial lines.  SPS is considered a non-normative personality trait in some Western societies and subcultures.  Thus, many HSPs experience difficulty finding an appropriate match between innate temperament and career.   
This qualitative research perspective employed semi-structured interviews with 35 participants recruited through social media web sites and snowball sampling.  Participants in the study were primarily from the U.S., but also from five foreign countries.  Participants were chosen based on answers to a recruitment questionnaire and Elaine Aron’s HSP Self-Test.  Major findings reveal a complex, interwoven dynamic interplay between nine major themes: (1) empathy, (2) childhood’s influence, (3) self-care, (4) a rich inner life, (5) creativity, (6) high sensation-seeking, (7) the sociological perspective, (8) the experience of work, and (9) the integral being.  The significance of this study is that it is the first of its kind to investigate this topic in a systematic, scientific manner.

1. Agricultural crop production has stagnated
due to poor soil health.
2. Integrated Soil Fertility Management (ISFM)
innovations have the potential to alleviate
the problem of poor soil health
3. ISFM innovations have not been fully
effective due to inaccessibility of inputs, poor
extension service, un-coordinated research
and development programs.
4. There is need to improve access to and
adoption of appropriate ISFM knowledge,
information and innovations by smallholder
farmers.
5. For sustainability purposes, there is need
for creation of a platform for collection,
collation, synthesis, harmonization, sharing
and dissemination of harmonized ISFM
knowledge, information and innovations
among stakeholders.

Phd Call within the 'Borders & Territories' Research Group of the Faculty of Architecture, TU Delft. Among different research trajectories, the one on '‘TRANSDISCIPLINARY PROBLEMATISATIONS’ is done in collaboration with me. Take a look and submit your proposal before March 16 2020.

The present article proposes a discussion regarding efforts of the Montessori community to offer resistance to the prevailing utilitarian and capitalistic entourage that Montessori herself so criticized. It addresses related questions: what are some of her legacies to the early education movement? How does the Montessori community attend to present dilemmas and their own development as communities of learning? It is concluded that Montessorians approach a variety of areas of concern, in spite of the diametrical difference between practices, whereby only the Montessori name and materials may be utilized. The current relevance and urgency of Montessori practices is stressed, together with the need for conceptual clarity from a paradigm of complexity.
Key words: Montessori education, holism, Transdisciplinary approach, conscious cultural evolution, place identity.

Anti-Jewishness persists because it is a simple, off-the shelf,
solution to so many possible aggrievements, embedded and
normalized by history across many cultures, including the
cultures of the world’s two largest religions and Marxism.
It requires little expense and no particular intelligence or
creativity, flourishing among intellectuals and the illiterate
alike. Anti-Jewishness is a time-tested system of resentment,
hate, fear, and conspiracy constructs that almost anyone
can play to experience strong senses of righteousness,
personal and social connection and empowerment. Jews
need not even be present. It is also a highly infectious social
disorder to which humans have no known antidote or
long-term immunity.

Anti-Jewishness has thus far been endemic for millennia
and unresponsive to reason, educational and public health
measures. Playing instructions and supportive subcultures
are readily available through publications, video, and film
media, social media, and the internet.

This research, conducted by the author when a Senior Researcher at Newcastle University, UK, was funded by a UK governance organisation to help them assess, integrate and improve their understanding of the governed population.

ABSTRACT: Governance organisations have been urged to develop more holistic evidence-based approaches with partners to better deal with issues affecting the governed population. This presupposes an understanding of the population, yet there has been little research work addressing how governance organisations come to understand their governed population, nor how this understanding can be improved upon within such organisations.

This case study examined in-depth how understanding of a governed population was developed within one UK local governance organisation and it explored how such understanding might be developed and improved through more holistic and evidence-based organisational learning within the organisation and its governance partnerships.

The research methodology involved placement within the governance organisation, participant observations on several projects and innovative initiatives, observations within, across, and outside the organisation, and also interviews with varied key stakeholders.

The study examined:

- stakeholder engagement and networks
- current and varied understandings of the population
- mechanisms actually used for developing understandings
- the influence of context on organisational learning

and analysed these to arrive at a recommendations to improve organisational understanding of the governed population.

In the case studied, significant strengths were found: including innovative past learning trials for development, extensive ongoing networking activities, and many varied and accumulating quantitative datasets available across partnerships.

However, entrenched organisational approaches and practices constrained the development of holistic evidence-based understanding, for instance: the absence of systematic maintained collective learning processes; weak recording and forgetting of understandings; methodological exclusion of stakeholders from the development of understanding; the relative neglect of qualitative data, explanations, investigations, interpretations, and reflexivity; and also implicit organisational acceptance of such limitations and low aspirations.

Nonetheless, untapped opportunities existed to enable change including: latent practitioner knowledge and innovative management champions, the desire for improvement and raised aspirations within learning networks, and the development potential of alterative learning approaches.

It was concluded that more holistic evidence-based understanding was possible, but required new learning approaches beyond those then in use in both local government or academia.   

Recommendations are made to utilise and develop improved organisational learning approaches trialed and reported in the case study.

It is argued that the case study findings, conclusions, and recommendations may be applicable to other similar local governance organisations and partnerships that seek to better understand local populations, services and interventions.

The work was also submitted for, and awarded, an MPhil (at Newcastle University, supervised by Prof. Patsy Healy)

.....the double bind as constituting an entirely new, non-material, principle of evolution, major conceptual revisions may need to be made in our general understanding of evolution as contained within the “modern evolutionary synthesis”.

KEYWORDS:
behavior, communication, context, contradiction, deutero-learning, double bind, epistemology, evolution, incompleteness theorum, kinesics, learning, logical type theory, metacommunication, metamessages, metatheory, mystification, paradox, relationships, schismogenesis, schizophrenia,  scientific elegance, symmathesy, teleology, temporality, transcontextual, transdisciplinary, trauma

This paper builds on work relating to pattern languages for social change, such as in the papers titled Fourth generation pattern languages-patterns as epistemic threads for systemic orientation, and Pattern Literacy in support of Systems Literacy presented to the Systems Science and Pattern Language communities between 2015 and 2017. It is part of an endeavor to bring pattern thinking and systems thinking, or pattern science and systems science, closer to each other, in order to further introduce pattern thinking and pattern language in the design, assessment and orientation of our socio-technological and socio-environmental systems, large or small, to better address the societal issues of our time. It complements several initiatives to put pattern languages at the service of sustainability and societal change, and to introduce pattern thinking and pattern language into systems thinking and systemic design. My broader aim is to enhance the innate patterning capability of human beings and thus an overall pattern literacy in support of systems literacy. Pattern literacy manifests our ability to grasp, learn, assemble, represent and mobilize patterns to make-sense of, converse about and shape our world(s). Systems literacy manifests our ability to interrogate and attempt to understand the relationships among systems wholes and parts, and the mechanisms that affect and shape our world(s), in part or as a whole. In this paper, I explore how a systemic approach to patterns and pattern language could support systemic inquiry and systemic design, and more generally the advancement of pattern language. In particular, I discuss the extension of the act of design to encompass the systemic inquiry that motivates a design and the ongoing monitoring of the fitness of a design to its intended purpose. I examine the multiple facets and understandings of the concept of pattern and show how they can be reconciled to include both the inquiry or observational/informational aspects and the design aspects of patterns in a larger systems framework. In this light, I reexamine the appropriateness of the pattern expressed in problem-solution form in the context of complex systems, and the notion of generativity, and I propose ways forward for extended definitions and pattern forms.

Remembering Dionysus: Revisioning Psychology and Literature in C.G. Jung and James Hillman

Dionysus, god of dismemberment and sponsor of the lost or abandoned feminine, originates both Jungian psychology and literature in Remembering Dionysus. Characterized by spontaneity, fluid boundaries, sexuality, embodiment, wild nature, ecstasy and chaos, Dionysus is invoked in the writing of C. G. Jung and James Hillman as the dual necessity to adopt and dismiss literature for their archetypal vision of the psyche or soul. Susan Rowland describes an emerging paradigm for the twenty-first century enacting the myth of a god torn apart to be re-membered, and remembered as reborn in a great renewal of life. It is a myth for Transdisciplinarity as pioneered by Basarab Nicolescu.

Rowland demonstrates how persons, forms of knowing and even eras that dismiss Dionysus are torn apart, and explores how Jung was Dionysian in providing his most dismembered text, The Red Book. Remembering Dionysus pursues the rough god into the Sublime in the destruction of meaning in Jung and Jacques Lacan, to a re-membering of sublime feminine creativity that offers zoe, or rebirth participating in an archetype of instinctual life. This god demands to be honoured inside our knowing and being, just as he (re)joins us to wild nature. 

This revealing book will be invigorating reading for Jungian analysts, psychotherapists, arts therapists and counsellors, as well as academics and students of analytical psychology, depth psychology, Jungian and post-Jungian studies, literary studies and ecological humanities.

Susan Rowland is Chair of MA Engaged Humanities at Pacifica Graduate Institute, California and was previously Professor of English and Jungian Studies at the University of Greenwich UK. She is author of Jung: A Feminist Revision (2002), Jung as a Writer (2005) and The Ecocritical Psyche: Literature, Complexity Evolution and Jung (2012). She teaches in Jung, gender and literary theory.

The limits in architecture are on debate in recent years, since architecture has been
considered as a substantial entity. Inquiries using substantialist approach, however, are varied where substantialist approach emerged more into a sort of eclecticism. However, it is possible to inquire limits in architecture through a transactional point of view. Besides, if we assume that there is a limit between x and y, x stands as the reason of y`s becoming. In this regard, limit cannot be positioned outside a relational structure. If we define the relationship as a separate entity from x and y, it may only appear as transactional but it is, in fact, actually focused on a substantialist consideration. Besides, in case of acknowledging that there is a relation between x
and y as a third entity, pseudo-transactional approach emerges, which is also substantialist. For this reason, this research is to inquire limits in architecture according to transactional approach versus to substantialist one by referring to critical theories. Blurring, as an act, seeks to undermine the well-defined limits in architecture within frequently referred notions and binaries, where an “in-between” space emerges. In order to understand the term “blurring” for an architectural inquiry of limits, three exemplars are chosen, defining three acts: altering, transforming and transgressing. When a (substantialist) limit is altered, transformed and/or transgressed by blurring, it would provide a dynamic consideration, suggesting a new way of thinking in architecture.

This chapter considers the intellectual benefits and challenges of transdisciplinarity for educational linguistics. Building on earlier work about the nature of educational linguistics, Halliday's notion of theme in transdisciplines is expanded upon. The concept of theme is presented as foundational for the problem-oriented nature of educational linguistics. The application of a thematic orientation is then set forth as a way in which to approach the topics encompassed by the field. Finally, practical implications for doing thematic research, along with key benefits and potential pitfalls, are examined.