Transdisciplinary Pedagogy: A Competency Based Approach for Teachers and Students to Promote Global Sustainability

  • Theoni Soublis Smyth The University of Tampa

Abstract

Implementing transdisciplinary learning strategies is paramount to contemporary learning goals of global sustainability. If educators are dedicated to creating complex critical thinkers that will create solutions to global problems, then the institution of education must reimagine the teaching and learning competencies that occur in the 21st century classroom.  Expectations of learning processes and goals are altered when disciplines from various theoretical backgrounds merge. The theory of transdisciplinarity will be discussed, next, 21st century teaching and learning competencies will be defined and exemplified, finally, the connection between the theory of transdisciplinarity and the competencies that teachers and students must possess in order to create global sustainability in our highly-connected society will be explained.

 

Author Biography

Theoni Soublis Smyth, The University of Tampa

Dr. Theoni Soublis Smyth

Professor of Education

University of Tampa

Department of Education

References

Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive Domain. New York: Longmans Green.

Burger, P. & Kamber, R. (2003). Cognitive integration in transdisciplinary science: Knowledge as a key notion. Issues in Integrative Studies, 21, 43-73.

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Cosimo Classic.

Duemler, D., & Mayer, R. (1988). Hidden costs of reflectiveness: Aspects of successful scientific reasoning. Journal of Educational Psychology, 80(4), 419-423.

Felder, R. M., & Brent, R. (2000). Effective teaching. North Carolina State University. In Oakley, B., Felder, R., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2, 9-34.

Garner, H. (1995). Teamwork models and experience in education. Boston: Allyn & Bacon.

Huitt, W. (1998). Critical thinking: An overview. Educational Psychology Interactive. Retrieved May 2016, from http://www.edpsycinteractive.org/topics/cognition/critthnk.html

Jureddi, D.N. & Brahmaiah, N. (2016). Barriers to effective communication. Journal of English Language and Literature, 3, 114-115.

Oakley, B., Felder, R., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2, 9-34.

Palmer, T. (2016). 15 characteristics of a 21st century teacher. Retrieved June 2016, from http://www.edutopia.org/discussion/15-characteristics-21st-century-teacher.

Park, J. & Son, J. (2010). Transitioning toward transdisciplinary learning in a multidisciplinary environment. International Journal of Pedagogies and Learning, 6, 82–93.

Scholz, R.W., Lang, D.J., Walter, A.I., & Stauffacher (2006) Transdisciplinary case studies as a means of sustainability learning: Historical framework and theory. International Journal of Sustainability in Higher Education, 7, 226-251.

Rosenfield, P. L. (1992). The potential of transdisciplinary research for sustaining and extending linkages between the health and social sciences. Social Science & Medicine, 35(11), 1343-1357.

Wright, R. (2008). Research: The differences between media and technology. Retrieved June 2016, from https://rayadorob.wordpress.com/2008/04/14/research-the-differences-between-media-and-technology/.
Published
2017-05-13
How to Cite
SMYTH, Theoni Soublis. Transdisciplinary Pedagogy: A Competency Based Approach for Teachers and Students to Promote Global Sustainability. Journal of Interdisciplinary Studies in Education, [S.l.], v. 5, n. 2, p. 64-72, may 2017. ISSN 2166-2681. Available at: <http://isejournal.org/index.php/jise/article/view/170>. Date accessed: 22 nov. 2017.

Keywords

interdisciplinarity, transdisciplinarity