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Enriching Responsible Living Curricula with Transdisciplinarity

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Responsible Living

Abstract

This chapter tenders a new approach for enriching responsible living curricula predicated on transdisciplinarity. It weaves together four large ideas to support the argument that learners can make more responsible life choices if they are exposed to a transdisciplinary-informed curriculum: transdisciplinary knowledge, transdisciplinary habits of mind (cognitive skills), transdisciplinary learning (iterative cycle), and the transdisciplinary learning approach (including the four pillars of education needed for the 21st century). The entire discussion is grounded in Professor Dr. Basarab Nicolescu’s approach to transdisciplinarity: Multiple Levels of Reality mediated by the Hidden Third (to reconcile conflicting perspectives); the Logic of the Included Middle; and, knowledge as complex, emergent, embodied and cross-fertilized.

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Author information

Authors and Affiliations

  1. Mount Saint Vincent University, Halifax, Canada

    Sue L. T. McGregor

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  1. Sue L. T. McGregor
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Correspondence to Sue L. T. McGregor .

Editor information

Editors and Affiliations

  1. Faculty of Teacher Training and Natural Sciences, University College of Hedmark, Elverum, Norway

    Victoria W. Thoresen

  2. School of Business and Humanities, Institute of Technology Carlow, Carlow, Ireland

    Declan Doyle

  3. University College of Hedmark, Elverum, Norway

    Jorgen Klein

  4. Institute for Global Environmental Strategies, Yokosuka, Japan

    Robert J. Didham

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McGregor, S.L.T. (2015). Enriching Responsible Living Curricula with Transdisciplinarity. In: Thoresen, V., Doyle, D., Klein, J., Didham, R. (eds) Responsible Living. Springer, Cham. https://doi.org/10.1007/978-3-319-15305-6_8

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