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Transdisciplinary Pedagogy in Higher Education: Transdisciplinary Learning, Learning Cycles and Habits of Minds

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Transdisciplinary Higher Education

Abstract

This chapter explores what might comprise a transdisciplinary pedagogy in higher education. After describing the traditional intents of higher education, the conversation turns to how these must change in order to prepare graduates for the profound complexity of the contemporary world. A canvass of the nascent literature on transdisciplinary pedagogy revealed three large ideas that merit consideration by higher education curricula planners: (a) transdisciplinary learning (compared to disciplinary learning), (b) the transdisciplinary learning cycle, and (c) transdisciplinary habits of mind. Nine possible transdisciplinary higher education pedagogies arose out of this discussion: double loop learning, deep education, integrative curriculum, inquiry-based learning, value analysis, transformative learning, authentic curriculum, paradigm shifts, and learning communities. Upon reflection, higher education curriculum planners and instructors can benefit from gaining richer understandings of what learning looks like through a transdisciplinary lens, and how their pedagogical approach can change to ensure that TD learning thrives.

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Correspondence to Sue L. T. McGregor .

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McGregor, S.L.T. (2017). Transdisciplinary Pedagogy in Higher Education: Transdisciplinary Learning, Learning Cycles and Habits of Minds. In: Gibbs, P. (eds) Transdisciplinary Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-56185-1_1

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  • DOI: https://doi.org/10.1007/978-3-319-56185-1_1

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