Transcending disciplinary boundaries: reflections on transdisciplinarity in research and education

Abstract

Transdisciplinarity emerges as a key tool for addressing the complexity of the contemporary academic and social world. Guided by the objective to examine bibliographically the influence of the transdisciplinary perspective in social and educational research, considering its emphasis on complexity and associated challenges, this reflection utilized a methodology integrating philosophical and epistemological paradigms. An extensive search was conducted in academic databases, followed by an advanced analysis using the Atlas.ti software, based on the ReSiste-CH framework by Condina (2020). One of the central findings identifies metaphor as an indispensable tool in constructing transdisciplinary knowledge. The article unveils how transdisciplinarity can influence the formation of future thinkers. Despite the in-depth view from a transdisciplinary lens, the study acknowledges a primarily academic orientation, which could limit broader perspectives. In the analysis, the principles of Alan Sokal and Jean Bricmont are considered essential to achieve transdisciplinarity in research. In conclusion, transdisciplinarity, despite its inherent challenges, represents an opportunity to acquire enriched knowledge. This reflection urges the academic community to overcome traditional barriers and to value the interconnection of knowledge in a world dominated by complexity.