Practical and scientific foundations of transdisciplinary research and action

Abstract

Collaborative research and learning—across disciplines and societal sectors—is critical to addressing complex health and social problems. There is an increasing focus on such transdisciplinary approaches in the scientific literature, teaching and program interventions. However, there is often skepticism and critique from researchers in established disciplines about the value of, and scientific basis for, transdisciplinary work. This chapter traces the emergence of transdisciplinary work from two perspectives: as a pragmatic approach to solving complex, or “wicked” problems, and as a reflection of newer theoretical views about ontology and epistemology. Since the mid-1900s, researchers from multiple disciplines and practitioners from many societal sectors have increasingly advocated for transdisciplinary approaches to understanding and addressing complex problems. In parallel, theoretical views of ontology have been changing from considering reality as a coherent whole with laws and linear origins to seeing reality as being made up of multiple, ever-changing dimensions. Newer views of ontology also catalyzed changes in views about scientific inquiry (epistemology), including the emergence of the design sciences—considered the third epistemological paradigm. Design science theory and methods focus on studying the participatory development, testing and improvement of human-created objects, services and environments. Although design sciences are most commonly used in architecture, engineering and other socio-technical fields, they provide invaluable guidance for all researchers and practitioners engaged in transdisciplinary work that addresses complex problems.