This chapter discusses how complex, real-world topics related to sustainable development are tackled through a curriculum that fosters transdisciplinary skills and thinking for students at an environmental sciences department at the Federal Institute of Technology in Zurich, Switzerland (ETH Zurich). We describe a process through which university students at all levels learn how to handle complex, real-world problems. We argue that the ability to frame complex problems and the ability to empathize with diverse points-of-view are key skills for transdisciplinary learning and research. Competence fields are identified by reflecting on the actual skills needed for conducting a transdisciplinary research process and by identifying elements from past teaching experiences that have proven to be effective. We then develop a framework which shows how these competence fields link different learning domains, so that students develop not only cognitive, but also affective and psychomotor abilities. This framework may serve as a starting point for the design of other courses aimed at training transdisciplinarians.
CITATION STYLE
Pearce, B., Adler, C., Senn, L., Krütli, P., Stauffacher, M., & Pohl, C. (2018). Making the link between transdisciplinary learning and research. In Transdisciplinary Theory, Practice and Education: The Art of Collaborative Research and Collective Learning (pp. 167–183). Springer International Publishing. https://doi.org/10.1007/978-3-319-93743-4_12
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