Transdisciplinarity between art, science and technology: pushing boundaries in Karin Ohlenschläger’s teaching-expositive proposals in her stage as director of LABoral Gijón

Abstract

The need to integrate different types of knowledge so that future primary school teachers can work in a globalized way in the classroom is a need that responds to the current times. The constant dissolution of the frontiers of physical and digital worlds requires that we know how to adapt to the world in which we live in a conscious way. In this sense, Ohlenschläger, in her time as director of LABoral Centro de Arte y Creación Industrial in Gijón, put into practice a proposal that she previously initiated in MediaLab Madrid, that taking as a reference spaces such as the German ZKM, for transdisciplinary education, assumes that we are immersed in a process of educational revolution that can be situated around an understanding from the arts. For this reason, the article addresses didactic transdisciplinarity from the need to integrate it for the acquisition of knowledge and skills, through STEAM methodology (Sciences, Technology, Engineering, Art, Mathematics), in students of all stages. To exemplify this, some of the didactic-artistic-scientific projects, which are considered authentic bastions of innovation and transgression, are presented. Some of them were already put into practice in Rhode Island School of Design, at the beginning of the 21st century but, have not had an echo or diffusion in Spain until the approval of the new educational law in 2022. Thus, these methodological approaches are addressed, adding that it is technology that is integrated as a fundamental part of the teaching-learning process in our days. Finally, we present some conclusions that focus on the development of an education that will be put into practice by future teachers to educate the citizens of the second half of the 21st century.