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Artículos de revistas sobre el tema "Transdisciplinarietà"

Autor: Grafiati

Publicado: 10 de marzo de 2023

Última modificación: 14 de marzo de 2023

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1

Di Dio, Cinzia. "Transdisciplinarità". EDUCAZIONE SENTIMENTALE, n.º 36 (febrero de 2022): 49–54. http://dx.doi.org/10.3280/eds2021-036005.

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La metodica della risonanza magnetica funzionale consente l'esplorazione dei processi cerebrali, che sono alla base dei comportamenti umani. L'interesse di ricerca si è concentrato soprattutto sui processi cerebrali connessi con l'esperienza estetica. La ricerca neuroscientifica trova riferimento continuo con l'osservazione del comportamento umano, nonché con l'universo delle scienze umane, in particolare della psicologia e della filosofia. L'avanzamento della ricerca neuroscientifica ha condotto al confronto con la sociocognizione in chiave motoria, fino al costrutto della teoria della mente e alla sintonizzazione del comportamento altrui. Transdisciplinariamente sono stati rilevanti gli approdi con la teoria dell'attaccamento di Bowlby e il concetto freudiano di empatia, che hanno trovato verifica empirica nelle più recenti scoperte fisiologiche e neuroscientifi-che. Uno dei settori che nel futuro sarà più rilevante per le neuroscienze, e che implicherà di per sé un approccio transdisciplinare, è quello del rapporto tra uomo e robot. La domanda frequente "quale è il significato profondo della ricerca neuroscientifica?" può trovare risposta solo se si ammette e se si sviluppa il dialogo con le altre discipline e delle scienze umane e delle scienze della natura.

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2

Zierhofer, Wolgang y Paul Burger. "Disentangling Transdisciplinarity". Science & Technology Studies 20, n.º 1 (1 de enero de 2007): 51–72. http://dx.doi.org/10.23987/sts.55219.

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Within the discourse promoting transdisciplinary research (TDR), also referred to as Mode 2 science, it is often claimed that scientifically coping with urgent life-world problems calls for interdisciplinary participatory research (or TDR), and that this represents a new mode of knowledge production. Although we look upon TDR as a fertile innovation, we have epistemological and methodological concerns in treating TDR as a (singular) new mode of knowledge production. Hence, our paper attempts to contribute to clarifying the meaning of TDR from an epistemological and methodological perspective. We develop a conceptual scheme for the analysis of knowledge production in problem-oriented research, which is subsequently applied to an empirical analysis of 16 transdisciplinary research projects. In our analysis, we focus upon forms of knowledge integration and participation. The results indicate that, from an epistemological point of view, TDR does not represent a specific mode of knowledge production, but a rather heterogeneous conglomeration of different research activities. In order to evaluate the epistemic potential of TDR, we conclude that it would be wise to disentangle it methodologically into various types of research objectives and related research instruments.

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3

Mittelstrass, J. "ON TRANSDISCIPLINARITY". Trames. Journal of the Humanities and Social Sciences 15, n.º 4 (2011): 329. http://dx.doi.org/10.3176/tr.2011.4.01.

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4

Waltham-Smith, Naomi. "For Transdisciplinarity". Journal of Musicology 37, n.º 1 (1 de enero de 2020): 51–62. http://dx.doi.org/10.1525/jm.2020.37.1.51.

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This response situates Stephen Amico’s provocation within the context of an intimate connection between postcolonial thought and the drive towards interdisciplinarity. It examines via three critical moments the deeply intertwined desires to destroy the colony on the one hand and disciplinarity on the other. To this end it analyses the debates around interdisciplinarity between Gayatri Spivak, Homi Bhabha, and Laurent Dubreuil, before turning to the explicit thematization of transdisciplinarity as part of the neoliberalization of the university. Finally, the essay turns to Hélène Cixous’s reflections in “Mon Algériance” to develop another way of thinking about the irreducible dispersal and dissemination of disciplinarity and its imbrication in the (post)colonial.

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5

Colpaert, Jozef. "Editorial: Transdisciplinarity". Computer Assisted Language Learning 17, n.º 5 (diciembre de 2004): 459–72. http://dx.doi.org/10.1080/0958822042000319665.

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6

Colpaert, Jozef. "Transdisciplinarity revisited". Computer Assisted Language Learning 31, n.º 5-6 (5 de marzo de 2018): 483–89. http://dx.doi.org/10.1080/09588221.2018.1437111.

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7

S. Mokiy, Vladimir. "International Standard of Transdisciplinary Education and Transdisciplinary Competence". Informing Science: The International Journal of an Emerging Transdiscipline 22 (2019): 073–90. http://dx.doi.org/10.28945/4480.

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Aim/Purpose: The year 2020 marks the 50th anniversary of the first official definition of the term “transdisciplinarity.” This paper focuses on a critical analysis of the development of modern transdisciplinarity since its inception. Background: The article presents two main directions for the development of transdisciplinarity. It also shows its identification features, strengths, and weaknesses, as well as the significant role transdisciplinarity plays in science and education. Methodology: The methodology employed in this article is a content analysis of resolutions of international forums as well as articles on transdisciplinarity published from 1970 to 2019. Contribution: For one reason or the other, several of these authors did not quote the opinions of the original authors of transdisciplinarity. The subsequent use of those articles by other authors thus posed some ambiguities about the place and role of transdisciplinarity in science and education. The advent of e-databases has made it possible to access the original forum articles. This further made it possible to refine the original content of the term “transdisciplinarity” and to trace its development without mixing it with vague opinions. Based on these findings, the perception of transdisciplinarity as a marginal trend in science and education could be eliminated. Findings: This paper shows how modern transdisciplinarity is developing into two main directions: transdisciplinarity in science as well as transdisciplinarity in education. These orientations have individual goals and objectives. The transdisciplinarity of scientific research helps to complete the transformation of the potential for interdisciplinary interaction and the integration of disciplines. Whereas, in education, transdisciplinarity (meta-discipline) is about developing an international standard for transdisciplinary education and also describing the content of transdisciplinary competence for students of diverse disciplines at all levels of higher education (bachelor’s, master’s and postgraduate studies). Recommendation for Researchers: Transdisciplinary research involves the interaction of people with disciplinary knowledge plus a degree of scientific outlook. Since disciplinary knowledge domains remain in their disciplinary boxes, it is, therefore, advisable to generalize disciplinary knowledge rather than force them to interact. This is the basis for proposing the systems transdisciplinary approach—which provides a methodology for unifying and generalizing disciplinary knowledge. Future Research: As the research shows, the organizers of modern international forums do not take into account the division of transdisciplinarity development trends. To increase the effectiveness and significance of such forums, it is necessary to return to the practice of organizing special international forums on the transdisciplinarity of science and that of education.

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8

Toš, Igor. "Interdisciplinarity and transdisciplinarity". Collegium antropologicum 45, n.º 1 (2021): 67–73. http://dx.doi.org/10.5671/ca.45.1.8.

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The production of new scientific knowledge and practical solutions to complex problems require increasing amounts of interdisciplinary collaboration, while requirements for transdisciplinary cooperation have recently likewise become more frequent. In practice, however, they are rarely implemented adequately; what occurs instead is merely multidisciplinary collaboration. True implementation of inter- and/or transdisciplinary collaboration is often met with certain difficulties and obstacles: problems due to limited disciplinary competence, problems due to protecting knowledge and power, the problem of competence required for inter- and transdisciplinary collaboration, complexity problems, methodological problems and problems caused by differences in cultural traditions. It is necessary to acquire clear general definitions of the concepts of multidisciplinarity, interdisciplinarity and transdisciplinarity, to define and implement general guidelines for the development of multidisciplinary and transdisciplinary practice and to develop a new general culture of collaboration in research and practice of complex problem-solving.

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9

Zulian, Gilbert B. "De la transdisciplinarité". Revue internationale de soins palliatifs 22, n.º 1 (2007): 1. http://dx.doi.org/10.3917/inka.071.0001.

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10

Hofkirchner, Wolfgang. "Transdisciplinarity Needs Systemism". Systems 5, n.º 1 (16 de febrero de 2017): 15. http://dx.doi.org/10.3390/systems5010015.

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11

Ballard, Dawna I. "Transdisciplinarity demands time". Time & Society 31, n.º 1 (febrero de 2022): 14–16. http://dx.doi.org/10.1177/0961463x211073566.

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12

Nicolescu, Basarab. "Methodology of Transdisciplinarity". World Futures 70, n.º 3-4 (19 de mayo de 2014): 186–99. http://dx.doi.org/10.1080/02604027.2014.934631.

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13

Nurius, Paula S. y Susan P. Kemp. "Transdisciplinarity and Translation". Research on Social Work Practice 24, n.º 5 (19 de noviembre de 2013): 625–35. http://dx.doi.org/10.1177/1049731513512375.

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14

Moore, Megan, Melissa L. Martinson, Paula S. Nurius y Susan P. Kemp. "Transdisciplinarity in Research". Research on Social Work Practice 28, n.º 3 (2 de junio de 2017): 254–64. http://dx.doi.org/10.1177/1049731517708033.

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Background: Early career faculty experiences and perspectives on transdisciplinary research are important yet understudied. Methods: Assistant professors at 50 top-ranked social work programs completed an online survey assessing perspectives on the salience of transdisciplinary training in their field, obstacles to or negative impacts of transdisciplinary training, and current environments. Content analysis and descriptive statistics were used. Results: A large majority of all participants ( N = 118) believed that transdisciplinary research is important, that greater training is needed, and that they are relatively well prepared in related skill sets. They are expected to build cross-disciplinary collaborations, yet only a small minority believed that social work researchers are nationally recognized as important collaborators, or that they are prepared to navigate tensions on research teams. Conclusions: We offer a multilevel framework of structural and training supports needed to realize transdisciplinary research in social work with relevance to other disciplines.

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15

Lawrence, Roderick J. y Carole Després. "Futures of Transdisciplinarity". Futures 36, n.º 4 (mayo de 2004): 397–405. http://dx.doi.org/10.1016/j.futures.2003.10.005.

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16

Thompson Klein, Julie. "Prospects for transdisciplinarity". Futures 36, n.º 4 (mayo de 2004): 515–26. http://dx.doi.org/10.1016/j.futures.2003.10.007.

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17

Bammer, Gabriele. "Toolkits for Transdisciplinarity*". GAIA - Ecological Perspectives for Science and Society 24, n.º 3 (1 de enero de 2015): 149. http://dx.doi.org/10.14512/gaia.24.3.2.

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18

Bammer, Gabriele. "Toolkits for Transdisciplinarity*". GAIA - Ecological Perspectives for Science and Society 24, n.º 4 (1 de enero de 2015): 221. http://dx.doi.org/10.14512/gaia.24.4.2.

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19

Mittelstrass, Jürgen. "Unity and Transdisciplinarity". Interdisciplinary Science Reviews 18, n.º 2 (junio de 1993): 153–57. http://dx.doi.org/10.1179/isr.1993.18.2.153.

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20

Colletti, Marjan. "Post-Digital Transdisciplinarity". Architectural Design 86, n.º 5 (septiembre de 2016): 74–81. http://dx.doi.org/10.1002/ad.2092.

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21

Max-Neef, Manfred A. "Foundations of transdisciplinarity". Ecological Economics 53, n.º 1 (abril de 2005): 5–16. http://dx.doi.org/10.1016/j.ecolecon.2005.01.014.

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22

Remvikos, Yorghos. "Transdisciplinarity … undisciplined knowledge?" Environnement, Risques & Santé 22, n.º 1 (febrero de 2023): 26–30. http://dx.doi.org/10.1684/ers.2023.1706.

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23

Akiri, Іоn. "THE TRANSDISCIPLINARY AS AN EDUCATIONAL PARADIGM OF THE FUTURE". Education: Modern Discourses, n.º 4 (20 de diciembre de 2021): 33–38. http://dx.doi.org/10.37472/2617-3107-2021-4-04.

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The paper highlights the problem of transdisciplinarity as an educational paradigm of the future. The necessity of introducing transdisciplinarity into education substantiated. Examples of the implementation of transdisciplinarity at school through STEM / STEAM project activities are given. The experience of the Republic of Moldova in solving this problem is described. Examples of possible ways of integrating school disciplines are given. It is concluded that the introduction of the educational paradigm of transdisciplinarity will effectively contribute to improving the quality of education and the formation / development of key competences.

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24

Di Nuovo, Santo. "I tanti problemi della transdisciplinarità". PSICOLOGIA DELLA SALUTE, n.º 3 (octubre de 2021): 28–34. http://dx.doi.org/10.3280/pds2021-003006.

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Dopo una discussione sul termine transdisciplinarità, vengono esposti alcuni problemi che si pongono nelle sue applicazioni, specie alla psicologia della salute. I problemi per perve-nire ad un sistema senza confini stabili fra le discipline sono di tipo sia epistemologico che me-todologico, ma anche organizzativi dei protocolli di ricerca-azione e della interazione fra gli attori sociali. Viene presentato un esempio di ricerca transdisciplinare, relativo alla prevenzione della demenza. Questo tipo di ricerca costituisce una sfida per tutte le scienze della salute, e in particolare per la psicologia.

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25

Sell, Kerstin, Franziska Hommes, Florian Fischer y Laura Arnold. "Multi-, Inter-, and Transdisciplinarity within the Public Health Workforce: A Scoping Review to Assess Definitions and Applications of Concepts". International Journal of Environmental Research and Public Health 19, n.º 17 (1 de septiembre de 2022): 10902. http://dx.doi.org/10.3390/ijerph191710902.

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In light of the current public health challenges, calls for more inter- and transdisciplinarity in the public health workforce are increasing, particularly to respond to complex and intersecting health challenges, such as those presented by the climate crisis, emerging infectious diseases, or military conflict. Although widely used, it is unclear how the concepts of multi-, inter-, and transdisciplinarity are applied with respect to the public health workforce. We conducted a scoping review and qualitative content analysis to provide an overview of how the concepts of multi-, inter-, and transdisciplinarity are defined and applied in the academic literature about the public health workforce. Of the 1957 records identified, 324 articles were included in the review. Of those, 193, 176, and 53 mentioned the concepts of multi-, inter-, and transdisciplinarity, respectively. Overall, 44 articles provided a definition. Whilst definitions of multidisciplinarity were scarce, definitions of inter- and transdisciplinarity were more common and richer, highlighting the aim of the collaboration and the blurring and dissolution of disciplinary boundaries. A better understanding of the application of multi-, inter-, and transdisciplinarity is an important step to implementing these concepts in practice, including in institutional structures, academic curricula, and approaches in tackling public health challenges.

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26

Ben Abderrahman, Mohamed Lamine y Najib Djaziri. "Pensée complexe et transdisciplinarité". La nouvelle revue de l'adaptation et de la scolarisation 77, n.º 1 (2017): 193. http://dx.doi.org/10.3917/nras.077.0193.

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27

Simsolo, Laura, Anne-Marie Caire y Adeline Hougron. "Trauma crânien et transdisciplinarité". Empan 87, n.º 3 (2012): 67. http://dx.doi.org/10.3917/empa.087.0067.

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28

Kelly, Jason. "The Anthropocene and Transdisciplinarity". Journal of Contemporary Archaeology 1, n.º 1 (22 de agosto de 2014): 91–96. http://dx.doi.org/10.1558/jca.v1i1.91.

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29

Хвостова, К. В. "Small events and transdisciplinarity". Диалог со временем, n.º 77(77) (29 de noviembre de 2021): 19–27. http://dx.doi.org/10.21267/aquilo.2021.77.77.001.

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В современной исторической науке большую роль играет малая событийность, изучаемая с помощью вероятностных статистических методов. Применение количественных методов в историописании, распространенное с 1960-х гг., сочетается с воз-росшим интересом к малой однородной будничной событийности, образующей исторические тенденции, традиции и процессы. In modern historical science, a large role is played by small events, which are studied by using probabilistic statistical methods. The use of quantitative methods in historical writing, which has been widespread since the 60s of the twentieth century, is combined with an increased interest in small, homogeneous everyday events that form historical trends, traditions and processes.

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30

Benighaus, Christina y Richard Beecroft. "International Transdisciplinarity Conference 2021". TATuP - Zeitschrift für Technikfolgenabschätzung in Theorie und Praxis 30, n.º 3 (20 de diciembre de 2021): 82–83. http://dx.doi.org/10.14512/tatup.30.3.82.

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31

Dumas, Marc. "Job et la transdisciplinarité". Laval théologique et philosophique 71, n.º 2 (2015): 321. http://dx.doi.org/10.7202/1035565ar.

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32

HAMBERGER, E. "Transdisciplinarity: A Scientific Essential". Annals of the New York Academy of Sciences 1028, n.º 1 (1 de diciembre de 2004): 487–96. http://dx.doi.org/10.1196/annals.1322.039.

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33

McGregor, Sue L. T. "Transdisciplinarity and Conceptual Change". World Futures 70, n.º 3-4 (19 de mayo de 2014): 200–232. http://dx.doi.org/10.1080/02604027.2014.934635.

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34

CUNCEV, IOAN. "Transdisciplinarity approaches to mobility". Journal of Engineering Sciences and Innovation 7, n.º 1 (5 de marzo de 2022): 121–30. http://dx.doi.org/10.56958/jesi.2022.7.1.121.

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The intense sustainable development of the knowledge society through the complexity of human activities, technologies, as well as theoretical concepts branched in all directions, have sophisticated user needs for products and services, for mobility. Following the performance of production and logistic units, the mobility of goods and passengers, the speeds of change and reaction to consumer demands, the quality of life is increasing. In the competition between production, logistics and circulation of information, which is becoming a quantum reality, it is necessary to quickly know the indicators by which to measure, analyze and make predictions of the activities that take place. Their quality means the avoidance of distorted images in different reality levels. It creates transdisciplinary work tools, and organizational and managerial structures for different reality levels. These systems integrate people's minds and psyches with physical reality, resulting the quantum psychology through which the human factor controls mobility.

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35

Messing, Jill Theresa, Madelaine Adelman y Alesha Durfee. "Gender Violence and Transdisciplinarity". Violence Against Women 18, n.º 6 (junio de 2012): 641–52. http://dx.doi.org/10.1177/1077801212453982.

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36

McGregor, Sue L. T. "Consumer scholarship and transdisciplinarity". International Journal of Consumer Studies 31, n.º 5 (septiembre de 2007): 487–95. http://dx.doi.org/10.1111/j.1470-6431.2007.00599.x.

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37

Hesse, Markus. "Transdisciplinarity or “engaged pluralism”?" disP - The Planning Review 51, n.º 3 (3 de julio de 2015): 4–5. http://dx.doi.org/10.1080/02513625.2015.1093338.

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38

Horwitz, Pierre. "Transdisciplinarity: reCreating Intergrated Knowledge". Ecosystem Health 7, n.º 2 (junio de 2001): 125–26. http://dx.doi.org/10.1046/j.1526-0992.2001.007002125.x.

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39

Raymond, Roland. "Transition énergétique et transdisciplinarité". Natures Sciences Sociétés 25 (2017): S42—S44. http://dx.doi.org/10.1051/nss/2017030.

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40

Robertson, Roland. "Globality, Globalization and Transdisciplinarity". Theory, Culture & Society 13, n.º 4 (noviembre de 1996): 127–32. http://dx.doi.org/10.1177/0263276496013004008.

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41

Warner, Chantelle. "Transdisciplinarity across two-tiers". AILA Review 31 (2018): 29–52. http://dx.doi.org/10.1075/aila.00012.war.

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Abstract In the ten years since the Modern Language Association published their report, “Foreign Languages and Higher Education: New Structures for a Changed World” (2007) dissatisfaction with the “two-tiered configuration” of US foreign language departments has become increasingly vocal. While the target of the criticism is often the curriculum, it has often been noted that programmatic bifurcations mirror institutional hierarchies, e.g. status differences between specialists in literary and cultural studies and experts in applied linguistics and language pedagogy (e.g. Maxim et al., 2013; Allen & Maxim, 2012). This chapter looks at the two-tiered structure of collegiate modern language departments from the perspectives of the transdisciplinary shape-shifters who maneuver within them – scholars working between applied linguistics and literary studies. These individuals must negotiate the methodologies and the institutional positions available to them – in many instances, the latter is what has prompted them to work between fields in the first place. The particular context of US foreign language and literature departments serves as a case study of the lived experiences of doing transdisciplinary work in contexts that are characterized by disciplinary hierarchies and the chapter ends with a call for applied linguistics to consider not only the epistemic, but also the institutional and affective labor needed to sustain transdisciplinary work.

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42

Scholz, Roland W. y Gerald Steiner. "Transdisciplinarity at the crossroads". Sustainability Science 10, n.º 4 (19 de septiembre de 2015): 521–26. http://dx.doi.org/10.1007/s11625-015-0338-0.

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43

Mallee, Hein. "A time for transdisciplinarity". Current Opinion in Environmental Sustainability 46 (octubre de 2020): 16–17. http://dx.doi.org/10.1016/j.cosust.2020.09.011.

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44

Rapport, David J. "Transdisciplinarity: transcending the disciplines". Trends in Ecology & Evolution 12, n.º 7 (julio de 1997): 289. http://dx.doi.org/10.1016/s0169-5347(97)81031-2.

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45

Guattari, Félix. "Transdisciplinarity Must Become Transversality". Theory, Culture & Society 32, n.º 5-6 (septiembre de 2015): 131–37. http://dx.doi.org/10.1177/0263276415597045.

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46

Serres, Michel. "Transdisciplinarity as Relative Exteriority". Theory, Culture & Society 32, n.º 5-6 (septiembre de 2015): 41–44. http://dx.doi.org/10.1177/0263276415597046.

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47

Capozzi, Vittorio, Giuseppe Spano y Daniela Fiocco. "Transdisciplinarity and Microbiology Education". Journal of Microbiology & Biology Education 13, n.º 1 (3 de mayo de 2012): 70–73. http://dx.doi.org/10.1128/jmbe.v13i1.365.

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48

Schaltegger, Stefan, Markus Beckmann y Erik G. Hansen. "Corporate Sustainability Meets Transdisciplinarity". Business Strategy and the Environment 22, n.º 4 (mayo de 2013): 217–18. http://dx.doi.org/10.1002/bse.1770.

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49

Forget, Bettina Elisabeth. "Merging dualities: How convergence points in art and science can (re)engage women with the STEM field". Canadian Review of Art Education 48, n.º 1 (11 de diciembre de 2021): 20–37. http://dx.doi.org/10.26443/crae.v48i1.100.

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Abstract: How can the interweaving of knowledge silos help to engage girls who are becoming disinterested in science? This study describes how convergence points in research practices within the fields of art and science can mitigate gender stereotypes associated with the STEM field. A case study of four women working at the intersection of art and science revealed common aspects of their practices: an appreciation of the natural world, a sense of aesthetics, a drawing practice and a reliance on meaningful research questions, suggesting that these can act as bridges between both fields of study. Keywords: Arts; Education; Art-science; STEM; STEAM; Leaky pipeline; Gender; Motivation; Stereotype threat; Self-efficacy; Transdisciplinarity; Nature; Drawing; Aesthetics. Résumé : Comment l’interrelation des réservoirs de connaissance peut-elle contribuer à motiver les jeunes femmes qui se désintéressent de la science ? Cette étude relate comment les points de convergence des diverses pratiques de recherche dans le domaine des arts et de la science peuvent atténuer les stéréotypes de genre associés à la filière STIM. L’étude du cas de quatre femmes œuvrant au point de convergence de l’art et de la science a mis en évidence les aspects communs de leurs pratiques : l’appréciation du monde naturel, un sens de l’esthétique, une pratique du dessin et l’utilisation de questions de recherche pertinentes, ce qui laisse supposer certains ponts entre ces deux domaines d’étude. Mots-clés : arts, éducation, science et art, STIM, STIAM, tuyau percé, genre, motivation, menace du stéréotype, auto-efficacité, transdisciplinarité, nature, dessin, esthétique.

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Mokiy, Vladimir y Tatiana Lukyanova. "Transdisciplinarity: Marginal Direction or Global Approach of Contemporary Science?" Informing Science: The International Journal of an Emerging Transdiscipline 24 (2021): 001–18. http://dx.doi.org/10.28945/4752.

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Aim/Purpose: The article is designed to contradict the existing opinion that “transdisciplinarity is a marginal direction of contemporary science.” Background: The difficulties of implementing transdisciplinarity into science and education are connected with the fact that its generally accepted definition, identification characteristics, and methodological features are still missing. In order to eliminate these disadvantages of transdisciplinarity, its prime cause and initial idea had to be detected. Then an attempt was made to analyze correspondence of the existing opinions about transdisciplinarity with the content of its prime cause and initial ideas. Methodology: The bibliometric content analysis of the literature reviews on the subject of transdisciplinary was used in order to determine correspondence of the opinions about transdisciplinarity with the meaning of its prime cause and initial ideas, as well as to generalize these opinions. This method allowed detecting and classifying opinions into 11 groups including 39 stereotypes of transdisciplinarity. For substantiation of transdisciplinary approaches consistency with the approaches of the contemporary science C.F. Gauss random variables normal distribution was used. The “Gauss curve” helped to show the place of transdisciplinary and systems transdisciplinary approaches in the structure of academic and systems approaches. The “Gauss curve” demonstrated the step-by-step broadening of the scientific worldview horizon due to sequential intensification of synthesis, integration, unification, and generalization of the disciplinary knowledge. Contribution: Based on rethinking the results from bibliometric content analysis of the literature reviews, the generalized definition of transdisciplinarity could be formulated, as well as the definition for the transdisciplinary and systems transdisciplinary approaches could be given. It was shown that transdisciplinarity is a natural stage for development of contemporary science and education, and the transdisciplinary approaches were capable to suggest the methods and tools to solve the complex and poorly structured problems of science and society. Findings: Many existing stereotypes of transdisciplinarity do not meet its prime cause and initial ideas. Such stereotypes do not have deep philosophic and theoretical substantiation, as well as not suggesting the transdisciplinary methods and tools. Thus, the authors of such stereotypes often claim them to be transdisciplinary or suggest perceiving them as transdisciplinarity. This circumstance contributed to the fact that many disciplinary scientists, practitioners, and initiators of higher education view transdisciplinarity as a marginal direction of contemporary science. Based on the generalized definition of transdisciplinarity, as well as its prime cause and initial ideas, we managed to show that transdisciplinarity is presented in contemporary science in the form of two different approaches: the transdisciplinary approach and the systems transdisciplinary approaches. The objective of the transdisciplinary approach is ensuring science development at the stage of synthesis and integration of disciplinary knowledge. The objective of the systems transdisciplinary approach is ensuring solving of modern society problems using unification and generalization of disciplinary knowledge. Recommendation for Researchers: The researchers should consider that within the limits of the transdisciplinary approach the disciplinary specialists are managed. Within the limits of the systems transdisciplinary approach the disciplinary knowledge is managed. Thus, the transdisciplinary approach is efficient for organization and research with participation of the scientists of complementary disciplines. An example for such research can be a team of researchers of medical disciplines and complimentary disciplines from chemistry, physics, and engineering. The systems transdisciplinary approach is efficient for organization and performance of research with participation of scientists of non-complementary disciplines, for example, economics, physics, meteorology, chemistry, ecology, geology, and sociology. Future Research: In terms of the main initial idea, transdisciplinarity is formed as a global approach. The global approach should have a traditional institutional form: it should be a science discipline (meta-discipline) and have carriers with the transdisciplinary worldview. Training for such carriers can be organized by the universities within the limits of the systems transdisciplinarity departments and Centers of Systems Transdisciplinary Retraining for Disciplinary Specialists. Thus, it is reasonable to initiate discussion for the idea to reform the disciplinary structure of the universities considering creation of such departments and centers.

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