Thèses : « Transdisciplinarietà »

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DI, PRIMA NICOLO'. « Design Anthropology. Approccio per un design sociale ». Doctoral thesis, Politecnico di Torino, 2022. http://hdl.handle.net/11583/2969099.

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Novy, Andreas, et Barbara Bernstein. « Transdisciplinarity and Social Innovation Research ». Institut für Regional- und Umweltwirtschaft, WU Vienna University of Economics and Business, 2009. http://epub.wu.ac.at/452/1/document.pdf.

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This working paper dwells on the relationship between a dialogue-oriented mode of knowledge production in line with transdisciplinarity and the flourishing of a culture of socioeconomic democratisation. These scientific and cultural-political undertakings have in common an effort of bridge-building between fragmented entities, be it scientific disciplines and their mono-logical explanations or single-issue policies which foster micro-efficiency to the detriment of social cohesion and socio-economic effectiveness. The paper starts by presenting emblematically some typical problematics of social innovations which need experience-based knowledge of practitioners as well the structure-aware knowledge of scientific research. In the second section transdisciplinary research is proposed as a research programme focussing on socially relevant problems and a structured dialogue with practitioners. Transdisciplinarity is based on a two-fold-dialogue: First, it is an interdisciplinary dialogue between different disciplines which overcome their respective research programmes and paradigms and contribute their knowledge to joint-problem solving. Second, it is a dialogue of two forms of knowledge: experience-based and analyticalstructural knowledge. In the final section, the potential of this type of research is shown to address the problematics of social innovation as a research programme as well as a socially-transformative practice.
Series: SRE - Discussion Papers

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Avert, Erik. « George Brecht, figure du chercheur transdisciplinaire ». Thesis, Université de Lorraine, 2017. http://www.theses.fr/2017LORR0371/document.

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Nous nous sommes questionnés dans cette thèse sur les apports des paradigmes scientifiques, spirituels et philosophiques dans la pensée et les œuvres de George Brecht. À travers la synthèse de ceux-ci, nous avons tenté de voir ses travaux comme des outils à faire l'expérience de la connaissance, à l'intégrer d'une façon non mentale. Nous avons souhaité redéfinir le statut de l'artiste, et voir dans son œuvre les prémices d'une conception nouvelle de l'art en tant que recherche transdisciplinaire concrétisée en objets artistiques
We questionned, during this work of thesis, about the contributions of spiritual, philosophical and scientific paradigms in work and thinking of George Brecht. Through their synthesis we tried to see his artworks as experiencing tools, integrating knowledge in a non-mental way. We wanted to redefine artist’s status through Brecht and tried to sight in his artwork the firstfruits of a new art’s conception as a transdisciplinary research shaped in artistical objects

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Tejedor, Papell Gemma. « Transdisciplinarity for sustainability in engineering education ». Doctoral thesis, Universitat Politècnica de Catalunya, 2019. http://hdl.handle.net/10803/668425.

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This research aims to improve engineering education in sustainability (EESD) through transdisciplinarity (td) learning approaches. The research comprised 3 phases. The first consisted of the analysis of how sustainability is approached in EE through a co-word analysis and characterization of the keywords networks of three relevant journals in the field of EESD over two decades. The journal networks evolution analysis suggested that the concern was growing to move to society. Td and related keywords constantly dripped along the ten years in all the journals and gained relevance, especially in International Journal of Sustainability in Higher Education (IJSHE) and Journal of Cleaner Production (JCLP). Additionally the IJSHE showed a will of reinforcing relationships beyond the university; the International Journal of Engineering Education (IJEE) gave relevance to real case studies with a North-South component and to students’ representativeness; and the JCLP contributed aspects on competences and educational strategies. The characterisation brought as relevant categories towards sustainability those related to cross-boundary schemes (i.e. td, ethics, networking), institutional aspects, faculty professional development training and learning strategies. Finally, keywords related to td and collaborative networking spread throughout all the areas of knowledge addressed by the journals, indicating a widening interest. The second phase studied how emergent EESD initiatives were approached from td as valued competence for sustainability. The research indicated that most of the initiatives fitted in the problem solving discourse, where co-production of knowledge and method-driven aspects are relevant. Deepening this discourse, most initiatives corresponded to the real-world argument promoting science-society collaboration to solve societal problems (EU contexts); others looked for convergence of all sciences (life, human, physical and engineering) in pursuit of human well-being (innovation argument, US contexts); and some initiatives brought together students and entities in a team-based learning process with social purpose (transcendent interdisciplinary research “tir” argument). It is noteworthy that none of the initiatives mirrored the transgression discourse, which attempts to reformulate the establishment, no longer for society but with society. The last phase consisted in the implementation of a td learning environment experience in the course Action Research Workshop on Science and Technology (Sci&Tech) for Sustainability (5 ETCS) of the UPC Master degree in Sustainability Sci&Tech. Civil organisations, public administration, students and educators undertook collaborative research on real-life sustainability case studies, following two cycles of action-reflection. While the course mainly fitted in the real-world argument of problem solving, service learning (SL) or CampusLab schemes also reproduced a team-based learning with societal purpose (“tir” argument). We addressed the transgression discourse by means of SL focusing on social justice, which enhanced the development of complex thinking. Afterwards, some students engaged as professional researchers-activists in the participant organisations. Challenges of their learning process were: problem formulation, process uncertainty, stakeholder’s interests and roles integration, and interpersonal skills. Additionally, a well-valued Emotional Intelligence module was developed by the author to help students face some process paralyzing uncertainties. Finally this work proposes a set of fundamental features to be considered for an effective scheme for a td approach in EESD, methodically framing the science-society discourse on the issue at stake: work in real-world complex problems; involve diverse disciplines and fields cooperation; involve science-society cooperation and mutual learning processes; integrate types of knowledge; rely on disciplinary and cross-disciplinary practice.
Aquesta investigació té com a objectiu la millora de l'educació en enginyeria en sostenibilitat (EESD) a través d'un enfocament d'aprenentatge transdisciplinari, en 3 fases. La primera va consistir en l'anàlisi de com s'aborda la sostenibilitat a EE, mitjançant l'anàlisi de co-ocurrència i la caracterització dels mots clau d’articles de tres revistes rellevants en l’EESD, al llarg de 10 anys. L'anàlisi de l'evolució de les xarxes de revistes va suggerir una preocupació creixent per a traslladar el focus a la societat. La transdisciplinarietat (td) i els mots clau relacionats van degotar constantment al llarg del període a totes les revistes, guanyant rellevància, especialment a la International Journal of Sustainability in Higher Education (IJSHE) i la Journal of Cleaner Production (JCLP) A més, mostrà la rellevància de: la voluntat de reforçar relacions més enllà de la universitat, a la IJSHE; els estudis de casos reals amb component Nord-Sud, i la representativitat dels estudiants, a la International Journal of Engineering Education; i els aspectes sobre competències i estratègies educatives, a la JCLP. La caracterització va aportar com a categories rellevants per la sostenibilitat les relacionades amb esquemes “cross-boundary” (td, ètica, treball en xarxa), aspectes institucionals, desenvolupament professional del professorat i estratègies d'aprenentatge. Finalment, els mots clau relacionats amb td i xarxes de col·laboració s’identificaren al llarg de totes les àrees de coneixement empreses a les revistes, indicant un interès creixent. La segona fase va estudiar com les iniciatives de EESD, eren abordades des de la td. Indicà que la majoria encaixaven en el discurs de resolució de problemes, que emfatitza la coproducció de coneixement i els aspectes metodològics. Aprofundint aquest discurs, la majoria de les iniciatives s’esqueien a l'argument del món real que promou la col·laboració ciència-societat sobre problemes socials (context UE); altres buscaven la convergència de les ciències (vida, salut, física i enginyeria) en la recerca del benestar humà (argument d'innovació, context USA); i algunes reunien a estudiants i entitats en un procés grupal d'aprenentatge, amb propòsit social (argument d'investigació interdisciplinària transcendent "tir"). És rellevant que cap de les iniciatives es va vincular al discurs de transgressió, que persegueix la reformulació de l'”establishment” ja no per a la societat, sinó amb la societat. L'última fase va consistir en la implementació d'un entorn d'aprenentatge td al curs Taller d'Investigació-Acció (5 ETCS) del Màster UPC en Ciència i Tecnologia de Sostenibilitat. Organitzacions civils i de govern, estudiants i educadors van investigar col·laborativament en casos reals de sostenibilitat, a partir de dos cicles d'acció-reflexió. Si bé el curs encaixa principalment en l'argument del món real del discurs de resolució de problemes, els esquemes d'aprenentatge servei (ApS) o CampusLab poden reproduir l'argument "tir" d'aprenentatge basat en equips amb propòsit social. El discurs de la transgressió s'abordà mitjançant l’ApS per a la justícia social i va resultar en la implicació professional d'alguns estudiants en les organitzacions civils participants. Els reptes del procés d'aprenentatge foren: formulació de problemes; gestió d'incerteses; integració de diferents interessos i rols; i habilitats interpersonals. Per això, l'autora desenvolupà un valorat mòdul d'Intel·ligència Emocional, animat a encarar punts paralitzants del procés. Finalment, aquest treball proposa un conjunt d'elements fonamentals a considerar en un esquema eficaç per a aplicar l'enfocament td a l’EESD, que emmarqui de forma metòdica el discurs sobre la qüestió social en joc: treballar sobre problemes complexos del món real; involucrar diverses disciplines i àrees; facilitar la cooperació ciència-societat i els processos. Finalment, aquest treball proposa un conjunt d’elements fonamentals a considerar en un esquema eficaç per a aplicar l'enfocament transdisciplinarietat a l’EESD, que emmarqui de forma metòdica el discurs sobre la qüestió social en joc: treballar sobre problemes complexos del món real; involucrar diverses disciplines i àrees; facilitar la cooperació ciència-societat i els processos d'aprenentatge mutu; integrar tipus de coneixement; recolzar-se en pràctiques disciplinàries i interdisciplinàries

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Lai, Yi-Lin. « Expériences esthétiques. Pour une transdisciplinarité de notre contemporain ». Thesis, Paris 3, 2010. http://www.theses.fr/2010PA030166.

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Cette étude suit la voie qu’a ouverte Jean-Marie Schaeffer quant au renouveau des questionnements esthétiques, qui implique un recentrement sur le fait esthétique et une vue naturalisée. Les sciences cognitives et les neurosciences s'inscrivent naturellement dans le prolongement de cette voie, et cette étude examine alors la démarche et les enjeux de cette transdisciplinarité. L’examen relève d’une analyse critique à la fois des problématiques esthétiques, des quêtes neuroscientifiques, et de la démarche même d’une transdisciplinarité. Après ce nouveau contour redessiné du domaine esthétique et de son examen critique, cette étude propose de considérer le paradigme de l’enaction comme seul apte à soutenir à la fois les démarches scientifiques et les spécificités des questionnements esthétiques, à savoir leurs caractères subjectif et transversal
Following Jean-Marie Schaeffer, this study proposes to revive aesthetic questions by focusing on the aesthetic fact and considering it from the naturalized perspective offered by neuroscience and cognitive science. It critically analyses at the same time aesthetic issues, the neuroscientific quest, and the transdisciplinary approach itself. It advocates the paradigm of enaction, as the only one capable of supporting both scientific processes and the subjective and transverse character of aesthetic questions

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Gutiérrez, Torres David. « La construcción de un contexto artístico en Barcelona, 1995-2015 ». Doctoral thesis, Universitat Autònoma de Barcelona, 2021. http://hdl.handle.net/10803/673130.

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Aquesta tesi analitza les principals característiques de la construcció del context artístic barceloní des d'inicis dels anys noranta. Estudia els elements que caracteritzen l'aparició d'una nova generació d'artistes en el context de Barcelona, el tall enfront de la producció artística anterior que suposa i la seva continuïtat fins avui. Un context artístic que des dels anys noranta manté elements en comú amb les produccions artístiques d'altres àmbits i llocs. De fet, participa i és fruit del fenomen de la globalització i la manera en la qual ha afectat tant les pràctiques artístiques com a la construcció institucional de l'art La tesi reconstrueix el context de globalització que s'inicia llavors i com afecta a la pràctica artística: la multiplicació de centres d'activitat artística, la construcció d'un teixit institucional de l'art o l'ús de la cultura com a marca de prestigi de les ciutats. En aquest sentit, desenvolupa una teoria contextual de l'art posant en relació Barcelona amb altres centres artístics. A partir d'aquí, la tesi analitza els trets principals de la producció artística des dels anys noranta fins a l'actualitat en tres aspectes relacionats: el retorn de les pràctiques hereves de l'art conceptual i l'adopció de la transdiciplinariedad en un context en el qual s'implementa l'entramat institucional de l'art a Barcelona. L'examen d'aquestes característiques principals de la construcció del panorama artístic a Barcelona en el context de la globalització es realitza a través de l'anàlisi d'una sèrie de casos d'estudi: des de la comparativa amb el context de Londres, el rol jugat per institucions com el MACBA i els elements que defineixen els treballs d'artistes com Mabel Palacín, Ignasi Aballí o Antonio Ortega. La recerca conclou que la construcció del context artístic a Barcelona des dels noranta és paral·lel al d'altres centres i guarda similars característiques. Així, participa de les característiques de la producció artística internacional instal·lada en el paradigma de la globalització. Un paradigma que ha generat un nou academicisme de l'art contemporani caracteritzat per un triple eix: desplegament institucional, retorn de pràctiques conceptuals i transdiciplinariedad. És a dir, que el pas dels anys vuitanta als noranta del segle XX va suposar un tall epistemeológico en les arts que ha continuat vigent i dins del qual Barcelona és un context més.
Esta tesis analiza las principales características de la construcción del contexto artístico barcelonés desde inicios de los años noventa. Estudia los elementos que caracterizan la aparición de una nueva generación de artistas en el contexto de Barcelona, el corte frente a la producción artística anterior que supone y su continuidad hasta hoy. Un contexto artístico que desde los años noventa mantiene elementos en común con las producciones artísticas de otros ámbitos y lugares. De hecho, participa y es fruto del fenómeno de la globalización y la manera en la que ha afectado tanto a las prácticas artísticas como a la construcción institucional del arte La tesis reconstruye el contexto de globalización que se inicia entonces y cómo afecta a la práctica artística: la multiplicación de centros de actividad artística, la construcción de un tejido institucional del arte o el uso de la cultura como marca de prestigio de las ciudades. En este sentido, desarrolla una teoría contextual del arte poniendo en relación Barcelona con otros centros artísticos. A partir de ahí, la tesis analiza los rasgos principales de la producción artística desde los años noventa hasta la actualidad en tres aspectos relacionados: el retorno de las prácticas herederas del arte conceptual y la adopción de la transdiciplinariedad en un contexto en el que se implementa el entramado institucional del arte en Barcelona. El examen de esas características principales de la construcción del panorama artístico de Barcelona en el contexto de la globalización se realiza a través del análisis de una serie de casos de estudio: desde la comparativa con el contexto de Londres, el rol jugado por instituciones como el MACBA y los elementos que definen los trabajos de artistas como Mabel Palacín, Ignasi Aballí o Antonio Ortega. La investigación concluye que la construcción del contexto artístico en Barcelona desde los noventa es paralelo al de otros centros y guarda similares características. Así, participa de las características de la producción artística internacional instalada en el paradigma de la globalización. Un paradigma que ha generado un nuevo academicismo del arte contemporáneo caracterizado por un triple eje: despliegue institucional, retorno de prácticas conceptuales y transdiciplinariedad. Es decir, que el paso de los años ochenta a los noventa del siglo XX supuso un corte epistemeológico en las artes que ha continuado vigente y dentro del cual Barcelona es un contexto más.
This thesis analyzes the main characteristics on the construction of the Barcelona artistic context since the early nineties. It studies the elements that characterize the appearance of a new generation of artists in the context of Barcelona, the cut against previous artistic production that it entails and its continuity until today. An artistic context that has maintained elements in common with artistic productions from other cities since the 1990s. In fact, it participates and is the result of the globalization and the way in which it has affected both artistic practices and the institutional construction of art. The thesis reconstructs the context of globalization that began then and how it affects the artistic practice: the multiplication of centers of artistic activity, the construction of an institutional net of art or the use of culture as a prestigious brand for the cities. In this sense, it develops a contextual theory of art by linking Barcelona with other artistic nodes. From there, the thesis analyzes the main features of artistic production from the 1990s to the present in three related aspects: the return of practices inherited from conceptual art and the adoption of transdisciplinary in a context in which it is implemented the institutional framework of art in Barcelona. The examination of these main characteristics of the construction of the artistic panorama in Barcelona in the context of globalization is carried out through the analysis of a series of case studies: from the comparison with the context of London, the role played by institutions such as the MACBA and the elements that define works of artists such as Mabel Palacín, Ignasi Aballí or Antonio Ortega. The research concludes that the construction of the artistic context in Barcelona since the nineties is parallel to that of other centers and has similar characteristics. Thus, it participates in the characteristics of international artistic production installed in the paradigm of globalization. A paradigm that has generated a new academicism of contemporary art characterized by a triple axis: institutional deployment, return of conceptual practices and transdisciplinary. In other words, the passage from the eighties to the nineties of the twentieth century supposed an epistemeological break in the arts that has continued until today and within which Barcelona is another context.
Universitat Autònoma de Barcelona. Programa de Doctorat en Història de l'Art i Musicologia

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BOTELHO, ANDRE DA CONCEICAO DA ROCHA. « THEOLOGY IN COMPLEXITY : FROM THEOLOGICAL RACIONALISM TO CHALLENGE TRANSDISCIPLINARITY ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10454@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Teologia na complexidade: busca reler a história da História. Compreender a gênese da Razão e seu desenvolvimento; compreender seu esgotamento na forma do racionalismo simplificador. Perceber a crise da Razão e a conseqüente agonia humana e planetária, a crise do mundo. Repensar a Teologia. Compreendê-la em sua função histórica. Constatar sua crise no advento da modernidade. Abrir-se ao novo paradigma sistêmico em busca de uma Teologia rica em complexidade. Avançar para além dos horizontes teológicos monodisciplinar e interdisciplinar, abraçando o transdisciplinar.
Theology in complexity: seeks review the History´s history. To understand the Reason´s genesis and its development; to understand it exhaustion in the pattern of simplifier rationalism. To perceive the reason´s crisis and the human and world´s consequent agony, the planet´s crisis. To rethink Theology. To understand it in its history function. To verify its crisis at modernity´s arrival. To open to the new systemic paradigm seeking a Theology full of complexity. To advance beyond monodisciplinar and interdisciplinar theological s horizonts, involving transdisciplinar.

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Meinard, Yves. « Qu'est ce que la biodiversité ? : un essai de transdisciplinarité ». Paris 7, 2010. http://www.theses.fr/2010PA070029.

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L'objet de ce texte est de proposer une analyse du concept de biodiversité, tel qu'il est utilisé dans toute une série de discours théoriques, relevant des sciences biologiques comme des sciences humaines, mais également dans le langage courant. Nous mettons dans un premier temps en évidence que la recherche théorique appliquée à la biodiversité est marquée par l'adoption d'un postulat sémantique, qui stipule que la signification du terme « biodiversité » fait partie du langage commun et est fixée ex ante, avant toute investigation scientifique. Devant le constat que la recherche sur la biodiversité atteint un point d'épuisement dans son incapacité à formuler une définition générale et claire de son objet, nous proposons d'éclairer cette recherche par une étude philosophique de la signification. En mettant en évidence l'importance de la profondeur modale du rapport à la réalité, cette étude permet ensuite d'avancer une hypothèse de théorie positive de la biodiversité, qui stipule que dans le langage commun le terme « biodiversité » a pour fonction de pointer l'expérience de la discordance entre le concevable et le possible, constatée lors de l'examen de la réalité biologique. Cette hypothèse présente un appel intuitif dans son application à des exemples concrets et elle répond à toutes les exigences qui s'imposent à toute théorie qui se prétend théorie de la biodiversité. Nous examinons enfin les implications d'une telle théorie abstraite de la biodiversité en termes d'épistémologie de l'économie et de philosophie politique, en montrant qu'elle incite à penser à nouveaux frais la signification de l'agir et les conséquences de sa prise en compte. Nous proposons une ouverture sur des applications économiques pratiques et soulignons l'innovation méthodologique de la démarche que nous qualifions de transdisciplinaire
The aim of this essay is to provide for an analysis of the concept of biodiversity as it is used in a large range of theoretical discourses, from biological sciences and social sciences, but also in ordinary language. First, we argue that the theoretical research applied to biodiversity is characterized by a commitment to a semantic postulate, stipulating that the meaning of the term "biodiversity" belongs to our common language and is established ex ante, before any scientific investigation. Acknowledging the fact that scientific investigations on the concept of biodiversity are decidedly blocked by an incapacity to formulate a general and clear definition of their object, we offer a philosophical inquiry of meaning to clarify this problem. Emphasizing the importance of the modal depth of our cognitive connection to reality, this work then allows suggesting a tentative positive theory of biodiversity, specifying that the function of the term "biodiversity" in our common language is to point the experience of a dissonance between conceivability and possibility, noticed when scrutinizing biological reality. This hypothesis is intuitively appealing when applied to practical examples, and it demonstrably satisfies the requirements a theory has to satisfy to be qualified as a theory of biodiversity. We eventually inquire into the implications of such an abstract theory of biodiversity in terms of epistemology of the economies and political philosophy, showing it suggests rethinking the meaning of action and behaviour and the consequences of the very fact of taking account of this meaning. Perspectives of practical economic applications are suggested, and we emphasize the methodological novelty of our reasoning, characterizing it as "transdisciplinarity"

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Caissy, Sandra. « La Suicidée : quand la transdisciplinarité devient un récit tragique ». Master's thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25416.

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Tableau d'honneur de la Faculté des études supérieures et postdorales, 2014-2015
La Suicidée est un projet d'exposition transdisciplinaire en arts visuels conçu à partir d'installations multi-, pluri- et inter-disciplinaires cherchant à générer du sens et de la signification par la mise en espace d'un récit tragique mettant en scène ma propre image au cœur de la représentation de l'idée de mort volontaire. Ces installations sont disposées dans un ordre logique de séquences de façon à suggérer qu'il existe des étapes dans le processus menant à l'idée de mort volontaire. En cherchant à tendre vers une meilleure compréhension du phénomène du suicide, je choisis d'utiliser comme matière première mon propre vécu avec la mise en place d'une multiplicité de points de vue. C'est dans un contexte d'auto-observation de mes propres pensées et de mes états d'âme douloureux causés par des symptômes dus à un syndrome de stress post-traumatique polytraumatique que j'ai utilisé l'art comme lieu d'amplification de la réalité pour la transformer en une histoire tragique inventée. C'est alors par le dessin, l'écriture, la vidéo, le son, la peinture, la sculpture, la photographie et la danse que je choisis de mettre en relation le désir de mort et le désir de vie. Ces autoportraits seront jumelés à la lenteur, à l'aspect fantomatique, à la beauté de la nature, à la violence des mots et aux sonorités dramatiques pour imager la détérioration de l'âme.

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Ljubec, Ziva. « Polyphibianism : evolving transdisciplinarity into an imaginary organism of living knowledge ». Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3510.

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Transdisciplinarity emerged from the urge to grasp the elusive knowledge in the most fertile zone in between and beyond disciplines that escapes even the most elaborate interdisciplinary operations. While interdisciplinary protocol enables experts to operate within foreign disciplines, in the extreme case as diverse as art and science (by inviting artists into scientific departments and vice versa), the production of knowledge remains confined to particular domains. To transcend these confinements and access the knowledge that evades institutionalisation Basarab Nicolescu’s Manifesto of Transdisciplinarity sets up conditions for an open structure to be grown outside the current compartmentalisation into a living knowledge. This thesis imagines a possible evolution of transdisciplinarity into knowledge to be lived internally rather than learnt externally in order to overcome the anxiety in transcending the established culture of disciplinary research. By entering the transdisciplinary zone, the identity of experts-specialists dissolves, even the crudest separation into artists and scientists becomes obsolete. From the illusion of losing control over knowledge arises the fear of a return to archaic, mystic or even shamanic ways of knowing. Far from proposing a return to shamanism in its ancient forms this thesis imagines the way of polyphibianism – an imaginary solution to navigate efficiently the protoplasmic state of knowledge that would be indigenous to culture of disciplinary researchers. With every significant discovery the disciplinary researchers already intuitively trespass into the very zone that the Manifesto of Transdisciplinarity invites them to enter intentionally. From examination of documented introspective inquiries into their act of discovery the thesis infers the necessary sensibilities and adaptabilities of the individuals to cross the borders of their disciplines. Their seemingly lost identity is temporarily restored with the term polyphibian (analogous to amphibian) designating their ability to survive and explore multiple environments. With each change of circumstances in research a polyphibian adapts by swiftly reinventing its instinctive instruments, mutating its organs of knowing, indifferently to conventional habits of thought. Through their introspective writings this thesis investigates the polyphibic aptitude of Henri Poincaré, Henri Bergson and Marcel Duchamp to scout at the periphery of physics, metaphysics and ‘pataphysics, to intuitively anticipate the role of chance, chaos and complexity in both arts and sciences. A threshold of complexity has to be surpassed in order to bring the current apparatus of knowledge to life. Bergson’s insight on laughter and dreams suggests how intellect could transcend itself. The thesis proposes to consider laughter as faculty that could induce self-awareness in the intellectual apparatus while dreams are considered to facilitate self-organisation of intellect on higher orders of awareness. In Deleuzian manner of mutating Bergson’s work into Bergsonism, polyphibianism is a mutation in transcribing the code of Creative Evolution where Bergson insisted on interdependency between the theory of knowledge and the theory of evolution. The scholarly dispute on Bergsonian and anti-Bergsonian tendencies present in Marcel Duchamp’s work is revisited in the thesis by interpreting the higher dimensional Bride as a polyphibic organism of living knowledge with access to higher orders of awareness, able to guide the Bachelor’s apparatus of mechanical production and preservation of knowledge out of its predicament. Informed by peculiar Duchampian experiments that challenged both the domain of art and science the research projects in this thesis consist of an intervention at CERN that tested the impenetrability of institutionalised art-science collaborations and installation of the Interval of Suspended Judgement with high mathematical precision at the threshold between physics and ‘pataphysics. With these projects the problems of categorising researchers into artists and scientists are revealed. As Deleuze suggested, to effectively formulate the problem, to realize it in multiplicity of contexts, a new concept must be invented, a new organism must be conceived. This thesis gave birth to an imaginary organism of living knowledge in order to relieve the unnecessary anxieties and to fully engage in transdisciplinary research.

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Blanchard, Philippe. « modélisation de la contribution du design industriel au processus de conception de produits ou services innovants dans un environnement contraint ». Thesis, Paris, ENSAM, 2015. http://www.theses.fr/2015ENAM0014/document.

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Le propos de cette étude est de modéliser une méthodologie de “design augmenté” appliqué à la conception de produit innovant dans un environnement de PME. Cette approche inclut la Théorie C-K dans ce contexte d'innovation de rupture.En général, le processus de design industriel consiste à parcourir quatre pôles complémentaires :1/ la phase d'ego-design, où le designer conceptualise un besoin utilisateur,2/ la phase de techno-design, où le designer et l'ingénieur trouvent des solutions pour matérialiser ce concept,3/ la phase d'éco-design, où les acteurs sociaux concernés l'autorisent et4/ la phase d'ergo-design, où l'utilisateur final adopte le produit final.Une réflexion méthodologique conduit à la modélisation d'un raisonnement innovant de “design augmenté” (où les acteurs principaux sont remplacés par un cortège d'intervenants).Cette méthodologie a été expérimentée dans un contexte de PME. Grâce à l'utilisation du modèle, le management de projet de “design augmenté” fut couronné de succès. Cependant, d'autres validations, plus complexes encore, seront utiles pour sécuriser cette modélisation. L'exploitation de cette approche, par la variété de ses supports, doit guider le chef de projet innovant, en PME, dans le processus général d'innovation de rupture
The purpose of this study is to model an ‘enhanced design' methodology applied to the conception of an innovative product in a SME environment. This approach includes C-K theory in a context of disruptive innovation.In general, the industrial design process consists of four major steps:1/ the ego-design phase, where the designer conceptualizes a user need,2/ the techno-design phase, where designer and engineer find solutions to materialize the concept,3/ the eco-design phase, where social actors involved authorize it and then4/ the ergo-design phase, where the user adopt the final product.A methodological reflection leads to the modeling of the innovative ‘enhanced design' reasoning (where major actors are replaced by a bunch of various stakeholders).The specific SME's case was successful. Using the model, the enhanced design project management was efficient. But some more complex application cases would help secure it. Using this approach, with appropriate information, should guide the SME design project manager in the general radical innovation process

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Leidel, Marco. « Transdisciplinarity as a means for capacity development in water resources management ». Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-235422.

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Water resources management has to deal with complex real life problems under uncertain framework conditions. One possibility for encountering such challenges is integrated water resources management (IWRM). However, IWRM is often understood as prescriptive manual, not acknowledging the need for adaptive solutions and capacity development (CD). These challenges demonstrate that sustainable water resources management requires transdisciplinarity, i.e. the integration of several scientific disciplines, as well as the collaboration between science and local actors. Transdisciplinarity is inherently related to CD since it facilitates collaboration and provides mutual learning and knowledge on complex interrelationships. This correlates with the evidence that CD can be seen as a key factor for water resources management (Alaerts et al. 1991, Alaerts 2009). Consequently, the objective of this thesis is to strengthen water resources management by connecting processes of IWRM and CD in a transdisciplinary sense, i.e. (i) interrelating disciplinary research within an interdisciplinary research team that collaborates with local actors, and (ii) conducting a political process for knowledge and capacity development. Based on general insights, an embedded case study in the Western Bug River Basin, Ukraine, was conducted to evaluate the concept. It is shown that CD is essential for shifting from IWRM theories towards implementation and accordingly advantages of harmonizing CD into the IWRM process are presented (Leidel et al. 2012). Next to capacity issues, also other coordination gaps were assessed. River Basin Organisations are frequently proposed as a response to the administrative gap; however, coordination efforts cannot be simply reduced by transferring tasks from jurisdictional institutions to a river basin authority, because they will always need to coordinate with organizations from within or outside the water sector (von Keitz and Kessler 2008). Thus, coordination mechanisms across the boundaries of relevant policy fields are essential. Therefore, a management framework is established linking technical development and capacity development that describes interrelations between environmental pressures and capacity and information gaps for different levels of water management (Leidel et al. 2014). The developed model-based and capacity-based IWRM framework combines model-based systems analysis and capacity analysis for developing management options that support water management actors. This is aligned with a political process for capacity development. It constitutes a boundary object for approaching cross-scale challenges that converges analyses, assessments and participation into one strategy. As concluded by Mollinga (2008), this can improve the performance of sustainable resources management by approaching transdisciplinarity. Within the model and capacity-based IWRM framework, the results of the integrated analysis are made explicit and transparent by introducing a matrix approach. Technical issues, institutional challenges, organizational and human resources development, and information needs are jointly assessed and interrelated by confronting pressures and coordination gaps on a subsystem basis. Accordingly, the concept supports a transparent decision making process by identifying knowledge and capacities required for the implementation of technical intervention options and vice versa. The method is applied in the International Water Research Alliance Saxony (IWAS) model region ‘Ukraine’. It could be shown that the approach delivers management options that are scientifically credible and also accepted by and relevant for the actors. The case study revealed that technical intervention measures for the urban and rural water management have to be jointly implemented with appropriate CD measures and an accompanying political process on (i) strengthening the institutional framework and interministerial collaboration, (ii) fitting RBM into the existing institutional framework, (iii) setting up prerequisites for realistic RBM (Monitoring, information management, legal enforcement), (iv) a revision of effluent standards and a differentiated levy system, (v) cost covering tariffs, (vi) association work. For the Western Bug River Basin (WBRB), the strengthening of the collaboration between actors on all levels has to be continued. For increasing the usability, the approach needs to be institutionalized and become more practice relevant, e.g. by extending it to a water knowledge management system. Developing a roadmap for establishing transboundary water management is a subsequent step. For strengthening future water management actors, IWRM curricula development at uni-versities in Ukraine was supported. And we developed the e-learning module IWRM-education that links interactively different aspects of water management to comprehend the complexity of IWRM (Leidel et al. 2013). The evaluation showed that participants under-stand the content, appreciate this way of learning, and will use this module for further activities. The case study showed that technical cooperation can be a facilitator for political processes and that it can support decision making in a transparent way. Yet, it also showed that IWRM is highly political process and that the developed approach cannot cover all obstacles. In summary, exploring and reducing simultaneously environmental pressures and capacity and information gaps is essential for water sector evolution worldwide. Accordingly, transdisciplinarity as a means for capacity development can support the implementation of real integrated water resources management.

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Ozkan, Desen Sevi. « Transdisciplinarity on Paper : How do interdisciplinary faculty translate university initiatives into the classroom ? » Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99106.

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University-level transdisciplinary initiatives have become prevalent as institutions reorient disciplines around complex problems that are relevant to society. Transdisciplinary research initiatives, like those of interdisciplinarity in the previous decade, are reinforced by federal funding agencies because of their potential to yield technological innovation, and in turn, economic growth. However, the sustained development of transdisciplinary or interdisciplinary curriculum design remains limited due to the multiple competing factors that govern the curriculum. This dissertation research focuses on the implementation of the transdisciplinary initiative as it pertains to interdisciplinary curriculum design. I use public institutional documents to trace the transdisciplinary institutional initiative as it is enacted at different university levels and interviews to understand the initiatives in practice, drawing from administrators, faculty, and staff experiences as they develop interdisciplinary courses. Many university-level initiatives that purport transdisciplinary and interdisciplinary education fall short in their implementation because of academic structures that directly or indirectly inhibit sustainable interdisciplinary curricula. Instead, administrative organizations like the Registrar's Office, Office of Integrated General Education, and Transdisciplinary Initiative Office develop networks and artifacts that connect faculty who have experience bypassing academic structures with faculty who seek out these forms of institutional support. These emergent practices are an adaptation to the university system rather than a proactive measure that facilitates the large-scale structural change claimed by university-level transdisciplinary initiatives. This study contributes to the understanding of potential long-term implications through the examination of interrelated university initiatives as they exist through metrics and incentives provided by the upper administration and experiences of faculty and staff in developing interdisciplinary courses.
Doctor of Philosophy
There is a trend in universities across the United States of implementing initiatives that incentivize departments to focus their research and teaching on complex problems that span different disciplines. These initiatives are attractive to potential university donors due to their perceived societal relevance and reinforced by external funding agencies because of their potential to yield technological innovation. These initiatives can be short-lived, however, as they seek to disrupt the traditional university structure. The purpose of this study is to examine how faculty and staff translate and negotiate the complex university structures and initiatives as they design interdisciplinary courses. I use public institutional documents to trace the transdisciplinary institutional initiative as it is enacted at different university levels and interviews to understand the initiatives in practice, drawing from administrators, faculty, and staff experiences as they develop interdisciplinary courses. The findings show that even for faculty and staff working to create interdisciplinary classes in alignment with these initiatives, they are faced with challenges as the initiatives are limited in their structural reorientation. Instead, mid-tier administrative organizations have developed networks and artifacts that connect those who have experience bypassing academic structures with those who express interest in following their lead. This study includes a discussion of broader socio-political and economic factors that contextualizes layers of faculty and staff experiences, administrator perspectives, and the university's public messaging through the historical legacies of academia, the economy, and society at large.

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Senabre, Hidalgo Enric. « Co-creation for transdisciplinarity - Adoption of participatory design and agile project management in collaborative research processes ». Doctoral thesis, Universitat Oberta de Catalunya, 2019. http://hdl.handle.net/10803/668172.

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Aquest projecte doctoral explora mètodes de cocreació aplicats a la recerca transdisciplinària. En el context de la societat de la informació, la col·laboració en recerca ha crescut en popularitat entre els equips científics, sota molts enfocaments i formes. Entre aquests, la transdisciplinarietat representa un tipus específic d'activitat científica col·laborativa. La investigació transdisciplinària va més enllà de la col·laboració d'experts de diferents disciplines, ja que també pot involucrar no experts i comunitats no científiques per abordar de manera integral diferents qüestions i problemàtiques, com és el cas de la ciència ciutadana o la recerca acció. La transdisciplinarietat implica processos de recerca complexos i nous desafiaments, com la forma d'abordar la diversitat dels participants, especialment per planificar i gestionar projectes. Aquesta tesi, articulada al voltant d'un compendi de publicacions, explora fins a quin punt i en quina mesura les metodologies de cocreació poden contribuir a abordar aquests desafiaments, en diferents contextos i fases de la recerca transdisciplinària.
Este proyecto de doctorado explora métodos de cocreación aplicados a la investigación transdisciplinaria. En el contexto de la sociedad de la información, la colaboración en investigación ha crecido en popularidad entre equipos científicos, bajo muchos enfoques y formas. Entre ellos, la transdisciplinariedad representa un tipo específico de actividad científica colaborativa. La investigación transdisciplinaria va más allá de la colaboración de expertos de diferentes disciplinas, ya que también puede involucrar a no expertos y comunidades no científicas para abordar de manera integral diferentes cuestiones y problemáticas, como en el caso de la ciencia ciudadana o la investigación acción. La transdisciplinariedad implica procesos de investigación complejos y nuevos desafíos, como la forma de abordar la diversidad de los participantes, especialmente para planificar y gestionar proyectos. Esta tesis explora hasta qué punto y en qué medida las metodologías de cocreación pueden contribuir a abordar estos desafíos, en diferentes contextos y fases de la investigación transdisciplinaria.
Collaborative research in the network society has taken on a number of approaches and forms and has grown in popularity among scientific teams. One specific example of this is transdisciplinary research, which not only depends on the collaboration of experts from different disciplines, but also turns to non-experts and non-scientific communities of stakeholders in order to holistically address a range of different problems and issues, as is the case with citizen science and action research. Transdisciplinarity encompasses complex research processes and faces new challenges, such as how to deal with participant diversity, especially in terms of project planning and management. This doctoral thesis, founded upon a compendium of previous research, explores if and to what extent co-creation methodologies can aid in overcoming these challenges in different contexts and phases of transdisciplinary research.

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Harris, Susan. « Complex Issues : Transdisciplinary Approaches To Generating Knowledge And Solutions ». Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595819.

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Over the past 50 years, complex scientific and social problems, defined as those for which the facts are uncertain, the risks great and the time frame for resolution short, have imposed demands on the scientific community to conduct scientific research that incorporates knowledge from stakeholders and expands beyond the boundaries of a single discipline. Responding to these demands, new scientific research concepts and methods have been developed and are still evolving. Beginning with the seminal work by Silvio Funtowicz and Jerome Ravetz on post normal science, this thesis traces the development of post normal science through the literature and examines the development and analysis of the three main components of transdisciplinarity: (a) problem identification; (b) knowledge production arising out of integrated research efforts by stakeholders and scientists from multiple disciplines; and, (c) the implementation of those research results. Transdisciplinarity will remain merely a concept and not a viable methodology until researchers are willing to engage in better ways to communicate, view, and process information, establish priorities and accept the methodologies of other disciplines. Further, transdisciplinarity will not realize its potential so long as researchers do not use the research process to both educate stakeholders and to be educated by stakeholders and also participate in the political arena in order to translate research into action.

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MAIER, ROBERTO. « Epistemologia civica e sistema agroalimentare : un approccio antropologico ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2022. http://hdl.handle.net/10280/119452.

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La presente ricerca intende offrire il contributo dell’antropologia teologica all’elaborazione di un’epistemologia civica, con particolare riferimento all’ambito agroalimentare. Essa si propone come modello di transdisciplinarità, nel tentativo di mettere la teologia al servizio della chora contemporanea, senza rinunciare al rigore teologico. Modelli epistemologici emergenti, nel panorama scientifico, invocano l’allargamento delle peer community e l’elaborazione di un’epistemologia che sia in grado di accogliere e comprendere il sapere dei non-esperti, soprattutto a fronte dell’incertezza e della complessità dei processi di co-produzione che coinvolgono natura e cultura, scienza e società. L’antropologia suggerisce di valorizzare il concetto di “esperienza” in quanto capace di portare in luce il tratto comune dell’umano, aprendo le scatole nere dei processi di conoscenza e svelando il sapere dell’uomo comune; affinché questo avvenga, è necessario mettere in atto processi di ricerca partecipativa (citizen science), ma anche fare ricorso alla narrazione, considerando il compito che la letteratura può ancora svolgere nel dialogo transdisciplinare. All’interno del sistema agroalimentare, infine, la ricerca propone alcune caratteristiche dell’esperienza del contadino, che rendono possibile l’emersione del suo sapere specifico, soprattutto in virtù del legame di inerenza con la terra. Si propone, infine, l’analisi di un caso di studio di ricerca partecipativa.
The research aims at offering the contribution of theological anthropology for the elaboration of a civic epistemology, particularly in the Agri-food system. It is proposed as a model of transdisciplinarity, trying to put theology at the service of the Khôra of knowledge, without renouncing its theological rigor. Emerging epistemological models (PNS, STS, etc.) invoke the enlargement of the peer communities and the development of a civic epistemology, which could embrace and understand the knowledge of non-experts, in front of a high level of uncertainty and the complexity of co-production processes, involving nature and culture, science and society. An anthropological approach suggests to introduce the concept of ‘experience’, as it is able to highlight the common trait of human beings, opening the black-box of knowledge and revealing the specific knowledge of the common man. For this to happen, together with paths of participatory research (citizen science), a narrative approach is fundamental, and literature has still a role to play, among other disciplines. In the Agri-food system, the research also proposes a study of the experience of the farmer and the disclosure of the knowledge provided by the inherence which binds man and land. A case study of citizen-science is, finally, critically analyzed.

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Andersson, Sara, et Lovisa Sundström. « Gröna tak och hållbar urban utveckling : en fallstudie av stadsutvecklingsprojektet Norra Djurgårdsstaden i Stockholm ». Thesis, Södertörns högskola, Miljövetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-40988.

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Mänskligheten står inför en framtid med klimatförändringar och utmaningar i form av återkommande värmeböljor, ökad nederbörd, urbanisering samt minskad biologisk mångfald. Det blir allt mer attraktivt att bosätta sig i städer och i kombination med befolkningsökningen sker det en snabb global urbanisering. Detta leder till hög exploateringshastighet i våra städer då andelen hårdgjorda ytor ökar och andelen gröna ytor minskar. Vid byggandet av fastigheter tillkommer en stor mängd outnyttjade ytor, ofta i form av mörka tak. Dessa är inte bara outnyttjade ytor på dyr tomtmark utan skapar ytterligare problem kopplade till urbanisering i form av bland annat minskat albedo. Närhet till grönska gör att människor mår både fysiskt och psykiskt bättre vilket avspeglar sig i en högre betalningsvilja för bostäder i närhet till grönska. Privatpersoner samt fastighetsägare vill gärna profilera sig som hållbara då hållbarhet på senare tid kommit att bli en identitetsskapande “statusmarkör”. Hållbara bostäder kan därmed vara en säljande faktor. Grönska på taken är i sig inget nytt påfund men har senaste åren fått en renässans i Sverige då det visat sig kunna ge fördelar såsom tillgång till grönska för de boende, dagvattenhantering, minskad värmeöeffekt och bättre luftkvalitet. Syftet med studien har varit att undersöka hur ett av Europas mest omfattande stadsutvecklingsprojekt, Norra Djurgårdsstaden i Stockholm, arbetar med hållbar urban utveckling genom gröna tak. De gröna taken kan generera en mängd ekonomiska, ekologiska och sociala fördelar i städer. I studien används urban hållbarhetsteori samt ett egenkonstruerat analysramverk baserat på avsnittet tidigare forskning och teori. Genom en kvalitativ innehållsanalys samt semistrukturerade intervjuer har det framkommit i denna studie att den sociala dimensionen av hållbar stadsutveckling utifrån gröna tak i Norra Djurgårdsstaden överskuggas av de två andra aspekterna; ekonomiskt och ekologiskt. Detta trots att hållbarhetsarbetet med Norra Djurgårdsstaden tagit med alla tre aspekter inom hållbar utveckling; ekonomiskt, ekologiskt och socialt i beaktande när det kommer till planering av stadsdelen.
Humanity is today facing a future with climate change and challenges in the form of periodic heatwaves, increased rainfall and reduced biodiversity. The urbanization processes are driven by expanded population growth and it’s becoming more attractive to live in the cities. This causes the dimension of hard surfaces to increase and consequently the proportion of green spaces sinks. In the construction of housing, a large amount of unused space is added in form of dark areas on roofs. These are not only unused areas on expensive land but create additional problems linked to urbanization in the form of decreased albedo. Furthermore, citizens' willingness to pay has been shown to rise with closeness to green surfaces which can provide recreational and health benefits. Private individuals and property owners would like to profile themselves as sustainable, as the term “sustainability” recently has become an identity-created “status marker”. Sustainable housing can therefore also be a selling factor. Green roofs are not a new invention but have had a renaissance over the years as it has proven to provide the availability to green surfaces for the citizens, stormwater management, heat island effect, and provide healthier air quality. The aim of the study was to examine how the district Norra Djurgårdsstaden in Stockholm, Sweden works with sustainable urban development through green roofs. In this study we have used urban sustainability theory as the green roofs can generate a wealth of economic, ecological and social benefits in urban areas. We have also used our own constructed analysis framework based on previous research and urban sustainability theory. By doing a qualitative content analysis, as well as semi-structured interviews, it has appeared that the social dimension of urban sustainable development in Norra Djurgårdsstaden is overshadowed by the two other aspects; the economic and the ecological. Although the sustainability work in Norra Djurgårdsstaden has taken all three aspects; economic, ecological and social into account when it comes to planning of the district, the social aspect is often neglected.

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Petrosino, Krista L. « Some (Still) Like it Hot : Re-envisioning Transdisciplinarity and Collaboration in First Year Composition and Jazz ». Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1339177890.

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Ormiston, Jarrod Leslie James. « Understanding the everyday practice of impact assessment : Coping with transdisciplinarity in cross-sector inter-organisational relationships ». Thesis, The University of Sydney, 2015. http://hdl.handle.net/2123/14536.

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Persistent social problems such as homelessness, indigenous disadvantage, and poverty are recognised to be complex, messy, interconnected issues requiring multifaceted solutions. In response to these problems, there has been increasing cross-sector action involving business, investors, government agencies, NGOs, and social enterprises to uncover and implement novel solutions. This action has been matched by the growing prioritisation and sophistication of attempts to understand, measure, and report the impact of these activities. Social impact investment is proposed as an interesting context in which to explore the intersection of cross-sector action and impact assessment, given its focus on realising measurable social impact along with the presence of cross-sector inter-organisational relationships. Theory has not sufficiently addressed the complex nature of impact assessment, nor how it is enacted in everyday organisational activities or across organisational boundaries. Additionally, whilst there is a sound understanding of inter-organisational relationships within sectors, there has been limited theoretical development on cross-sector inter-organisational relationships. This thesis explores how the everyday practice of impact assessment shapes, and is shaped by, cross-sector inter-organisational relationships focused on creating social impact. It examines the challenges inherent in assessing impact and the potential and actual tensions posed by these inter-organisational relationships. Impact assessment is characterised as a social practice enacted across inter-organisational relationships. Foundations to underpin this research are drawn from practice theory and existential phenomenology. The thesis adopts the philosophical perspective of the life-world to ensure impact assessment practice can be better understood in the context of cross-sector inter-organisational relationships. The life-world perspective takes everyday experience as the starting point for theorising. This informs the choice of Heideggerian interpretive phenomenology as the research methodology. Interpretive phenomenology focuses on the meaningful way in which things are experienced in the everyday activities of organisations and individuals. A multiple case study design studies the emerging social impact investment ecosystems in Australia and the United Kingdom. More than 90 qualitative interviews with practitioners across the two ecosystems shed light on impact assessment practice and cross-sector inter-organisational relationships. There are three main findings: (i) disconnects between the everyday sayings and doings of impact assessment manifest as an empty rhetoric; (ii) multilingual brokers are the key actors in facilitating cross-sector inter-organisational relationships and the translation of impact assessment practice across organisational boundaries; and (iii) impact assessment should be understood as a transdisciplinary practice emerging and evolving from multiple practice worlds such as strategy, accounting, and organisational learning. This research offers multiple contributions for practitioners and academia through advancing understandings of impact assessment and cross-sector inter-organisational relationships. For practitioners, this research emphasises the multiple potential benefits and applications of impact assessment, and highlights the central role for multilingual practitioners in facilitating cross-sector inter-organisational relationships. For academia, understanding how new practice worlds evolve from established practice offers a more dynamic perspective on practice theory.

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Garcin-Marrou, Flore. « Gilles Deleuze, Félix Guattari : entre théâtre et philosophie. Pour un théâtre de l’à venir ». Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040231.

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Gilles Deleuze et Félix Guattari ne sont pas connus pour avoir manifesté un réel intérêt pour le théâtre. En adoptant une première approche historique et biographique, ce jugement s’avère être une injustice profonde envers ces deux esprits, car l’un ne cesse d’évoquer le théâtre afin d’en faire une critique constructive et l’autre se révèle être l’auteur d’une production théâtrale inédite à ce jour, dont nous dévoilons les enjeux dramaturgiques. Dans une seconde partie, il s’agit de cartographier une pensée du théâtre hétérogène, défendue par les deux philosophes : le théâtre est utilisé dans la création de nouveaux concepts et d’une nouvelle énonciation philosophique. Le « théâtre de la pensée », la « dramatisation », le « théâtre de signes », le « schizo-théâtre », le « théâtre mineur », le « théâtre pris dans des devenirs-autres » constituent les signes avant-coureurs d’un « théâtre de l’à venir » qui constitue le fil rouge de notre recherche. Comme une réponse à la crise du drame, Gilles Deleuze oriente le théâtre vers d’autres lignes de fuite qui portent le théâtre vers les limites de l’abstraction pure, pendant que Félix Guattari conçoit un théâtre postdramatique. Cette thèse inclut des index répertoriant le vocabulaire théâtral et les personnalités de théâtre à partir de l’œuvre complète des deux philosophes, ainsi que des interviews de quelques uns de leurs proches amis artistes
Gilles Deleuze and Félix Guattari are not famous for having a deep, enduring interest in theatre. This thesis first develops historical and biographical elements to reveal that the notion of their indifference to theatre is cruelly inexact: the former repeatedly mentions drama and constructively criticises it, while the latter turns out to be the author of dramas which are yet unpublished, and whose theatrical characteristics are revealed here. In a more conceptual part, I then offer the mapping of a heterogeneous web of notions that both philosophers abide by: theatre is used in the creation of new concepts; it is at the service of a new wording of philosophy. The Theatre of Thought, the Method of Dramatisation, the Theatre of Cruelty, the Schizo Theatre, the Minor Theatre and the Theatre through the process of Becoming-Other are the signposts of A Coming Theatre that our research sets out to explore. Gilles Deleuze’s philosophy offers a reaction to the crisis of theatre. While Deleuze takes theatre on new lines of flight and pushes it on the verge of pure abstraction, Félix Guattari forges a Postdramatic Theatre. My thesis includes indexes of all the theatrical vocabulary and characters to be found in the works of both philosophers, as well as interviews by some of their close artist friends

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Scurto, Hugo. « Designing With Machine Learning for Interactive Music Dispositifs ». Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUS356.

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La musique est une pratique culturelle permettant aux êtres humains d'exprimer sensiblement leurs intentions à travers le son. L'apprentissage machine définit un ensemble de modèles permettant de nouvelles formes d'expression au sein desdits systèmes interactifs musicaux. Cependant, en tant que discipline informatique, l'apprentissage machine demeure essentiellement appliquée à la musique du point de vue des sciences de l'ingénieur, qui, très souvent, conçoit les modèles d'apprentissage sans tenir compte des interactions musicales prenant place entre humains et systèmes. Dans cette thèse, j'envisage la possibilité de mener des pratiques de design avec l'apprentissage machine pour les systèmes interactifs musicaux. Je soutiens que l'apprentissage machine doit avant tout être situé au sein d'un contexte humain afin d'être conçu et appliqué au design de systèmes interactifs musicaux. Pour défendre cette thèse, je présente quatre études interdisciplinaires, dans lesquelles j'introduis des modèles intermédiaires d'apprentissage, dits modèles-prototype, au sein de méthodes de conception centrées humain, afin d'appliquer l'apprentissage machine à quatre tâches musicales situées : le mapping mouvement-son, l'exploration sonore, l'exploration de la synthèse, et l'interaction musicale collective. À travers ces études, je montre que les modèles-prototype permettent de générer des idées de design pour l'apprentissage machine en amont de la phase d'ingénierie desdits modèles, ce en lien étroit avec les utilisateurs potentiels de ces systèmes. Je montre également que les systèmes d'apprentissage machine centrés humain résultant de ce processus de conception rendent possible des processus dynamiques d'expression entre les humains et les machines, allant au-delà de la création d'artefacts musicaux statiques. Je propose de nommer co-expression ces processus d'interaction musicale entre des êtres humains - faisant preuve d'un élan expressif et créatif quelque soit leur expertise musicale - et des machines - dont les capacités d'apprentissage peuvent être perçues comme expressives du point de vue de l'humain. En outre, je présente cinq systèmes interactifs musicaux conçus avec lesdits modèles-prototypes, et relate leurs restitutions publiques au sein d'ateliers, expositions, installations et performances. Par une approche réflexive, je montre que les contributions musicales apportées par des pratiques de design avec l'apprentissage machine peuvent, à terme, complémenter les contributions scientifiques apportées par les méthodes de conception centrées humain. Ainsi, je suggère que la recherche musicale peut être menée par le design de dispositifs interactifs musicaux, c'est-à-dire, par la réalisation technique d'artefacts esthétiquement fonctionnels remettant en cause les normes culturelles régissant l'informatique et la musique
Music is a cultural and creative practice that enables humans to express a variety of feelings and intentions through sound. Machine learning opens many prospects for designing human expression in interactive music systems. Yet, as a Computer Science discipline, machine learning remains mostly studied from an engineering sciences perspective, which often exclude humans and musical interaction from the loop of the created systems. In this dissertation, I argue in favour of designing with machine learning for interactive music systems. I claim that machine learning must be first and foremost situated in human contexts to be researched and applied to the design of interactive music systems. I present four interdisciplinary studies that support this claim, using human-centred methods and model prototypes to design and apply machine learning to four situated musical tasks: motion-sound mapping, sonic exploration, synthesis exploration, and collective musical interaction. Through these studies, I show that model prototyping helps envision designs of machine learning with human users before engaging in model engineering. I also show that the final human-centred machine learning systems not only helps humans create static musical artifacts, but supports dynamic processes of expression between humans and machines. I call co-expression these processes of musical interaction between humans - who may have an expressive and creative impetus regardless of their expertise - and machines - whose learning abilities may be perceived as expressive by humans. In addition to these studies, I present five applications of the created model prototypes to the design of interactive music systems, which I publicly demonstrated in workshops, exhibitions, installations, and performances. Using a reflexive approach, I argue that the musical contributions enabled by such design practice with machine learning may ultimately complement the scientific contributions of human-centred machine learning. I claim that music research can thus be led through dispositif design, that is, through the technical realization of aesthetically-functioning artifacts that challenge cultural norms on computer science and music

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Pelletier, Laurence. « La fabrique du burn-out : une « terridéalité », alliance de terreur et d’idéalisation dans l’organisation ». Thesis, Paris 1, 2019. http://www.theses.fr/2019PA01E074.

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Le burn-out et ses symptômes caractéristiques touchent l’individu, en étant liés au travail. Partant de cette tension entre le sujet et le contexte organisationnel, cette recherche propose un renversement de perspective : plutôt que d’étudier le burn-out comme ensemble de symptômes individuels, elle analyse les processus dont le burn-out est lui-même le symptôme. Pour cela, la psychanalyse des organisations ouvre sur des données cliniques et aboutit à une théorisation, étayée par la grounded theory, en mobilisant psychologie, sociologie et gestion. Cette recherche aboutit au concept de terridéalité. Il désigne un système fermé de processus subjectifs, alliant terreur (terr-) et idéalisation (-idéal-), qui engendre une pseudo-réalité (-éalité) fantasmatique, « terre promise » dont le chiffre est le totem. Quand il « fabrique » du burn-out, ce système est porteur de six injonctions inconscientes caractéristiques : « L’idéal, c’est toujours plus », « Ce qui compte, c’est le compteur », « Tout doit disparaître, dans une accélération spatiale et temporelle », « Etre un super-héros, sinon rien », « Si tu as un problème, tu es un problème » et « Tout est possible, avec des solutions ». Elles forment ensemble un système d’emprise psychosociale, relayé par des techniques managériales. Dans cet imaginaire social, plus le sujet est inconsciemment terrifié dans son environnement de travail, plus il s’en défend en l’idéalisant. Cette fuite en avant est étayée sur un déni collectif des limites et une confusion entre l’idéal et la norme. Cette compréhension ouvre des perspectives pour l’accompagnement préventif et curatif des individus et des organisations
Burnout ant its distinctive symptoms affect the individual at work. In this research, an inversion of perspective is proposed: rather than studying burnout as a set of individual symptoms, we analyze the processes of which burnout itself would be the symptom. To this end, organizational psychoanalysis sets a theoretical framework, utilizing data obtained from clinical approach-based methods. The theorization aim is pursued using grounded theory.The outcome of this research is a concept we named “terrideality”: a closed system of subjective processes which allies terror (terr-) and idealization (-ideal-), creating a phantasmatic reality (-eality), a “promised land” where rating is the totem. This system corresponds to six distinctive unconscious injunctions: “Always more is the one ideal”, “The meter is what matters”, “All things must disappear in an endless acceleration of time and space”, “Go superhero, or begone”, “If you have a problem, you are a problem” and “Anything is possible with solutions”. They cluster to form a tyrannical grip, relayed by management techniques.In this social imaginary, the more the subject is unconsciously terrified in his environment, the more he needs to idealize it. These dynamics result in a blind rush forward, supported by a collective denial of any limits and by a confusion between said idealization and the norm.These results provide an understanding of the unconscious processes seen in some organizations, and call for major transformations in them. They provide the means to support individuals, groups and organizations in preventing and recovering from burnout, as well as other hypermodern issues

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Dhar, Chowdhury Parnali. « Understanding Dengue Transmission : Application of an Ecohealth Approach in Dhaka, Bangladesh ». Oxford Journals, 2013. http://hdl.handle.net/1993/30389.

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Affected by unprecedented urban growth, overcrowding, poverty, and health inequalities, Bangladesh has remained hyperendemic for dengue since 2000. Considering the complexities involved with dengue transmission, I argued that understanding transmission requires encapsulating different disciplinary knowledge as well as non-academic knowledge. I have applied an Ecohealth approach to investigate dengue transmission dynamics in Dhaka, Bangladesh. Using the Delphi method, all 90 Wards of Dhaka were classified into ‘high’, ‘medium’, and ‘low’ Socio-Economic Status (SES) zones. A total of 1,200 households were randomly selected which represented the SES zones. During 2011-2012, these sampled households were repeatedly inspected for Aedes mosquitoes and to collect blood samples from residing members. This transdisciplinary investigation focused on: i) the rates of human exposure to dengue virus (DENV) by identifying individuals with IgM and IgG antibodies in the serosurvey samples; ii) abundance of dengue vector mosquitoes (Aedes aegypti) in the same households; iii) risk perception, and Knowledge, Attitude and Practice (KAP) regarding dengue among community members and experts. KAP survey results indicated that 93.7% of the community members knew that mosquitoes act as the primary vector of its transmission; 87.3% were unaware that Aedes mosquitoes prefer to lay their eggs in water containers. The entomological survey results showed that 26.7% of all surveyed houses in the city were infested with Aedes aegypti mosquitoes. The ornamental functional categories of containers were most significant containers in producing maximum number of Aedes pupae; this was found to be a significant risk factor for seroprevalence and seroconversion. The examination of IgG seroprevalence revealed that seropositivity was strongly correlated with increased age and number of indoor potted plants. The serosurvey findings showed that seroprevalence was high (79.9%), revealing that most dwellers had been exposed DENV. However, there was no significant association between Aedes positive houses and houses with seroconverted persons, indicating that people were being infected in distant areas outside their houses. A persistently high rate of dengue infection in Dhaka is being influenced by the lack of knowledge and awareness of the eco-bio-social factors. Improvement in intersectoral coordination to formulate and implement dengue epidemic prevention and control interventions is necessary.
May 2015

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Paul, Patrick. « Pratiques médicales, formations et transdisciplinarité : Contribution à la construction d'un modèle bio-cognitif de formation de la personne ». Tours, 2001. http://www.theses.fr/2001TOUR2007.

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Dans le cadre d'une étude autobiographique, à partir du récit d'une pratique médicale et scientifique d'une part, et, de l'autre, d'une recherche personnelle, nous avons traversé, sur une trentaine d'années, différents champs épistémologiques (holisme, dualisme, positivisme, phénoménologie, gnose. . . . ). A cette formation représentant le côté "diurne", nous avons fait l'hypothèse qu'adjoindre la dimension "nocturne" permettrait de tendre vers l'appréhension de l'homme dans sa globalité. Celle-ci, référent à un corpus de 750 rêves échelonnés sur l'ensemble de la période formatrice, constitue une "histoire de vie imaginale". La paradigme anthropologique du tissage permet d'analyser comment la construction identitaire émerge de cette opération croisant régimes diurne et nocturne, temporalités diachronique et synchronique, conscient et inconscient. Cette approche suppose de poser conjointement à l'interrogation identitaire (Qui suis-je ?), la problématique de la quête formatrice s'engagent sur les différents niveaux de réalité qui déclinent la compléxité humaine. L'épistémologie transdisciplinaire, articulant la connaissance dudehors et celle du Dedans, permet la modélisation. Elle précise les ruptures et les articulations entre les niveaux et rend possible leur mise en application dans le champ de l'Anthropologie ou celui des Sciences de l'Education.

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Briones, Neira Claudia Ester. « Escenarios ecoformativos en la enseñanza universitaria. Estudio de caso ». Doctoral thesis, Universitat de Barcelona, 2011. http://hdl.handle.net/10803/51513.

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Diferentes organismos internacionales- UNESCO, EEES- grupos de investigación universitaria, coinciden en solicitar a las instituciones formadoras que el estudiante reflexione acerca de su modo de ser humano, en relación consigo mismo, con la sociedad y con el planeta. Es una demanda de reflexión que se deriva del cómo estamos viviendo y las consecuencias de esa manera de vivir. Es en ese sentido, que la educación como potente plataforma de proyección y cambio paradigmático juega un rol esencial. Debe ser capaz de repensar y recrear sus formas de hacer, educando su forma de educar, más orientada hacia el desarrollo de maneras de ser y estar en el mundo que satisfagan esta demanda y necesidad de cambio comportamental que necesita el planeta. En este contexto, el presente trabajo de investigación devela una intención clara y decidida de contribuir a romper el círculo autopoiético destructivo que ha mutilado la capacidad natural de poder percibir la maravillosa y orquestada complejidad de la vida con ayuda de la visión ecosistémica desde el ámbito educativo. De ahí emerge el interés en atender al escenario, climas y prácticas didácticas ecoformativas. Nuevas conceptualizaciones didácticas que derivan del paradigma emergente en educación: el paradigma ecosistémico, cuyas bases ontológicas, epistemológicas, metodológicas y didácticas, configuran procesos formativos sostenibles, transdisciplinares, significativos, contextuales, integrales, afectivos e implicativos. El estudio, da a conocer características asociadas al escenario ecoformativo focalizado en un estudio de caso único, en el cual el docente- Isóc-a través de su práctica formativa crea y facilita la emergencia del escenario ecoformativo en un grupo-clase de primer año de una universidad de Catalunya. Objetivo General: Caracterizar e interpretar el escenario ecoformativo de Isòc a partir de la dimensión docente contenida en el modelo multidimensional de análisis de estrategias didácticas. Objetivos específicos: Identificar, a través, de la entrevista, supuestos didácticos y características asociadas a enseñanza y aprendizaje que animan y guían la acción formativa de Isòc. Identificar e interpretar las características que asigna a Isóc a las categorías derivadas de la dimensión docente contenida en el modelo multidimensional de análisis de estrategias didácticas. Identificar e interpretar, a través, de testimonios discentes, características ecoformativas asociadas al aprendizaje y estrategias de aprendizaje. Identificar e interpretar, a través, de testimonios discentes características ecoformativas que emergen de la opinión sobre la asignatura. El apartado teórico y conceptual aborda en el capítulo 1 las coordenadas de la nueva ciencia y la mutación del concepto de realidad desde la perspectiva ecosistémica. El capítulo 2 focaliza en la educación y su relación con la fragmentación de la tríade naturaleza- hombre – sociedad y las posibilidades que ofrece el paradigma ecosistémico en la recomposición de la misma. El capítulo 3 aborda el cambio formativo y didáctico desde la complejidad y transdisciplinariedad; el capítulo 4 aborda la conceptualización didáctica de campo, escenario, práctica y clima ecoformativo. Los resultados y conclusiones dan origen a la Matriz didáctica de práctica ecoformativa, y las implicancia formativas de sus líneas matrices en el docente, dicente, enseñanza y aprendizaje.
Different international organizations - EHEA - University research groups, UNESCO agree on request training institutions the student reflect on its mode of human being, in itself, with society and the planet. It is a claim of reflection which is derived from how we are living and the consequences of this way of living. It is in this sense, than education as a powerful platform for screening and paradigm shift plays an essential role. It must be able to rethink and recreate their ways of doing, educating his way to educate, geared more towards the development of ways of being and being in the world that meet this demand and need for change behavioral needs worldwide. In this context, the present research paper unveils a clear and determined intention to contribute to breaking the cycle destructive autopoiétic that has crippled the natural ability to perceive the wonderful and orchestrated complexity of life with the help of the ecosystem vision from the field of education. Stage, climates and practical teaching eco-formatives. New didactic concepts in education: the paradigm ecosystem, whose bases ontological, epistemological, methodological and didactic, shape sustainable learning processes, transdisciplinary, meaningful, contextual, comprehensive, affectionate and implicatives. The study gives characteristics associated with the stage eco-formative focused on a single case study, in which the teacher-Isóc-through its formative practice creates and facilitates the emergence of the stage eco-formative in a group-class of first year of a University of Catalonia. General objective: Characterize and interpret the scenario Isòc eco-formative from the teaching dimension contained in the multidimensional model of analysis of teaching strategies. Specific objectives: identify, through the interview, didactic assumptions and characteristics associated with teaching and learning that encourage and guide the formative action of Isòc. Identify and interpret the characteristics assigned to Isóc the categories derived from the teaching dimension contained in the multidimensional model of analysis of teaching strategies. Identify and interpret through discentes testimonies, features eco-formatives associated with learning and learning strategies. Identify and interpret through discentes testimonies characteristic eco-formatives that emerge from the opinion on the subject. The results and findings give rise to parent teaching of practical eco-formative, and the implication training of its parent lines in the teaching, already, teaching and learning.

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Carpenter, Steven Michael. « Transdisciplinarity Within the North American Climate Change Mitigation Research Community, Specifically the Carbon Dioxide Capture, Transportation, Utilization and Storage Community ». Thesis, California Institute of Integral Studies, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276706.

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This research investigates the existence of and potential challenges to the development of a transdisciplinary approach to the climate change mitigation technology research focusing on carbon dioxide capture, utilization, and storage (CCUS) in North America. The unprecedented challenge of global climate change is one that invites a transdisciplinary approach. The challenge of climate change mitigation requires an understanding of multiple disciplines, as well as the role that complexity, post-normal or post-modern science, and uncertainty play in combining these various disciplines.

This research followed the general discourse of transdisciplinarity as described by Klein (2014) and Augsburg (2016) which describe it as using transcendence, problem solving, and transgression to address wicked, complex societal problems, and as taught by California School of Transdisciplinarity, where the research focuses on sustainability in the age of post-normal science (Funtowicz & Ravetz, 1993).

Through the use of electronic surveys and semi-structured interviews, members of the North American climate change mitigation research community shared their views and understanding of transdisciplinarity (Kvale & Brinkmann, 2009). The data indicate that much of the research currently being conducted by members of the North American CCUS research community is in fact transdisciplinary. What is most intriguing is the manner in which researchers arrived at their current understanding of transdisciplinarity, which is in many cases without any foreknowledge or use of the term transdisciplinary.

The data reveals that in many cases the researchers now understand that this transdisciplinary approach is borne out of personal beliefs or emotion, social or societal aspects, their educational process, the way in which they communicate, and in most cases, the CCUS research itself, that require this transdisciplinary approach, but had never thought about giving it a name or understanding its origin or dimensions. Much of this new knowledge has come from the analysis and understanding of the Tier 1, Tier 2 and Emergent traits of the transdisciplinarian.

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Fylla, Iliana. « Mises en présence des corps : la scène chorégraphique française (2000-2013) et ses antécédents historiques ». Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100195.

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Au début des années 2000 un phénomène de transgression des représentations corporelles conventionnelles envahit les scènes chorégraphiques. Autonomie, indiscipline, réflexivité, expérimentation, tendance protéiforme, performativité, intégration sociale et attitude participative, ne sont que quelques dimensions que le corps dansant favorise. D’où provient-il ce phénomène ?Cette thèse, en mettant la question en perspective historique, examine comment les revendications chorégraphiques à orientation politico-artistique du milieu des années 1990, qui visaient à défier les limites propres de la danse, les limites entre les autres arts, mais aussi entre l’artiste, l’œuvre et le spectateur, la danse et les schémas institutionnels du pays, ont trouvé toute leur légitimité et porté leurs fruits dans les années 2000.Dans la lignée de l’analyse critique qui a récemment élargi son champ d’intérêt, interrogeant les frontières traditionnelles de la danse, cette thèse propose d’explorer les transformations du corps, de la pensée, de l’image et du regard, opérées dans le champ chorégraphique, en examinant : la (ré)formation du corps dansant, le processus d’historicisation du domaine, la mutation du visuel due aux démarches transdisciplinaires et transversales, ainsi que le projet de démocratisation de la discipline qui engendre des (ré)formations du corps-public. Trois questions principales traversent l’étude : Quel corps ? Quelle danse ? Qui danse ? A la fois panoramique et monographique, cette thèse développe une méthodologie qui se prête à offrir une sensibilisation à l’analyse pluridimensionnelle du domaine ainsi que des outils adéquats pour une historiographie des œuvres
In the early 2000s, a phenomenon of transgression in the conventional representations of bodies invades the choreographic scenes. Autonomy, indiscipline, reflexivity, experimentation, protean tendency, performativity, social integration and participative attitude are some of the dimensions favored by the dancing body. Where does this phenomenon come from? Within a historical perspective, this PhD thesis examines how these choreographic claims with a politico-artistic orientation of the middle 1990s, aiming to challenge the proper limits of the dance, the boundaries among the other arts, the frontiers between the artist, his work and the audience, as well as the dance and the French institutional frame, found their legitimacy and started showing results in the years 2000. In line with the critical analysis which recently expanded its field of interest by questioning the traditional borders of the dance, this PhD thesis proposes to explore the transformations of the body, the thinking, the image and the view by examining: the (re)formation of the dancing body, the process of historicisation of the domain, the mutation of visuals stemming from transdisciplinary and transversal approaches, as well as the discipline’s democratisation which generates the (re)formation of the audience. This study deals with three main questions: Which body? Which dance? Who is dancing?Panoramic as well as monographic, this research develops a methodology which intends to raise awareness in favour of the multidimensional analysis of dance, as well as for the most adequate tools for the historiography of related works

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Barros, de Mendonça Sávio. « Modèle conceptuel d'évaluation de l'impact de l'innovation : basé sur des études de cas des organisations de recherche agricole en France, Brésil et Australie ». Thesis, Montpellier, 2019. http://www.theses.fr/2019MONTG021/document.

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La recherche en agriculture a un rôle important à jouer pour la population mondiale si on la considère comme un domaine stratégique pouvant fournir des connaissances ainsi qu´une base technologique à la production agricole. Ce secteur génère des extrants, des résultats ayant des impacts spécifiques dans les zones rurales, les filières agricoles, l'économie, la société et l'environnement. La recherche et l'innovation agricoles représentent un élément clé pour permettre d´atteindre les objectifs du développement durable imposés par les Nations Unies (ODD), en particulier les ODD 2 et 12 – c´est-à-dire réduire les inégalités sociales, éliminer la faim et accroître durablement la production alimentaire. Ainsi, l'évaluation de l'impact dans le domaine économique, politique, social et environnemental des recherches et des innovations devient fondamentale dans un objectif de recherche croissante de la durabilité des pays et de la planète. Les bailleurs de fonds, les institutions supérieures de contrôle, le parlement, le gouvernement, les producteurs, les filières agricoles, les consommateurs et toute la société civile ont besoin de transparence, d'efficacité et d'efficience de la part des organismes publics : ils doivent démontrer un retour sur investissement public, un impact positif sur l'économie et la société, tout en minimisant les impacts négatifs sur l'environnement. L'objectif principal de cette thèse est donc de répertorier les approches théoriques et pratiques déjà réalisées pour l'évaluation d'impact, en particulier en se penchant sur les expériences de quatre organismes de recherche, et de développer un modèle conceptuel du système de gestion de l'évaluation d'impact de l'innovation, en particulier un modèle qui sera applicable aux organismes de recherche agricole. Nous adoptons une méthodologie basée sur la revue de littérature, quatre cas d'étude comparative d'organismes de recherche agricole (le Cirad et l´Inra en France, l´Embrapa au Brésil, et le CSIRO en Australie). Les contributions innovantes de cette thèse sont : I. La construction d'un modèle conceptuel d'un système de gestion de l'évaluation d'impact basé sur le processus d'innovation ; II. Le modèle du système de l'évaluation d'impact d'innovation considèrant une vision transversale de durabilité, intégrant les dimensions environnementale, sociale, politique et économique ; III. Le système d'analyse d'impact de l'innovation reposera sur un processus unique de gestion, notamment concernant les étapes d'évaluation ex ante et ex post selon leur temporalité respective ; IV. La gestion du processus de l'innovation et de l'évaluation d'impact prévoyant l'insertion d'approches comportementales telles que les concepts d'holisme, de constructivisme et de transdisciplinarité. Cette thèse présente donc une approche originale car fournissant un outil de gouvernanceà la recherche, tout en mettantun accent innovant sur la gestion de l'impact ex-ante et ex-post. Elle aide les organisations de recherche et d'innovation à fournir chaque fois plus de solutions durables dans le cadre de leurs missions institutionnelles, et contribuant ainsi à participer aux objectifs de développement durable de l'ONU pour aller vers une agriculture plus productive et plus durable
Agricultural research has an important role for the world population by considering it as a strategic area for providing knowledge and technological base for agricultural production. This sector generates outputs, outcomes with respective impacts to rural zones, supply chains, economy, society and environment. The agricultural research & innovation represents a key piece for reaching the United Nations sustainable development goals (SDG), especially to SDG 2 and 12 – to promote sustainable agricultural to eliminate hunger and improving nutrition, as well as to promote sustainable consumption and production, respectively. In order to check whether agricultural research organizations generate sustainable impacts, it is necessary to assess the impacts of their innovations. Funders, supreme auditing institutions, parliament, government, producers, supply chains, consumers and all society require transparency, efficacity, and effectivity of public organizations: they must highlight return of public investment as well as generate positive impact to the economy and society, and minimize negative impacts to the environment. Many public research organizations around the world have developed impact assessment processes. There is no flawed theories and practices approaches to impact assessment context. Therefore, this research seeks to fill gaps or to supplement the existing approaches. The main thesis objective is to summarize theoretical and practical studied approaches on impact assessment, including the experiences of four research organizations, and to develop a conceptual model of innovation impact assessment management system, especially applicable to agricultural research organizations. It adopts a methodology based on literature review, four cases of a comparative study of agricultural research organizations (Cirad and Inra from France, Embrapa from Brazil, and CSIRO from Australia), and benchmarking these experiences studied. The innovative contributions of this thesis are I. construction of a conceptual model of an impact assessment management system based on the open innovation process; II. the model of innovation impact assessment management system considers a cross-cut view of sustainability, integrating the environmental, social, political and economic dimensions; III. the innovation impact assessment system will be based on a unique managerial process that regards ex-ante and ex-post assessment stages according to its respective temporality; IV. the management of the innovation and impact assessment processes foresees the insertion of behavioral approaches such as concepts of holism, constructivism, transdisciplinarity and agile management practices as essential requirements for the effective engagement of the internal and external actors and the effectiveness of the evaluation process. This thesis has an original approach by bringing a research governance tool with an innovative focus on ex-ante and ex-post impact management, helping research and innovation organizations to become increasingly sustainable in their institutional missions, thus contributing to the achievement of the UN's sustainable development goals towards more productive and sustainable agriculture

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Leidel, Marco [Verfasser], Christian [Akademischer Betreuer] Bernhofer, Peter [Gutachter] Krebs et Guy [Gutachter] Alaerts. « Transdisciplinarity as a means for capacity development in water resources management / Marco Leidel ; Gutachter : Peter Krebs, Guy Alaerts ; Betreuer : Christian Bernhofer ». Dresden : Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2018. http://d-nb.info/1161669361/34.

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Trey, Flavie. « "Homo Fugiens" via les arts de la fugue : trajectoires du sujet, espaces de fugue. Vers une théorie musicale du sujet ». Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31522.

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L’hypothèse d’une théorie musicale du sujet postule que l’on peut éclairer certaines problématiques de l’existence humaine à la lumière de la fugue musicale, et inversement. A partir du sens technique et musical du «sujet» de fugue, nous opérons dans la première partie une relecture (étymologique, sémantique et historique) de la fugue et du fait musical en lien avec l’émergence de la conscience européenne moderne, au tournant du 16ème siècle. En retour, les enjeux culturels, psychologiques et sociaux de la fugue s’éclairent grâce à l’injonction éthique de faire de sa vie une œuvre d’art – une fugue, dans la vie comme dans l’art. Cette hypothèse, énoncée au terme de la première partie, est explorée dans la troisième partie. La deuxième partie est consacrée à une esthétique comparée des arts de la fugue visant à faire apparaître la transversalité des enjeux et des principes de cette forme particulière. La prégnance de ces manifestations artistiques renforce l’hypothèse selon laquelle la subjectivité de fugue peut fonctionner comme un modèle de compréhension du sujet humain. La troisième partie s’ouvre sur une analyse de la psychopathologie de fugue. Ainsi la description de l’Homo Fugiens, figure anthropologique de l’homme en fugue, s’adosse in fine à une axiologie du sujet : le sujet humain, aux sens psychologique, social et éthique, évolue entre le sens positif (esthétique) de la fugue (œuvre d’un sujet absolu, créateur, en quête de lui-même) et le sens passif (voire pathologique) de la fuite (appauvrissement du sujet, qui peut aller jusqu’à la perte). The hypothesis of a musical theory of the subject postulates that the musical fugue partly explains human existence, and conversely. Considering the technical and musical significations of the fugue «subject», in the first part we reassess the musical fugue (through etymology, semantics and history) in its relation to the emergence of modern consciousness in Europe, at the turn of the sixteenth century. On the other hand, what is at stake with the cultural, psychological and social aspects of the fugue can be explained through the ethical injunction of making your life a work of art – a fugue, in life, as in art. This hypothesis emerges at the end of the first part and is directly addressed in the third part. The second part is dedicated to a comparative aesthetics of the arts of the fugue aimed at underlining the transversality of the principles specific to this artform. The omnipresent manifestations of the fugue in art reinforce the idea that the subjectivity of / in the fugue can operate as a model of understanding of the human subject. The third part develops from an analysis of the psychopathology of fugue. Accordingly, we show that the description of the Homo Fugiens (the anthropological figure of « man in (the) fugue ») rests on an axiology of the subject : the human subject, psychological, social and ethical, evolves between the positive (aesthetic) meaning of the fugue (the human subject, absolute, in quest of himself, creating his life) and the passive meaning of fugue-as-flight (ranking from the impoverishment to the loss of the subject, which is the pathology of the fugue).

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Cunha, Adauto Nunes da [UNESP]. « Diferentes realidades : ticas de matema na matemática escolar ». Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/91064.

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Made available in DSpace on 2014-06-11T19:24:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-09-22Bitstream added on 2014-06-13T20:52:45Z : No. of bitstreams: 1 cunha_an_me_rcla.pdf: 4204661 bytes, checksum: 08381bbb4fa778c5d97a494dbd1e09f6 (MD5)
O presente trabalho evidencia as diferentes realidades que influem na construção das ticas de matema que emergem durante as aulas de matemática de uma escola pública do estado de São Paulo, localizada em São José do Rio Preto. Sendo caracterizada como qualitativa e tendo uma conotação etnográfica, a metodologia nele adotada age como referência, como parâmetro de validação, como método que funciona iluminando o caminho, ainda como ensaio gerativo e estratégia “para” e “do” pensamento sobre os sujeitos e dados da pesquisa. Da confrontação entre teoria e prática, esta investigação verifica os elementos que dão suporte à construção do conhecimento pelos alunos. Também mostra as dificuldades advindas da existência de diferentes níveis de realidade e de diferentes níveis de percepção dentro da sala de aula, dada a complexidade existente nesse processo. Aponta que os indivíduos trazem ao processo de aquisição de conhecimento elementos de sua herança cultural, que influenciam fundamentalmente a maneira como percebem a realidade. O estudo revela que o professor traz um conhecimento que é visto como diferente e próprio da matemática – o saber disciplinar –, sendo que os alunos entrevistados, em sua maioria, não vêem relação dessa matemática (a escolar) com seu dia-a-dia. Expõe, ainda, que os alunos utilizam para a construção do conhecimento a noção transdisciplinar. Neste sentido, o diálogo, o conhecimento sociocultural dos alunos e as suas expectativas em relação à matemática devem ser valorizados. Ainda, deve-se trazer o lúdico para este processo, como fator positivo à construção do conhecimento
The current paper highlights the different realities that influence the construction of the tics of mathema that emerge during the math classes at a public school of São Paulo, located in Sao Jose do Rio Preto. Being characterized as a qualitative research and due the ethnographic connotation, the methodology adopted can be seen as a reference, as a parameter validation, as method that works illuminating the way, and even as a generative test and as a strategy for and from thinking about the subject and data search. From the comparison between theory and practice, this research verifies the elements that support the construction of knowledge by students. It also shows the difficulties arising from different levels of reality and different levels of perception within the classroom, due the complexities that exist in this process. It indicates that individuals bring elements of their cultural heritage to the process of acquiring knowledge, which fundamentally influences how they perceive the reality. The study reveals that the teacher brings a knowledge that is seen as very different and inherent from mathematics – the disciplinary knowledge – and most of the students interviewed see no relation between mathematics (the scholar one) and their day-to-day activities. The research exhibits also that students use the notion of transdisciplinary to construct their knowledge. In this sense, the dialogue, the socio-cultural knowledge of students and their expectations about math must be considered. Finally, we must bring the ludic element to this process as a positive factor for the construction of knowledge

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Holzer, Dominik, et dholzer@hotmail com. « Sense-making across collaborating disciplines in the early stages of architectural design ». RMIT University. Architecture and Design, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20100122.133209.

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In my PhD thesis I raise the claim that a main ingredient to successful design collaboration in architecture and engineering is to make sense out of the information that is provided by designers and consultants as early and comprehensively as possible. The design of buildings has become a task with such a level of complexity that a social effort is required to coordinate and integrate the various worldviews of disciplines involved. In my research I first analyse obstacles to sense-making across collaborating disciplines by investigating the worldviews and priorities of the main parties involved in the design of buildings. I then propose novel ways for exchanging knowledge and generating common understanding between design professionals during early design and I introduce the process of optioneering as one possible method to assist architectural and engineering work practice. In order to address the above issues, I have embedded myself in the engineering firm Arup in their Sydney and Melbourne offices. There, I have examined methods for communicating and integrating aspects of building performance between designers and design consultants over a period of three years. As part of my research at Arup, I have gained an understanding about the everyday requirements of design professionals for sense-making in collaborative practice.

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Cunha, Adauto Nunes da. « Diferentes realidades : ticas de matema na matemática escolar / ». Rio Claro : [s.n.], 2010. http://hdl.handle.net/11449/91064.

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Orientador: Pedro Paulo Scandiuzzi
Banca: Débora Cristina Jeffrey
Banca: Rosana Giaretta Sguerra Miskulin
Resumo: O presente trabalho evidencia as diferentes realidades que influem na construção das ticas de matema que emergem durante as aulas de matemática de uma escola pública do estado de São Paulo, localizada em São José do Rio Preto. Sendo caracterizada como qualitativa e tendo uma conotação etnográfica, a metodologia nele adotada age como referência, como parâmetro de validação, como método que funciona iluminando o caminho, ainda como ensaio gerativo e estratégia "para" e "do" pensamento sobre os sujeitos e dados da pesquisa. Da confrontação entre teoria e prática, esta investigação verifica os elementos que dão suporte à construção do conhecimento pelos alunos. Também mostra as dificuldades advindas da existência de diferentes níveis de realidade e de diferentes níveis de percepção dentro da sala de aula, dada a complexidade existente nesse processo. Aponta que os indivíduos trazem ao processo de aquisição de conhecimento elementos de sua herança cultural, que influenciam fundamentalmente a maneira como percebem a realidade. O estudo revela que o professor traz um conhecimento que é visto como diferente e próprio da matemática - o saber disciplinar -, sendo que os alunos entrevistados, em sua maioria, não vêem relação dessa matemática (a escolar) com seu dia-a-dia. Expõe, ainda, que os alunos utilizam para a construção do conhecimento a noção transdisciplinar. Neste sentido, o diálogo, o conhecimento sociocultural dos alunos e as suas expectativas em relação à matemática devem ser valorizados. Ainda, deve-se trazer o lúdico para este processo, como fator positivo à construção do conhecimento
Abstract: The current paper highlights the different realities that influence the construction of the tics of mathema that emerge during the math classes at a public school of São Paulo, located in Sao Jose do Rio Preto. Being characterized as a qualitative research and due the ethnographic connotation, the methodology adopted can be seen as a reference, as a parameter validation, as method that works illuminating the way, and even as a generative test and as a strategy "for" and "from" thinking about the subject and data search. From the comparison between theory and practice, this research verifies the elements that support the construction of knowledge by students. It also shows the difficulties arising from different levels of reality and different levels of perception within the classroom, due the complexities that exist in this process. It indicates that individuals bring elements of their cultural heritage to the process of acquiring knowledge, which fundamentally influences how they perceive the reality. The study reveals that the teacher brings a knowledge that is seen as very different and inherent from mathematics - the disciplinary knowledge - and most of the students interviewed see no relation between mathematics (the scholar one) and their day-to-day activities. The research exhibits also that students use the notion of transdisciplinary to construct their knowledge. In this sense, the dialogue, the socio-cultural knowledge of students and their expectations about math must be considered. Finally, we must bring the ludic element to this process as a positive factor for the construction of knowledge
Mestre

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Gonçalves, Leandro Forgiarini de. « Ideias de lugar : aportes transdisciplinares para o entendimento do sentido de lugar na arquitetura ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/171702.

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A pesquisa apresenta um estudo teórico desencadeado pela tentativa de se alcançar a compreensão sobre um sentido de lugar relacionado ao plano das ideias, sendo estas entendidas como o resultado de elaborações mentais fundadas a partir das experiências, percepções e também do imaginário das pessoas. A abordagem ancora-se num enfoque transdisciplinar a fim de desenvolver uma reflexão a respeito das muitas questões simbólicas e subjetivas que tangem o tema. Considerando-se a hipótese de que o lugar não é apenas uma construção física, já que no âmbito dos usos e das apropriações o contato entre indivíduo e obra edificada é determinante para trazer à tona um sentido essencial de lugar, entende-se que essa essência esteja intimamente conectada às ideias que as pessoas têm acerca dos lugares, refletindo o fenômeno existencial da habitação. Tal perspectiva aponta para a adoção da fenomenologia como um método de análise preocupado com as questões referentes ao problema das essências e que, no caso específico do estudo de lugar, repercute os domínios das emoções e do pensamento humano. Ao integrar-se a essa esfera subjetiva, permeada pelas práticas existenciais estabelecidas entre sujeito e mundo vivido, nota-se que o sentido de lugar enfocado pela pesquisa se traduz por um forte caráter simbólico, que ultrapassa a perspectiva das localizações físicas e da materialidade do ambiente construído. Dessa forma, fundamenta-se a elaboração da tese que aponta para o entendimento de que a arquitetura não constrói lugares, mas, ao agir na configuração espacial, repercute os ecos de uma atividade que auxilia a humanidade a compor suas próprias ideias de lugar. Tanto o pensamento por detrás do projeto arquitetônico quanto as qualidades físicas da obra executada são capazes de lançar as ordens conceituais, utilitárias e estéticas sinalizadoras das diretrizes interpostas na relação das pessoas com os lugares. A arquitetura estimula a percepção dos usuários e convida-os a uma experiência deflagradora de ideias formatadas pelo uso, apropriação e/ou contemplação de determinado ambiente, cristalizando um sentido de lugar propício à habitação que, na prática, corresponde aos atos de entrar, permanecer e contemplar o/no mundo.
This research presents a theoretical study brought about by an attempt to achieve an understanding of a sense of place in relation to the realm of ideas, which result from mental elaborations created from people’s experiences, perceptions, and imagination. The approach is grounded on a transdisciplinary perspective in order to develop some reflective thought on the many symbolic and subjective issues around the theme. Taking into account the hypothesis that place is not a mere physical construction, given that within the scope of use and appropriation the contact between individuals and erected buildings is a determining factor to bring forth an essential sense of place, there is an understanding that this essence is intimately linked to the ideas that people have about places, reflecting the existential phenomenon of inhabiting. This perspective indicates the adoption of phenomenology as an analytical method concerned with questions regarding the problem of essences and which, in the specific case of a study on place, echoes the domains of emotions and human thought. By adjoining this subjective sphere permeated by existential practices established between subject and the experienced world, one can observe that the sense of place addressed by the study is perceived as having a strong symbolic character which goes beyond the perspective of physical locations and the materiality of the built environment. This is the foundation of the thesis pointing towards the understanding that architecture does not build places, but rather, upon acting on spatial configuration echoes an activity that helps people compose their own ideas of place. Both the thought behind an architectural project and the physical characteristics of the executed work are capable of disposing the conceptual, utilitarian, and aesthetic orders that signal the guidelines interposed in the relationship between people and places. Architecture stimulates users’ perception and invites them to an experience that entices ideas formatted by the use, appropriation, and/or contemplation of a given environment, thus solidifying a sense of place suitable for inhabiting which, in practice, corresponds to the acts of entering, remaining in, and contemplating the world.

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Meyer, Esther [Verfasser], Ulli [Akademischer Betreuer] Vilsmaier, Manfred [Gutachter] Laubichler et Juliana [Gutachter] Mercon. « In search of transdisciplinarity : problems of sustainability sciences and epistemologies of the problematic / Esther Meyer ; Gutachter : Manfred Laubichler, Juliana Mercon ; Betreuer : Ulli Vilsmaier ». Lüneburg : Leuphana Universität Lüneburg, 2021. http://d-nb.info/1224681606/34.

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Cachao, Rita. « An ontology of space : methodological recursiveness and the diagram ». Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3411.

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Current debates on space reveal a dichotomy between two apparently conflicting understandings of space: on the one hand, space is understood as a physical, tangible entity that has an impact on how we perceive, feel and emotionally inhabit the world, and on the other hand, space is conceived as an abstract entity, suggesting that space has no active role (a productivity) within everyday life, being solely a conceptual product of intellectual reasoning. As a result, the commonly used word: ‘space’, will be discussed as an ontologically paradoxical, ambiguous and elusive concept; a concept that cannot be captured within a single definition. This thesis consequently researches the ontology of space by informing a framework that embraces the complexity of space as an ambiguous and unrepresentable entity. It aims to reconcile the multiple understandings of space, liberating it from the binary thinking that opposes the abstract to the physical, disclosing its potential productivity. This thesis thus proposes a methodology departing from a transdisciplinary approach that addresses the variability, multiplicity, paradoxicality and ambiguity of space through a ‘bastard’ epistemology that defies binary logic by considering what falls out of order and norm. To research an ontology through a bastard epistemology is to work outside of (but in combination with) the intelligible and sensible realms, through a framework that is non-representational, but instead enactive and performative, driven by experience, affect and aesthetics; thus allowing access to an entity that is both ambiguous and also unrepresentable. In doing so, this thesis argues that space is diversely implicated in the constitution of research methodologies through its interactions with order and structures, as well as agential in the constitution of understandings of human interactions with the world; and therefore, it will be argued, space has methodological purchase. The consequence of this methodological purchase is that space can reveal itself if a research strategy is implemented that works through the multiple dimensions of space. Within this context the diagram will be introduced as a productive path because enables a bastard epistemology to work through the multiplicity of space, since the diagram, is a performed, materialised outcome of multiple experiences of the making of order through the interaction between physical and conceptual dimensions. In synthesis, the diagram is used to recursively research an ontology of space, showing the main contribution of this thesis: of how without negating its complexity and multiplicity, space can be useful, constructive and productive within contemporary contexts of research methodologies.

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Santos, Adriana Pinheiro dos. « A interdisciplinaridade na práxis pedagógica universitária : um estudo de caso em uma experiência dirigida a segmentos sociais historicamente excluídos ». Faculdade de Educação, 2013. http://repositorio.ufba.br/ri/handle/ri/15334.

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CNPq
Esta pesquisa se desenvolveu por meio de um estudo de caso, tendo o objetivo de compreender como os conceitos de Inter e Transdisciplinaridade se situam na práxis pedagógica universitária, no curso de Pedagogia, no contexto de uma experiência dirigida a segmentos sociais historicamente excluídos, como operam para uma mudança de mentalidade acerca da Ciência e dos seus processos de construção de conhecimento e que significados produzem para docentes e discentes. Com base no referencial da teoria da complexidade, da transdisciplinaridade e da etnografia crítica, analisou-se os discursos de estudantes e docentes de uma Instituição de Ensino Superior de Salvador. Para a coleta de dados, utilizou-se a análise documental, entrevistas coletivas e aplicação de questionário aberto. A análise dos dados não se mostrou conclusiva, mas apontou caminhos para a compreensão da práxis e possibilidades de construção de um educar interdisciplinar com vistas à transdisciplinaridade.
ABSTRACT This research was developed through a case study, with the aim of understanding how the concepts of Transdisciplinarity and Inter are in the university pedagogical praxis in Pedagogy course, in the context of an experiment aimed at social groups historically excluded, as they operate for a change of mindset about science and its processes of knowledge construction and to produce meanings that teachers and students. Based on the framework of complexity theory, transdisciplinarity and critical ethnography, we analyzed the speeches of students and teachers from a Higher Education Institution of Salvador. To collect data, we used the analysis of documents, interviews and questionnaire application open. Data analysis was not conclusive, but pointed ways to understand the praxis and possibilities of building a interdisciplinary education with a view to transdisciplinarity

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Roth, Catherine. « La Nation entre les lignes. Médias invisibles, discours implicites et invention de tradition chez les Saxons de Transylvanie ». Thesis, Paris 2, 2013. http://www.theses.fr/2013PA020056.

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Les communautés s’imaginent (Anderson, Hobsbawm, Gellner), mais comment l’invention est-elle diffusée et transformée en identité collective ? Cette théorie communicationnelle de la nation clarifie le concept flou d’invention de tradition en distinguant invention, transmission par un média (F. d’Almeida, J. Assmann), et transformation de l’invention en tradition, du présent en passé. L’hypothèse est que le plus important n’est pas dit : le message est implicite, et le média est invisible en tant que tel. L’implicite permet une naturalisation qui s’adresse en partie à l’inconscient, garant de l’intangibilité de la nation (C. Kerbrat-Orecchioni, M. Douglas). Les Saxons de Transylvanie, minorité allemande de Roumanie, ont choisi en 1990 l’émigration collective en Allemagne ; avec un début au XIIe siècle, une fin au XXIe, et des mutations identitaires dans un monde multiculturel, puis tendant vers la monoculturalité, et aujourd’hui la transculturalité, ils sont un terrain d’observation particulièrement pertinent. L’étude de leur historiographie, musée, Eglise, et club de montagne montre qu’ils ont entre les lignes réinventé le temps, l’espace public et le territoire, pendant que l’implicite figeait le temps, sacralisait la société et géologisait le territoire. Selon Karl W. Deutsch, un peuple est une communauté de communication, qui échange plus intensivement vers l’intérieur que vers l’extérieur. Un pont est ainsi créé entre théories des nations et nationalismes et Sciences de l’information et de la communication. Les différents implicites président à la fois à la construction nationale, au maintien des Etats-nations et à celui des dictatures, avec des similitudes troublantes entre les nations et les époques
Communities imagine themselves (Anderson, Hobsbawm, Gellner), but how is the invention spread and transformed into collective identity? This communication theory of nation clarifies the blurred concept of invention of tradition by distinguishing invention, transmission by a media (F. d’Almedia, J. Assmann), and transformation of invention into tradition, of present into past. The hypothesis is that the most important is not being said: the message is implicit and the media is invisible as such. Implicit meaning allows a naturalization that appeals in part to the unconscious – the guarantor of the nation’s intangibility (C. Kerbrat-Orecchioni, M. Douglas). Transylvanian Saxons, a German minority in Romania, chose collective emigration to Germany in 1990. With a beginning in the 12th century, an end in the 21st century, and identity transformations in a world first multicultural, then tending to monoculturality, and today to transculturality, they are a particularly relevant field observation. Studies of their historiography, museum, church and mountain club show that they have between the lines reinvented time, public space and territory, while the implicit froze time, sanctified society and ‘‘geologyzed’’ the territory. According to Karl W. Deutsch, a population is a community of communication who exchanges intensively more to the inside than the outside. Thus, a bridge is being built between the theories of nations and nationalism and communication studies. The different forms of implicit steer invisibly the national construction, the maintain of Nation-states and also of dictatorships with disturbing similarities between nations and eras

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Stigendal, Mikael, et Andreas Novy. « A critical realist knowledge production : Enhancing a Potential-oriented Approach ». WU Vienna University of Economics and Business, 2018. http://epub.wu.ac.at/6433/1/sre%2Ddisc%2D2018_06.pdf.

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This article explores the implications of founding transdisciplinary collaborations of knowledge production in critical realism. We call such equal partnerships of researchers and practitioners knowledge alliances. Using the distinction between the referents that we refer to (what our research is about) and our references (our research about that), we show that practitioners can contribute to the process of knowledge production by providing access to referents and producing references but also by achieving relevance. Researchers and practitioners bring different types of knowledge. To become excellent, knowledge production should be organized in ways, which engage these different types in a constructive interplay. We call this approach potential-oriented, which we put in contrast to the empiricism of evidence-based research and policy-making. Our deliberate choice of the term potential-oriented reflects the shifts in philosophy suggested by critical realism, but also a sensitivity for how practitioners communicate and express themselves.
Series: SRE - Discussion Papers

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Bernardes, Fernando Frederico. « (Meio) ambiente : rompendo paradigmas na produção científica e no ensino da geografia e da biologia ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/25546.

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Esta dissertação de mestrado examina o conceito de ambiente de acordo com o caráter epistemológico de cada ciência; neste caso, procede à análise da Geografia e da Biologia, que serão abordados no decorrer desta pesquisa. Ressalto que a análise conceitual de ambiente na ciência biológica se faz importante por ser uma ciência que estuda o mesmo conceito que a Geografia, e muitas vezes têm dificuldade de tratar o homem, na sua complexidade, inserido na dinâmica ambiental. Nesse sentido, aprecio as principais fases da Ecologia (sustentáculo da Biologia), contemplando suas principais linhas teórico-filosóficas: Ecologia Natural, Ecologia Humana, Ecologia Política e Ecologia da Paisagem, esta oriunda da Geografia. Apresento também, dessa maneira, algumas abordagens temporal-teóricas da sistematização da trajetória geográfica quanto ao conceito de ambiente. Contempla o objeto de estudo uma sistematização na estrutura conceitual de ambiente, nas principais fases da ciência geográfica: Geografia Clássica, Geografia Quantitativa ou Teorética, Geografia Crítica, Marxista, Radical ou Uma Geografia Nova, finalizando com a atual Geografia Contemporânea. O objeto de pesquisa da presente dissertação é a análise do conceito de ambiente nos livros didáticos de Geografia e Biologia do ensino médio, como também, na produção intelectual e na prática docente, numa perspectiva conceitual e epistemológica. O assunto pontual desta pesquisa necessita de uma análise profunda e complexa da caracterização e da interpretação histórica do emprego e utilização do conceito de ambiente nos discursos geográficos e biológicos. Configura-se, assim, o conhecimento, ou, mais especificamente, o conceito de ambiente como parcial e provisório, pois sustenta provisoriamente teorias, seguindo a lógica de cada identidade científica. Na tentativa de desempenhar a ação da investigação, imbriquei dados sobre o estabelecido tema e consequentemente os submeti à crítica, empregando o método científico sobre o objeto de observação. O objetivo desta temática é o de compreender a análise ambiental a partir do conceito de (meio) ambiente no ensino médio e na produção científica, com o intuito de abarcar a complexidade das relações do ambiente, remetendo à totalidade. O ambiente expressa as relações do sujeito com o entorno, entre as coisas e os objetos. Os resultados deste trabalho se expressam em produtos de interpretação dos teóricos da Geografia e da Biologia, expressando também o posicionamento dos professores em relação à concepção de ambiente, no processo de ensino/aprendizagem nos livros didáticos do ensino médio. A ação desta dissertação de mestrado reflete sobre a evolução dos discursos geográficos e biológicos, delongando com a prática docente. A intenção é tornar útil a pesquisa, concretizando o sentido da proposta de mestrado.
This dissertation examines the concept of environment in accordance with the epistemological character of each science in this case, proceed to the analysis of geography and biology will be discussed during this research. I emphasize that the conceptual analysis of the environment in biological science is important because it is a science that studies the same concept as the location, and often have difficulty dealing with men, in their complexity, inserted into the dynamic environment. This sense, I appreciate the main stages of Ecology (mainstay of Biology), contemplating its main theoretical and philosophical lines: Natural Ecology, Human Ecology, Political Ecology and Landscape Ecology, originated from this location. Also present in this way some time-theoretical approaches of the systematization of geographical history as the concept of environment. I contemplate the object of study, a systematic conceptual framework on the environment, the main stages of geographical science: Classical Geography, Quantitative Geography or Teoretic, Geography Review, Marxist, Radical or a new geography, ending with the current Contemporary Geography. The research object of this dissertation is to analyze the concept of environment in the textbooks of geography and biology in high school, but also in intellectual production and teaching practice, a conceptual and epistemological perspective. The timely subject of this research requires a thorough analysis and complex characterization and historical interpretation of the employment and use of the concept of environment in the geographic and biological discourses. It is configured well, knowledge, or more specifically the concept of environment as partial and provisional, inasmuch as provisionally theories, following the logic of each scientific identity. In an attempt to carry out action research, imbriquei data on the established theme and therefore subjected to the criticism, using the scientific method on the object of observation. The objective of this theme is to understand the environmental analysis based on the concept of (middle) school environment and in scientific research, in order to encompass the complexity of the relationship of the environment, referring to the whole. The environment through the subject's relations with the environment, between things and objects. These results are expressed as products of the theoretical interpretation of geography and biology, expressing also the positioning of teachers in relation to the concept of environment in teaching and learning in the textbooks of high school. The action of this thesis reflects on the evolution of spatial discourses and biological delay with the teaching practice. The intention is to make useful research, realizing the meaning of the original masters.

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Stigendal, Mikael, et Andreas Novy. « Founding transdisciplinary knowledge production in critical realism : implications and benefits ». Taylo&Francis Group, 2018. http://epub.wu.ac.at/6539/1/14767430.2018.pdf.

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This article explains the implications and benefits of founding transdisciplinary collaborations of knowledge production in critical realism. We call such equal partnerships of researchers and practitioners knowledge alliances. Drawing on the distinction between the referent to which we refer (the object that our research is about) and our references (our research about this object), we show that practitioners can contribute to the process of knowledge production by providing access to referents and producing references but also by achieving societal relevance. In order to accomplish excellence, knowledge production should be organized in ways that engage different types of knowledge in a constructive interplay and use the respective strong points of researchers and practitioners. Abduction and retroduction, two modes of inference vital to critical realism, are particularly inclined to benefit from involving practitioners in knowledge production. We call such an approach potential-oriented and put it in contrast to problem-orientation and the empiricism of evidence-based research and policy-making.

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Breslau, Frederico [UNESP]. « Subjetividade e complexidade em design : um mapeamento acerca do design de relações ». Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/89731.

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Made available in DSpace on 2014-06-11T19:24:10Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-09-15Bitstream added on 2014-06-13T20:31:10Z : No. of bitstreams: 1 breslau_f_me_bauru.pdf: 1285699 bytes, checksum: ba1e5a70b71534c62d62a01460d11c5c (MD5)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Dados os recentes indícios quanto a configuração da chamada realidade, explicitadas pelas ciências duras (físicas, e a matemática), pelas biológicas e pela filosofia, o presente texto busca traçar um panorama do momento histórico contemporâneo, sob a ótica do design e sua ressignificação simbólica e cognitiva. Recriam-se assim as relações do homem com suas linguagens, seu corpo e seu espaço, através de novas leituras subjetivas do compo do real. Este trabalho é parte de um estudo mais amplo, desenvolvido coletivamente, e que busca lançar luz sobre o modo de produção de objetos sensíveis, tentando com isso, gerar novas propostas sobre a construção projetual
Given evidence for the configuration of the so-called reality, explained bu the hard sciences (physics, mathematics) by the biological ones and by philosophy, this dissertation seeks to give an overview of the contemporary historical moment, from the perspective of design and its symbolic and cognitive signification. So that the relationship between man and his language, his body and his space are recreated through new readings of the field of subjective reality. This work is part of a larger study that seeks to shed light on the mode of production of sensible objects, and it tries to generate new proposals for the construction of the architectural design

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Maron, Paulo Sergio. « NUO Ópera-Lab. : da autoetnografia à trans-ópera São Paulo ». Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/27/27157/tde-28112018-115416/.

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A autoetnografia tem sido utilizada em pesquisas em musicologia e, especialmente, em etnomusicologia, na busca de formas contemporâneas de aproximação entre a experiência artística e as exigências acadêmicas. Este trabalho apresenta uma autoetnografia em diálogo com os artistas que se juntaram a nós, o que permitiu a descrição de quatorze anos de existência do NUO-Opera. Portanto, o objetivo desta investigação é narrar, contextualizar e situar nos campos das artes (teatro, música, dança e performance) e sociedades (contexto político, econômico e social em que vivemos) o que me levou a construir uma proposta de criação e produção artística em ópera na cidade onde nasci, cresci e onde escolhi ser artista. Esta narrativa foi destinada não apenas a uma visão geral do trabalho realizado pela NUO, mas, tomando-o como eixo, proporcionou a identificação de questões retóricas ao longo das descrições que, por sua vez, nos levaram a dialogar com historiadores e diretores que escreveram sobre o conceito e o significado da ópera. Esses processos reflexivos nos levam a acreditar que a existência de uma casa-teatro e que o fazer ópera em uma perspectiva transdisciplinar permite a realização de um percurso singular no campo das artes e especialmente da ópera. A ideia da ópera como gênero transdisciplinar surge em nossas escolhas artísticas, mas também é apresentada nas descrições de pesquisas e no fazer de artistas que têm concebido e proposto espetáculos e performances operísticas ao longo do tempo. Ao final nós podemos conceber que a ópera não é apenas a adição ou a sobreposição de outras práticas artísticas, mas transita entre elas e isso está de acordo com nossas escolhas e propostas artísticas no NUO-Opera Laboratório.
Autoethnography has been used in research in musicology and, especially, in ethnomusicology, in the search for contemporary forms of approximation between the artistic experience and the academic exigences. This work presents an autoethnography in dialogue with the artists who were join with us, what allowed the description of fourteen years of NUO-Opera Laboratory. Therefore, the objective of this investigation is to narrate, contextualizing and situating in the fields of the arts (theater, music, dance and performance) and societies (the political, economic and social context in which we live) what led me to build a proposal of creation and artistic production in opera in the city where I was born, grew up and where I chose to be an artist. This narrative was intended not only to give an overview of the work carried out by the NUO but, taking it as axis, it was possible to identify rhetorical questions throughout the descriptions that led us to dialogue with historians and directors who wrote about the concept and the meaning of opera. This, in turn, leads us to believe that the existence of a house-theater and to do opera in a transdisciplinary perspective allows the realization of a singular course in the field of the arts, and especially of the opera. The idea of opera as a transdisciplinary genre emerge in our artistic choices, but also it are presented in the descriptions of researches and artists that conceives and stages the operatic spectacle over time. In this way, we can conceive that opera is not only the addition or the overlapping of other artistic practices, but it transits between them and that this is in line with our choices and artistic proposals at the NUO-Opera Laboratory.

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Harrison, Mia Jayne. « Using Zombies in the Critical Medical Humanities : A Transdisciplinary Methodology for the Development of Ethical Thinking and Feeling ». Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/24010.

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This thesis investigates the critical potential of the zombie figure for the enhancement of ethical debates in the areas of health and medicine, both as an illustrative intervention into current debates and as a way of provoking new ones. Situated within the emerging field of critical medical humanities, it draws on transdisciplinary theoretical precepts to conduct a close study of two types of narratives: those produced in popular zombie films and television, and those popularly generated out of scientific and public understandings of medical phenomena. Through four transdisciplinary case studies, it utilises a qualitative and experimental research approach combining methods of close textual analysis, critical discourse analysis, thought experiments, and radical qualitative comparison. These case studies analyse a series of cinematic and cultural zombie types and use them as a source of theory to critically and affectively investigate a range of biomedical topics. Through this process, this thesis develops a transdisciplinary methodology for addressing difficult ethical questions posed both in the specialised field of medical ethics and in broader public discourse. In doing so, it responds to a call in medical ethics for a more expansive approach to ethical thinking, arguing that close critical attention to popular culture broadly, and the zombie specifically, can promote feeling-inflected approaches to addressing ethical and philosophical opportunities in health and medicine. Furthermore, it argues that feeling and affect produced through popular culture constitute a strong and much-needed mechanism for ethical thinking in health and medicine. In developing this transdisciplinary, multimodal methodology and applying it to biomedical and bioethical case studies, the approach of this thesis offers a rich, flexible, and generative contribution to critical medical humanities and beyond.

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Monceret, Claire. « Mémoire et Conscience dans Eurêka d’Edgar Allan Poe : entre mythe et science ». Thesis, Corte, 2021. http://www.theses.fr/2021CORT0014.

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Dans la littérature mythique, il y a une sagesse ancienne que l’on propose d’interpréter à partir de la lecture d’Edgar Poe, et qui peut éclairer l’époque postmoderne et les nouveaux enjeux qu’elle pose à l’Homme. En 1848, Edgar Allan Poe, poète héritier de la tradition mythographique, réalise dans son « poème » cosmogonique Eurêka une expérience hybride mariant l’enquête scientifique, l’intuition paranormale et l’imagination poétique. En reliant les mythes, les sciences physiques et l’évolution de la pensée à l’intuition d’une Réalité sous-jacente, il reconnaît une connexion fondamentale entre l’Être et le Monde, et l’existence de vérités indémontrables par une logique ordinaire, comme le principe de Cohésion ou Cohérence universelle (Consistency) qui relie Tout. Les expériences cognitives les plus récentes font apparaître que les conceptions poétiques de Poe rejoignent les questions émergentes des sciences actuelles concernant l’implication de la mémoire et de la conscience dans la fabrique du réel. Elles sont ici reconnues comme étant intimement liées, produisant par leur activité conjointe des phénomènes qui échappent à une vision classique mais laissent des traces interprétables. Une démarche comparative et transdisciplinaire permet d’explorer avec Poe les facultés propres au vivant et de faire l’épreuve de leur visibilité à différents niveaux de réalité. Suivre l’intuition, à la manière de Poe, permet de générer des pistes de recherche qui ouvrent de nouvelles perspectives à condition d’être testables, c’est pourquoi l’approche herméneutique des textes est complétée par une approche expérimentale explorant d’autres modalités d’une reliance fondamentale entre les êtres et leur écosystème
In mythical literature, there is an ancient wisdom that is proposed to be interpreted from the reading of Edgar Poe, and which can shed light on the postmodern era and the new challenges it sets for man. In 1848, Edgar Allan Poe, a poet heir to the mythographic tradition, in his cosmogonic "poem" Eureka, carried out a hybrid experiment combining scientific inquiry, paranormal intuition and poetic imagination. By linking myths, physical sciences and the evolution of thought to the intuition of an underlying Reality, he recognizes a fundamental connection between Being and the World, and the existence of truths that cannot be demonstrated by an ordinary logic, like the principle of Cohesion or Universal Coherence (Consistency) which links Everything. The most recent cognitive experiments show that Poe's poetic conceptions agree with emerging questions in current science concerning the involvement of memory and consciousness in the making of reality. They are recognized here as being intimately linked, producing by their joint activity phenomena which escape a classical vision but leave interpretable traces. A comparative and transdisciplinary approach makes it possible to explore with Poe the faculties specific to living things and to test their visibility at different levels of reality. Following intuition, like Poe, makes it possible to generate avenues of research that open up new perspectives on condition that they are testable, which is why the hermeneutical approach to texts is complemented by an experimental approach exploring other modalities of a fundamental link between beings and their ecosystem

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Chabaud, François. « La fonction analytique. Freud, Jung, Lacan : Approche transdisciplinaire ». Phd thesis, Université Paul Valéry - Montpellier III, 2012. http://tel.archives-ouvertes.fr/tel-00823278.

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Cette thèse propose un éclairage sur la réalité de la Fonction analytique, sa physiologie, et les pathologies comportementales qui résultent de son dysfonctionnement. Nous y visitons les travaux de Freud, Jung et Lacan. Par une approche de comparatisme de leurs " écritures respectives ", nous découvrons les fondements de la Fonction analytique. Tous trois tiennent leur savoir d'une approche transdisciplinaire (mythologie, alchimie, Taoïsme, linguistique, mathématiques, etc.) Freud précise le rôle indispensable de la pulsion en décrivant ses quatre caractéristiques. Avec son travail sur le "Bloc-notes magique ", il énonce les modalités de la gravure psychique. La physiologie analytique comprend deux stades distincts : le premier ou " tronc commun " correspond à la gravure de la trace mnésique (Freud). Ce stade se déroule selon le mode binaire : ça pour Freud, persona pour Jung, imaginaire pour Lacan. Le second, se développe à partir du tronc commun, selon la modalité ternaire : la structure arborescente. C'est le stade du moi de Freud, du moi de Jung, du réel de Lacan. Cette phase, comme celle du brassage inter-chromosomique de la méiose biologique, produit une infinité de combinaisons. Modes binaire et ternaire représentent les phases principales de la Fonction analytique. Mais le mode binaire ne doit pas faire barrage au mode ternaire, en enfermant la psyché dans l'imaginaire (Lacan). La psyché doit se dépasser et faire oeuvre d'artiste. Nous montrons que le déséquilibre de l'archétype anima/animus (Jung) est cause de ces pathologies. Nous y voyons également que " la pensée judéo-chrétienne " joue un rôle de censeur, et fait obstacle à la modélisation ternaire.

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André, Karin. « Climate change adaptation processes : Regional and sectoral stakeholder perspectives ». Doctoral thesis, Linköpings universitet, Tema vatten i natur och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-90500.

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This thesis analyses how societal adaptation processes in public and private sectors at the regional to local level in Sweden are enacted. The thesis pays particular attention to critical factors that constrain or enable adaptation by focussing on: who are the stakeholders, how do different stakeholders perceive their capacity to adapt, and the role of stakeholder interaction in facilitating adaptation processes A combination of two analytical perspectives is used where one is based on key concepts within adaptation literature, and the other draws on boundary crossing and transdisciplinary knowledge production (stakeholders, adaptive capacity, and science-based stakeholder dialogues). The study is conducted within the scope of two overall case studies of local adaptation processes within an urban region, and a land-use based sector, the private forestry sector. The cases are setting the scene for the collection of empirical material which is achieved through qualitative methods, primarily focus groups discussions with local and regional, public and private stakeholders with an interest in, and responsibility for adaptation. The focus groups meetings are organized as a series of meetings to which different participatory techniques are applied. The study also builds on a comprehensive stakeholder mapping. First, the results suggest a systematic method for identifying stakeholders in adaptation research, policy, and planning applicable in both sectors and regions that combines top-down knowledge with experience and knowledge based on bottom-up processes. Second, the analysis of perceived adaptive capacities reveal several facilitating and constraining factors that relates both to the characteristics of climate risks, experience of climate variability and extreme weather events, and responsibility- and decision-making structures. Third, the analysis of the interaction between local experts and scientists show that there is potential for the boundary spanning function of science-based stakeholder dialogues in facilitating adaptation through stimulating questions and sharing different knowledge bases and experiences among the participants. However further attention needs to be taken to the institutional environment and the role of so called anchoring devices that help local experts to contextualise, discus and thus anchor scientific knowledge in their own decision-making context. In conclusion, there are both commonalities between adaptation processes in the two case studies and some marked differences, e.g., regarding the concept of adaptation, what type of adaptation actions that are identified, the perceived opportunities for adaptation and degree of complexity.
Denna avhandling analyserar hur klimatanpassningsprocesser inom privata och offentliga sektorer på regional till lokal nivå i Sverige initieras, utvecklas och genomförs. Avhandlingen ägnar särskild uppmärksamhet åt identifiering av vilka intressenter (”stakeholders”) som är involverade i att underlätta och genomföra anpassning, uppfattningar om anpassningsförmåga samt vilken roll interaktion mellan olika intressenter kan ha för att underlätta anpassning. En kombination av två analytiska perspektiv används som bygger på tidigare forskning om klimatanpassningsprocesser samt transdisciplinär kunskapsproduktion. Studien genomförs inom ramen för två övergripande fallstudier av anpassningsprocesser i en urban region samt den privata skogssektorn. Fallstudierna utgör grunden för insamlingen av det empiriska materialet som bygger på kvalitativa metoder. Den främsta metoden är fokusgruppsdiskussioner med lokala och regionala, privata och offentliga aktörer med intresse av, eller ansvar för klimatanpassning. Fokusgrupperna organiseras som en serie möten där olika deltagandetekniker tillämpas. Studien bygger också på en omfattande intressentkartläggning. I avhandlingen utvecklas och ges förslag på en stegvis metod för att identifiera intressenter för anpassningsprocesser som kan användas inom forskning och praktik. Studien analyserar också hur olika intressentgrupper upplever förmågan att hantera klimatförändringar. Ett antal möjliggörande och begränsande faktorer identifieras så som karaktären på de upplevda klimatriskerna, erfarenhet av klimatvariationer och extrema väderhändelser, samt ansvar- och beslutsstrukturer. Slutligen, analyseras om och i så fall hur interaktionen mellan lokala experter och forskare som deltar i intressantdialoger (”science-based stakeholder dialogues”) kan underlätta anpassning. Resultaten visar att det finns potential genom att deltagarna ges möjlighet att ställa frågor tillvarandra och dela med sig av sina olika kunskapsbaser och erfarenheter, samt utforska olika anpassningsalternativ. Däremot behövs vidare studier för att undersöka betydelsen av det institutionella sammanhanget samt hur olika verktyg (”anchoring devices”) kan bidra när det gäller att förankra och omsätta kunskap om klimatförändringar i olika beslutskontexter. Avslutningsvis visar denna studie på att det finns både likheter och skillnader i hur anpassningsprocesser kommer till uttryck bland de olika aktörsgrupperna inom fallstudierna, t.ex. när det gäller hur begreppet anpassning används, vilken typ av anpassning som identifieras, upplevda möjligheter för anpassning samt graden av komplexitet.

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Glass, Jayne H. « The power of the research process : co-producing knowledge for sustainable upland estate management in Scotland ». Thesis, University of the Highlands and Islands, 2011. https://pure.uhi.ac.uk/portal/en/studentthesis/the-power-of-the-research-process(1924f054-1d11-41f5-a30b-55c6e9f823b9).html.

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This thesis developed and piloted a suite of sustainability indicators for assessing the extent to which upland estate management in Scotland delivers sustainability goals. In Scotland, upland areas have a unique pattern of land ownership, with much of the land divided into ‘estates’ owned by private individuals and organisations, public bodies, and non-governmental and community organisations. Upland estate management objectives and land uses are wide-ranging - agriculture, forestry, nature conservation, property and sporting interests – set within discourses of sustainability and multifunctionality and also including new developments in tourism, renewable energy and biodiversity conservation. The complexity of upland estate management presents a great challenge, both theoretically and practically. To tackle this complexity, indicators were developed using a transdisciplinary research approach, combining academic and non-academic knowledge within a deliberative research process to address a ‘real world’ problem. A conceptual framework guided the adaptation of the Delphi technique so that the indicators were selected in a manner which: (1) increased transdisciplinary capacity; (2) facilitated knowledge integration; and (3) enhanced the potential for social learning. Using the adapted technique, the researcher facilitated an anonymous, iterative research process that took place over four rounds, and involved a mixed panel of individuals who comprised expertise in sustainability, rural and upland land use, and estate management. A contemporary and consensual definition of ‘sustainable upland estate management’ was developed by the panel, through the identification of five ‘sustainable estate principles’ (Adapting Management; Broadening Options; Ecosystem Thinking; Linking into Social Fabric; Thinking beyond the Estate) and 16 corresponding indicators (‘opportunities for sustainable estates’) within a ‘Sustainable Estates Toolkit’. The anonymous nature of the process created a safe environment for open dialogue and the researcher played an active role in stimulating participant motivation, creativity and learning.

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Pankaj, Vibha. « Mobilising knowledge in public health : analysis of the functioning of the Scottish Public Health Network ». Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9440.

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The extent to which the knowledge mobilisation potential of public health networks is actually achieved in their functioning has not been previously studied. There are prescriptions from policy documents and from research literature as to the form networks in health should take and the way they should operate. However, there has been little research connecting the nature of the networks and the manner in which they function to their knowledge mobilising ability. Constituted in 2006, the Scottish Public Health Network (ScotPHN), which is the primary vehicle in Scotland for mobilising public health knowledge and informing policy and practice, constitutes the location for this study investigating this knowledge mobilisation and how networks function in public health. Feedback from the consultation conducted prior to the formation of ScotPHN was obtained. Interviews were conducted with the members of the ScotPHN steering group, a project group and the stakeholder group. Two ScotPHN steering group meetings were also attended by the author as an observer. The consultation feedback, transcripts of the interviews and those of steering group meetings were analysed using the constructivist version of the grounded theory approach. The process involved coding and abstracting codes to categories and themes. The emerging themes were reviewed in the light of existing literature on networks and knowledge mobilisation. These themes were then used to develop a model to understand how the network operates and consequently mobilises knowledge. The study shows that prior to its formation ScotPHN was expected to address the fragmentation of the public health workforce; significantly enhance links amongst existing public health networks; support ground level knowledge exchange amongst practitioners and significantly enhance multisectorial working. None of these expectations appear to have been met. ScotPHN has, however, managed to fill the gap left by the demise of the Scottish Needs Assessment Programme (SNAP). ScotPHN’s structure and the manner in which it is controlled lead to it being akin to a policy community rather than an issue network. The generic public health concerns of the steering group and the selective nature of the project group prevent it from functioning as an issue network. The dominance of people from the medical profession also causes a social closedness in the ScotPHN steering group. The limited multisectorial participation in its activities results in: a lack of constructionist learning; limited inclusion of the social context of knowledge; and a deficit of Mode 2 knowledge mobilisation. In the context of knowledge conversion there is some evidence of externalisation but no socialisation. ScotPHN is not a network that can be classed as a community of practice. This study highlights how health policies, which have advocated the establishment of networks, could derive considerable guidance from research into how networks actually function. With respect to the knowledge mobilisation activity of these networks the study finds that top-down and prescribed structures are unable to capture the transdisciplinarity and diverse intellectual frameworks that contribute to public health knowledge. It is seen that the hierarchical network structures can undermine the engagement of actors from the less represented sectors. Additionally the study finds that the established patterns of professional power and control further hinder multisectorial engagement.

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Vedam, Saraswathi. « Moving from Interprofessional Disarticulation to Transformative Dialogue and Action : Examining a Transdisciplinary Process to Address Equitable Access to High Quality Maternity Care in North America ». Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21692.

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Maternity providers in North America are in conflict about birth place, debating issues related to safety, autonomy, and quality of care. Very little is known about how birth place interacts with experience and outcomes of maternity care, or about how to resolve these differences among provider disciplines within established health care systems. A multi-stakeholder group of leaders convened at a series of Home Birth Summits in the United States to delineate a Common Ground Agenda, including nine priority areas for action and research. The aim of this doctoral study was to examine how and why this transdisciplinary process generated new evidence and tools that can improve maternity services. Methods I synthesized the results of four original research studies using a range of methodologies as appropriate to the study topic. In the Canadian Birth Place Study, I examine mixed methods data on provider attitudes to place of birth. In the Changing Childbirth in British Colombia (BC) and Giving Voice to Mothers studies, psychometric analysis cross-sectional survey data led to development of four new person-centered measures of experience of maternity care. In the Access and Integration Maternity Care Mapping Study, a Delphi study created a scoring system (MISS) to assess midwifery integration. Correlation and regression analyses elicit linkages between integration and key maternal-newborn outcomes. Finally, I triangulated results of these studies within the Taming Wicked Problems Framework, to elicit an underlying and contributory factor for effective transdisciplinary action. Results Among maternity care providers (n=825), 84% of variance in attitudes to home birth was attributable to provider type alone. Women from diverse backgrounds (n=2051, 3586 pregnancies) reported reduced autonomy and respect when cared for by physicians and when 9 giving birth in institutional settings. Among women in the United States (US) (n=2700), disparities in experiences of care, including mistreatment, links to race, socioeconomic status, place of birth and type of provider. U.S. states with higher midwifery integration and greater access to home birth reported significantly fewer adverse maternal-newborn outcomes and significantly higher rates of physiologic birth. Discussion The participatory approach and synthesis of outcomes of these studies was essential to understand and address inequities in experience and access to quality maternity health services in the US. Person-centered care emerged as a hidden common value that informed a transdisciplinary research process, and community-responsive knowledge translation outputs. Conclusion Increasing knowledge among all types of providers about quality and safety of birth place, and person-centered care, could improve outcomes across birth settings. The Summit process of transdisciplinary engagement reduced interprofessional conflict and facilitated cocreation of evidence and tools that improve quality, safety, and accountability in North American maternity care.

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Thèses sur le sujet « Transdisciplinarietà »

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