In the first two volumes of this work, Paul Ricoeur examined the relations between time and narrative in historical writing, fiction, and theories of literature. This final volume, a comprehensive reexamination and synthesis of the ideas developed in volumes 1 and 2, stands as Ricoeur's most complete and satisfying presentation of his own philosophy.

Time and Narrative

There is emerging agreement that sustainability challenges require new ways of knowledge production and decision-making. One key aspect of sustainability science, therefore, is the involvement of actors from outside academia into the research process in order to integrate the best available knowledge, reconcile values and preferences, as well as create ownership for problems and solution options. Transdisciplinary, community-based, interactive, or participatory research approaches are often suggested as appropriate means to meet both the requirements posed by real-world problems as well as the goals of sustainability science as a transformational scientific field. Dispersed literature on these approaches and a variety of empirical projects applying them make it difficult for interested researchers and practitioners to review and become familiar with key components and design principles of how to do transdisciplinary sustainability research. Starting from a conceptual model of an ideal–typical transdisciplinary research process, this article synthesizes and structures such a set of principles from various strands of the literature and empirical experiences. We then elaborate on them, looking at challenges and some coping strategies as experienced in transdisciplinary sustainability projects in Europe, North America, South America, Africa, and Asia. The article concludes with future research needed in order to further enhance the practice of transdisciplinary sustainability research.

/pdf/transdisciplinary-research-in-sustainability-science-4wi0tfk5i7.pdf

Transdisciplinary research in sustainability science: practice, principles, and challenges

Richard Rorty's Philosophy and the Mirror of Nature brings to light the deep sense of crisis within the profession of academic philosophy which is similar to the paralyzing pluralism in contemporary theology and the inveterate indeterminacy of literary criticism. Richard Rorty's provocative and profound meditations impel philosophers to examine the problematic status of their discipline— only to discover that modern European philosophy has come to an end. Rorty strikes a deathblow to modern European philosophy by telling a story about the emergence, development and decline of its primary props: the correspondence theory of truth, the notion of privileged representations and the idea of a self-reflective transcendental subject. Rorty's fascinating tale—his-story —is regulated by three fundamental shifts which he delineates in detail and promotes in principle: the move toward anti-realism or conventionalism in ontology, the move toward the demythologizing of the Myth of the Given or anti-foundationalism in epistemology, and the move toward detranscendentalizing the subject or dismissing the mind as a sphere of inquiry. The chief importance of Rorty's book is that it brings together in an original and intelligible narrative the major insights of the patriarchs of postmodern American philosophy—W. V. Quine, Wilfred Sellars, and Nelson Goodman— and persuasively presents the radical consequences of their views for contemporary philosophy. Rorty credits Wittgenstein, Heidegger and Dewey for having "brought us into a period of 'revolutionary' philosophy" by undermining the prevailing Cartesian and Kantian paradigms and advancing new conceptions of philosophy. And these monumental figures surely inspire Rorty. Yet, Rorty's philosophical debts—the actual sources of his particular anti-Cartesian and antiKantian arguments—are Quine's holism, Sellars' anti-foundationalism, and Goodman's pluralism. In short, despite his adamant attack on analytical philosophy—the last stage of modern European philosophy—Rorty feels most comfortable with the analytical form of philosophical argumentation (shunned by Wittgenstein and Heidegger). From the disparate figures of Wittgenstein, Heidegger, and Dewey, Rorty gets a historicist directive: to eschew the quest for certainty and the search for foundations.

Philosophy and the Mirror of Nature

Interprofessional collaboration is a key factor in initiatives designed to increase the effectiveness of health services currently offered to the public. It is important that the concept of collaboration be well understood, because although the increasingly complex health problems faced by health professionals are creating more interdependencies among them, we still have limited knowledge of the complexity of interprofessional relationships. The goal of this literature review was to identify conceptual frameworks that could improve our understanding of this important aspect of health organizations. To this end, we have identified and taken into consideration: (A) the various definitions proposed in the literature and the various concepts associated with collaboration, and (B) the various theoretical frameworks of collaboration. Our results demonstrate that: (1) the concept of collaboration is commonly defined through five underlying concepts: sharing, partnership, power, interdependency and process; (2) the most complete models of collaboration seem to be those based on a strong theoretical background, either in organizational theory or in organizational sociology and on empirical data; (3) there is a significant amount of diversity in the way the various authors conceptualized collaboration and in the factors influencing collaboration; (4) these frameworks do not establish clear links between the elements in the models and the outputs; and (5) the literature does not provide a serious attempt to determine how patients could be integrated into the health care team, despite the fact that patients are recognized as the ultimate justification for providing collaborative care.

The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

/pdf/reframing-professional-development-through-understanding-n4fws8j60n.pdf

Reframing Professional Development Through Understanding Authentic Professional Learning

Interdisciplinarity: History, Theory, and Practice.

In this volume, Julie Klein provides the first comprehensive study of the modern concept of interdisciplinarity, supplementing her discussion with the most complete bibliography yet compiled on the subject. Spanning the social sciences, natural sciences, humanities, and professions, her study is a synthesis of existing scholarship on interdisciplinary research, education and health care. Klein argues that any interdisciplinary activity embodies a complex network of historical, social, psychological, political, economic, philosophical, and intellectual factors. Whether the context is a short-ranged instrumentality or a long-range reconceptualization of the way we know and learn, the concept of interdisciplinarity is an important means of solving problems and answering questions that cannot be satisfactorily addressed using singular methods or approaches.

Interdisciplinarity: History, Theory, and Practice

Boundary work studies examine how boundaries of knowledge are formed, maintained, broken down and reconfigured. This text investigates the claims, activities and institutional structures that define and legitimate interdisciplinary practices.

Crossing Boundaries: Knowledge, Disciplinarities, and Interdisciplinarities

https://cns.iu.edu/images/pub/2011-wagner-interdisciplinarity.pdf

Approaches to understanding and measuring interdisciplinary scientific research (IDR): A review of the literature

1 Summary and Synthesis.- 1.1 Summary.- 1.2 Synthesis.- 2 Introduction.- 2.1 Why a Globalized World Needs Transdisciplinarity.- 2.2 The Discourse of Transdisciplinarity: An Expanding Global Field.- 3 Keynote Addresses.- 3.1 What Kind of Science Does our World Need Today and Tomorrow? A New Contract between Science and Society.- 3.2 From Microscope to Kaleidoscope: Merging Fields of Vision.- 3.3 The Potntial of Transdisciplinarity.- 3.4 The Responsibility of Science and Scientists.- 3.5 Mobilizing the Intellectual Capital of Universities.- 4 Interactive Sessions.- 4.1 The Dialogue Sessions.- 4.2 The Mutual Learning Sessions.- 4.3 The Idea Market.- 5 The Swiss Transdisciplinarity Award.- 5.1 Introduction: Goals and Criteria of the Award.- 5.2 Final Awards.- 5.2.1 Sustainability: A Cross-disciplinary Concept for Social-Ecological Transformations.- 5.2.2 Okostrom: The Social Construction of Green Electricity Standards in Switzerland.- 5.2.3 The Green Leaves of Life's Golden Tree: The Project "Research in Public".- 5.3 Finalists.- 5.3.1 Evolution Toward Transdisciplinarity in Technology and Resource Management Research: The Case of a Project in Ethiopia.- 5.3.2 On the Search for Ecojumps in Technology: From Future Visions to Technology Programs.- 5.3.3 Cross-disciplinary Knowledge as a Guide to the Study and Management of Complexity: The Case of Product Definition in the Aerospace Industry.- 5.3.4 A Modest Success Story: Linkki 2 Research Program on Energy Conservation Decisions and Behavior.- 5.3.5 Transdisciplinarity in Planning of Sustainable Urban Revitalization.- 5.3.6 The Role of Participatory Technology Assessment in Policy-Making.- 5.3.7 The Potential of a Research-Action-Capacity Building Approach for Effective Management of Urban Environmental Problems.- 6 Outcomes.- 6.1 Reflections on the Interactive Sessions: From Scepticism to Good Practices.- 6.2 Learning about Transdisciplinarity: Where Are We? Where Have We Been? Where Should We Go?.- 6.3 Impacts on Science Management and Science Policy.- 7 Conclusion.- Mainstreaming Transdisciplinarity: A Resarch-Political Campaign.- Appendices.- Appendix A.- Conference Organizers: SPPE, ETHZ/UNS, ABB, Science et Cite, econcept AG and Marketing Service Ltd..- Honorary Board, Conference Board, and Organizing Committee.- Appendix B.- References.- Appendix C.- List of Participants.- Appendix D.- List of Contributors.- Abbreviations and Acronyms.

Julie Thompson Klein

Papers

Interdisciplinarity: History, Theory, and Practice.

Interdisciplinarity: History, Theory, and Practice

Crossing Boundaries: Knowledge, Disciplinarities, and Interdisciplinarities

Approaches to understanding and measuring interdisciplinary scientific research (IDR): A review of the literature

Transdisciplinarity: Joint Problem Solving among Science, Technology, and Society