Transdisciplinary Pedagogy and the Constitutive Role of Art: The Perspective of Transdisciplinary Realism
DOI:
https://doi.org/10.25038/am.v0i28.679Keywords:
transdisciplinarity; transdisciplinary realism; transdisciplinary pedagogy; art; Hidden Third; zone of non-resistance; philosophy of education.Abstract
Transdisciplinarity emerged as a part of a broader rethinking of higher education, in response to the fragmentation and increasing specialization of knowledge, which left modern science unable to address the complex problems of the contemporary world. Trandisciplinarity has articulated itself simultaneously as an educational movement, an approach to learning, knowledge, and research, as well as methodology. Systematic literature reviews warn that much of the term’s application amounts to a superficial methodological label without a firm theoretical grounding. This article builds on the Nicolescuian framework of transdisciplinarity and its axiomatics, arguing that trandisciplinarity can be understood as a coherent philosophical system from which a distinctive philosophy of education follows. While pragmatic, problem-oriented approaches to transdisciplinarity can function without an artistic component, the article argues that within the Nicolescuian framework artistic practice is not merely a creative supplement but a constitutive component of transdisciplinary pedagogy. Building on this foundation, the article’s principal contribution is the derivation of three pedagogical “trans” functions—transcendent, transgressive, and transformative—through which the three axioms are pedagogically operationalized; their synergetic action constitutes the attributes of in vivo knowledge, positioning artistic practice, as the Hidden Third, at the core of transdisciplinary pedagogy.
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