Relational transdisciplinarity
Five reflexive steps for embodying relational ontologies in transdisciplinary learning contexts
By: Farina L. Tolksdorf, Claire Grauer, Bagele Chilisa, David Manuel-Navarrete, Zainal Abidin Sanusi, Sophie Rühl, and Daniel J. Lang
Abstract:
The authors propose five reflexive steps to integrate relational ontologies into transdisciplinary learning. Emphasizing the importance of acknowledging diverse worldviews, they explore how relational dynamics can be nurtured in research contexts to co-produce knowledge that respects and values different ways of knowing and being.
Introduction:
The article begins by challenging the traditional academic approach of objectivity, advocating for a transdisciplinary research mode that values horizontal relationships and embraces diverse perspectives. The authors argue for the integration of indigenous and relational worldviews in research, emphasizing the need for a shift towards more equal and just relationships in the pursuit of sustainability.
Key Insights:
Acknowledging Relationships: The first step involves recognizing the importance of relationships in transdisciplinary learning, urging researchers to engage with the context as co-producers rather than mere observers.
Internal Conditions for Participation: This step focuses on understanding one's own background and how it shapes interactions within the research setting, promoting a balance between cognitive and emotional engagement.
Diversity of Knowledge: The authors stress the importance of respecting and balancing power dynamics between different knowledge systems, fostering an ethos of care in transdisciplinary learning.
Human-Nature Relationality: Emphasizing the interconnectedness of humans with the living and non-living world, this step encourages a sense of care and agency for nature in research practices.
Values of Interconnectedness: The final step highlights the need for continuous reflection on relationships at various levels, enhancing the holistic understanding of complex interdependencies in research.
Conclusion:
The article concludes with a call for researchers to embody these steps in their work, fostering more harmonious and mutually respectful relationships in transdisciplinary learning. The authors' collaborative approach, combining diverse cultural and academic backgrounds, serves as a model for the relational transdisciplinarity they advocate.
Authors' Background:
The steps were developed by an international group of researchers during a fellowship program at Leuphana University. Their diverse backgrounds and shared commitment to harmonious relationships informed the development of these reflexive steps, offering a valuable guide for researchers seeking to enrich transdisciplinary learning processes.
