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Abstract

Description of the Transdisciplinary Intelligence framework and the current findings of Project HERMES.
SCHOOL OF ARTS, TECHNOLOGY, AND EMERGING COMMUNICATION
THE UNIVERSITY OF TEXAS AT DALLAS
artscilab.utdallas.edu
The capacity to understand and collaborate
in knowledge production and exchange with
multiple experts and publics beyond a single
field of knowledge, as well as thrive within
diverse professional environments.
artscilab.utdallas.edu
“Crossing disciplinary boundaries as well as
sectors of society…”
(Repko, 2008)
artscilab.utdallas.edu
Background
Science of Team Science
Anthropology
Cultural Studies
Cognitive Science
artscilab.utdallas.edu
Innovation Science
Translation Studies
Political Economy
Fields of Knowledge:
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eiusmod tempor
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Science Engineering Design Art Humanities Entrepreneurship Education
Phenomenon/
Lens
Natural world
Systems and
processes
Artificial world
Human
experience
Human
condition
Value creation
Human
l
earning
Methods
Controlled
experiment,
classification,
analysis, peer
review.
Diagramming,
prototyping,
testing.
Modelling,
pattern
-
formation,
Synthesis.
Analogy,
metaphor,
Performance.
Evaluation,
critique,
discourse
Focus
groups,
competition,
validation.
Mentorship,
apprenticeship
, assessment.
Values
Objectivity,
rationality,
neutrality, and
a concern
for
‘truth’
Problem
-
solving,
standards,
efficiency, and
a
concern for
“effectiveness
Practicality,
ingenuity,
empathy,
and a concern
for
‘appropriatene
ss’
Subjectivity,
imagination,
commitment,
and a concern
for
‘authenticity’
Questioning,
interpretation,
context,
and a
concern for
“justice”
Innovation,
dissemination,
risk, and a
concern with
“improvement
”.
Formation,
engagement,
training, and a
concern with
“caring”
Product
Knowledge
Applications
Solutions
Meanings
Understanding
Value
Learning
Knowledge Production/Management
Transdisciplinary Exchange
Innovation & Collaboration
artscilab.utdallas.edu
Transdisciplinary
Studies
Philosophy of
Art, Science &
Technology
Critical
Industry
Studies
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Research
artscilab.utdallas.edu
I
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IRB: MR-19-006
Provide metrics standards.
Draw out good practices and
preventable pitfalls.
artscilab.utdallas.edu
Clarify the paradigm(s) of
transdisciplinary collaboration.
AIMS
Define new apprenticeship models and practices
for transdisciplinary training.
Craft a dissertation out of the findings and
research activities.
artscilab.utdallas.edu
Establish new paradigms for transdisciplinary
exchange and collaboration.
OBJECTIVES
RQ1 - How have language, culture, identity, value
creation, and learning influenced industries in terms
of transdisciplinarity and knowledge production?
Origin: Out of my personal experience in the film industry, where experts from multiple and diametrically different
domains (and backgrounds) work on the same objective/mission/product, and yet those experts many times fail to
agree and/or communicate because of their worldviews.
Method(s): Quantitative and qualitative surveys, in-depth phenomenological interviews.
artscilab.utdallas.edu
RQ2 - How has transdisciplinarity manifested
historically within and between industries?
Origin: An arc appeared anecdotally for several industries when reading about discoveries and knowledge
revolutions: “Creative scientists and technical artists”.
Method(s): Historiography of specific and relevant cases, including UT-Dallas (academia), a film/media studio, a
non-Internet tech company (perhaps TI), and a person-to-person-based organization.
artscilab.utdallas.edu
RQ3 - How do transdisciplinary practices influence
learning and knowledge management?
Origin: In the cinema world, filmmakers have to learn a little bit of everything involved in the process of making a
movie, from conception to distribution, if they want to eventually succeed, and that happens mostly by doing it,
either independently or under a veteran’s guidance in the ages-old apprenticeship model (particularly for the more
technical processes, like editing and cinematography). Therefore filmmakers routinely become knowledge hybrids
in ways that few other disciplines encourage even though they probably should.
Method(s): Currently designing hybrid learning modules based on apprenticeship models to improve
people’s/teams’ transdisciplinary intelligence skills.
artscilab.utdallas.edu
RQ4 - How do ecologies and epistemic systems of
cultural industries transition to transdisciplinary
features?
Origin: Once the framework of Transdisciplinary Exchange has been identified and verified, any organization,
group, institution, or industry, in theory, could be re-designed to foster more TDE with all of its hypothetical
benefits, such as increased creative output and further-reaching impact for results.
Method(s): Ethnographic observation, participant experimentation, phenomenological interviews, text analysis,
and network analysis all with the help of computing tools.
artscilab.utdallas.edu
RQ5 - How can the success or impact of
transdisciplinarity in an industry be measured or
mapped?
Origin: The best knowledge is applicable and impactful to real life, and at least a part of succeeding in that regard
depends on measures and delimitations.
Method(s): Designing a framework and corresponding mixed-method tools to measure Transdisciplinary
Intelligence (aptitude + knowledge) in individuals and groups, respectively.
artscilab.utdallas.edu
Phase 1 The Landscape: Archival & Contemporary Historiography
Phase 3 Experimentation: Team Testing & Interpretation
Phase 4 Education: Transdisciplinary Apprenticeship Design
artscilab.utdallas.edu
Phase 2 Exploration: Ethnographic & Phenomenological Studies
Phases of Research
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Findings
(thus far)
Phase 1: Contemporary Historiography
Traditional = Mono-disciplinary/everyone’s an expert in same field.
Micro-transdisciplinary = in which the core fields of the team members
aren’t too far apart conceptually from each other.
artscilab.utdallas.edu
Token transdisciplinary = experts of the same core field, with only one
“peripheral” member with a foreign expertise but who’s also focus on the
same core issue.
Macro-transdisciplinary = broad/disparate mix of fields connected solely
by focus of research.
Transdisciplinary Exchange
Modes:
- Transporting to another field.
- Stealing from another field.
- Translating for another field.
- Collaborating with another field,
or on an issue.
Artifacts to exchange:
-Tools
-Processes
-Models
-Terms/concepts
-Ideas/theories
-Goals/issues
artscilab.utdallas.edu
Phase 2: Ethnographic Study
The first pilot is focusing on the research centers and labs at
the University of Texas at Dallas, eventually expanding into
other universities, media organizations, and tech companies,
among others.
The project will include surveys, on-location visits, and
intersubjective phenomenological interviews with diverse co-
investigators
artscilab.utdallas.edu
Transdisciplinary
Aptitude Test
Transdisciplinary
Knowledge Test
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0
2
4
61
2
3
45
6
7
Series1
SCIENCE
ENGINEERING
DESIGN
ART
HUMANITIES
ENTREPRENEURSHIP
EDUCATION
Transdisciplinary Intelligence Quotient
Phase 4: Trandisciplinary Apprenticeships
Using EdX platform to design a 13-module apprenticeship
to develop transdisciplinary intelligence skills:
First module on the topic of Mentorship will be available in
Fall 2019.
artscilab.utdallas.edu
Scientist
Engineer
Designer
Artist
Humanist
Educator
Entrepreneur
Mentor
Apprentice
Expert
Collaborator
Hybrid
Amphibian
“TRANSDISCIPLINARY INTELLIGENCE,
KNOWLEDGE PRODUCTION & THE CULTURAL
DIMENSIONS OF INDUSTRIES”
Preliminary Dissertation Title
artscilab.utdallas.edu
artscilab.utdallas.edu
The End…
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Committee Chair - Roger Malina
Committee Member - Heidi Cooley
Committee Member - Frank Dufour
Research Coordinator - Antoinette White
CREDITS
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Q&A
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DOI:
10.13140/RG.2.2.30915.96805
... The work done at the ArtSciLab requires of all participants a high degree of transdisciplinary intelligence: the capacity to understand and collaborate in knowledge production and exchange with multiple experts and publics beyond a single field of knowledge as well as thrive within diverse professional environments (Garcia Topete, 2019). Transdisciplinary intelligence thus manifests both through personnel and projects alike in three modes: embodying, performing, and situating diverse ways of knowing and cultures, particularly those of science, engineering, arts, design, humanities, entrepreneurship, and education (Garcia Topete, 2019). ...
... The work done at the ArtSciLab requires of all participants a high degree of transdisciplinary intelligence: the capacity to understand and collaborate in knowledge production and exchange with multiple experts and publics beyond a single field of knowledge as well as thrive within diverse professional environments (Garcia Topete, 2019). Transdisciplinary intelligence thus manifests both through personnel and projects alike in three modes: embodying, performing, and situating diverse ways of knowing and cultures, particularly those of science, engineering, arts, design, humanities, entrepreneurship, and education (Garcia Topete, 2019). ...
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