DOCSLIB.ORG

The Need for Transdisciplinarity in Higher Education in a Globalized World 11

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Need for Transdisciplinarity in Higher Education in a Globalized World 11 Basarab Nicolescu The Need for Transdisciplinarity in Higher Education in a Globalized World 11 The Need for Transdisciplinarity in Higher Education in a Globalized World Basarab Nicolescu, International Center for Transdisciplinary Research and Studies (CIRET), Paris, France and University Babes-Bolyai, Cluj-Napoca, Romania, Email: [email protected] doi: 10.22545/2012/00031 viable education can only be an integral edu- levels of reality, logic of the included middle, nature, cation of the human being. Transdisciplinary epistemology. Aeducation is founded on the inexhaustible rich- ness of the scientific spirit which is based on ques- tioning, and of the refusal of all a priori answers 1 Introduction and all certitude contradictory to the facts. At the same time, it revalues the role of the deeply rooted Why transdisciplinarity is today not only realistic a intuition, of the imaginary, of sensitivity, and of the realistic aim but also a necessary one? body in the transmission of knowledge. It is only in The first argument is the big-bang of the num- this way that the society of the twenty-first century ber of disciplines who increased from 7 (when first can reconcile effectivity and respect for the poten- universities were founded in the 13th century), to tiality of every human being. The transdisciplinary more than 8000 en 2012. A great expert in a given approach will be an indispensable complement to the discipline is totally ignorant in more than 7999 disci- disciplinary approach, because it will mean the emer- plines. The decisions which are taken in our troubled gence of continually connected beings, who are able world are based on ignorance and this fact provokes to adapt themselves to the changing exigencies of inevitable crisis which will be deeper and deeper in professional life, and who are endowed with a perma- the future. nent flexibility which is always oriented towards the Second argument: the rapid changes in our con- actualization of their interior potentialities. If the temporary world induce more and more unemploy- University intends to be a valid actor in sustainable ment and therefore human beings have to change development it has first to recognize the emergence of their jobs several times during their active life. But a new type of knowledge: transdisciplinary knowledge. passing from one job to another is practically im- The new production of knowledge implies a necessary possible in the context of an accelerated super- multidimensional opening of the process of learning: specialization. towards civil society; towards cyber-space-time; to- Third argument: recent discoveries in neurophys- wards the aim of universality; towards a redefinition iology illustrated, for example, by the works of of the values governing its own existence. Antonio Damasio [1], underline the unexpected fact Key Words: higher education, transdisciplinarity, that the analytic intelligence is too slow compared with the intelligence of feelings. Therefore, we have Transdisciplinary Journal of Engineering & Science Vol. 3, pp. 11-18, (December, 2012) ISSN: 1949-0569 online Basarab Nicolescu The Need for Transdisciplinarity in Higher Education in a Globalized World 12 Table 1: Comparison between disciplinary education (DE) and transdisciplinary education (TE). Disciplinary education (DE) Transdisciplinary education (TE) IN VITRO IN VIVO One level of Reality Several levels of Realitys External world - Object Correspondence between external world (Object) and internal world (Subject) Accumulation of knowledge Understanding Analytic intelligence New type of intelligence - harmony between mind, feelings and body Binary logic Included middle logic (absolute truth / absolute falseness) (relative truth) Oriented towards Oriented towards power and possession astonishment and sharing Exclusion of values Inclusion of values of education{the transdisciplinary education (TE), to find equilibrium in our educative system between distinct from but complementary to our present dis- the analytic intelligence and the interior being. ciplinary education (DE) (see Table 1). Fourth argument: globalization induces an enor- It is important to realize that the disciplinary mous migratory flux of people belonging to countries knowledge and the transdisciplinary knowledge are of a given culture, religion and spirituality towards not antagonist but complementary. Both their countries of another culture, religion and spiritual- methodologies are founded on scientific attitude. ity. The new education has to establish the dialogue Building the transdisciplinary mind at the University between cultures, religions and spiritualities. is our main challenge today. Fifth argument: the rapid advance of means of In order to explore the new, transdisciplinary communication implies an increased complexity in education, we have to apply the transdisciplinary an interconnected world. The new education has methodology [2]. to invent new methods of teaching, founded on new The methodology of transdisciplinarity is founded logics. The old classical binary logic, that of \yes" on three postulates: and \no", i. e. the logic of the excluded middle, is 1. The ontological postulate: There are, in Nature no more valid in the context of complexity. and in our knowledge of Nature, different levels The last argument I would like to formulate is of Reality of the Object and different levels of the following: solving problems in the real world Reality of the Subject. forces university to interact with society, industry, banks and ecology. These problems clearly belong 2. The logical postulate:The passage from one level to the field of \trans": their resolution asks us to go of Reality to another is insured by the logic of beyond academic disciplines. Transdisciplinarity is the included middle. therefore realistic and necessary for the survival of 3. The epistemological postulate: The structure universities. of the totality of levels of Reality is a complex structure: every level is what it is because all 2 Disciplinary Education and the levels exist at the same time. Transdisciplinary Education The first two postulates received, in the 20th cen- tury, experimental evidence from quantum physics The transdisciplinary knowledge corresponds to an [3], while the last one has its source not only in in vivo knowledge, concerned with the correspon- quantum physics but also in a variety of other exact dence between the external world of the Object and and human sciences. the internal world of the Subject. By definition, the The key concept of the transdisciplinary approach transdisciplinary knowledge includes a system of val- to Nature and knowledge is the concept of levels of ues, the humanistic values. It leads to a new type Reality [4]. Transdisciplinary Journal of Engineering & Science Vol. 3, pp. 11-18, (December, 2012) ISSN: 1949-0569 online Basarab Nicolescu The Need for Transdisciplinarity in Higher Education in a Globalized World 13 3 Emergence of a Transdisciplinary 5 Learning to Know Culture Learning to know means first of all training in the The emergence of a transdisciplinary culture capable methods which help us distinguish what is real from of contributing to the elimination of the tensions what is illusory, and in the techniques which enable menacing life on our planet will be impossible with- intelligent access to the fabulous knowledge of our out a new type of education which takes into account age. In this context the scientific spirit, one of the all the dimensions of the human being. highest goals ever attained in the human adventure, All the various tensions{economic, cultural, is indispensible. Precocious initiation into science is spiritual{are inevitably perpetuated and deepened beneficial because it provides access, from the very by a system of education founded on the values of beginning of human life, to the inexhaustible richness another century, and by a rapidly accelerating im- of the scientific spirit which is based on questioning, balance between contemporary social structures and and on the refusal of all a priori answers and all the changes which are currently taking place in the certitude contradictory to the facts. However, \the contemporary world. More or less embryonic wars scientific spirit" does not at all mean the thoughtless between economies, cultures, and civilizations never increase of teaching scientific matters or retreating stop leading, here and there, to actual wars. In fact, to an interior world based on abstraction and for- our entire individual and social life is structured by malization. Although such excess is, unfortunately, education. Education is at the center of our becom- still current, it can lead only to the exact opposite ing. The future is shaped by the education which is of the scientific spirit: previous ready-made answers delivered in the present, here and now. are replaced by other new ready-made answers (this In spite of the enormous diversity of the systems time, having a kind of \scientific” brilliance); thus, of education that can be found in various countries, in the final analysis, one dogmatism is replaced by the globalization of the challenges of our era involves another. Nor is it the assimilation of an enormous the globalization of the problems of education. The quantity of scientific knowledge which gives access different upheavals continually confronting educa- to the scientific spirit, but the quality of that what is tion in one or another country are only symptoms of taught. And here \quality" means to lead the child, one and the same
Load more

Recommended publications
  • Contemporary Thinking on Transdisciplinary Knowledge What Those Who Know, Know Springerbriefs in Education
    SPRINGER BRIEFS IN EDUCATION KEY THINKERS IN EDUCATION Paul Gibbs Alison Beavis Contemporary Thinking on Transdisciplinary Knowledge What Those Who Know, Know SpringerBriefs in Education Key Thinkers in Education Series Editor Paul Gibbs, Middlesex University, London, UK This briefs series publishes compact (50 to 125 pages) refereed monographs under the editorial supervision of the Advisory Editor, Professor Paul Gibbs, Middlesex University, London, UK. Each volume in the series provides a concise introduction to the life and work of a key thinker in education and allows readers to get acquainted with their major contributions to educational theory and/or practice in a fast and easy way. Both solicited and unsolicited manuscripts are considered for publication in the SpringerBriefs on Key Thinkers in Education series. Book proposals for this series may be submitted to the Publishing Editor: Marianna Pascale E-mail: [email protected] More information about this subseries at http://www.springer.com/series/10197 Paul Gibbs • Alison Beavis Contemporary Thinking on Transdisciplinary Knowledge What Those Who Know, Know 123 Paul Gibbs Alison Beavis Azerbaijan University Faculty of Transdisciplinary Innovation Baku, Azerbaijan University of Technology Sydney Broadway, NSW, Australia Faculty of Science UNSW Sydney Kensington, NSW, Australia ISSN 2211-1921 ISSN 2211-193X (electronic) SpringerBriefs in Education ISSN 2211-937X ISSN 2211-9388 (electronic) SpringerBriefs on Key Thinkers in Education ISBN 978-3-030-39784-5 ISBN 978-3-030-39785-2 (eBook) https://doi.org/10.1007/978-3-030-39785-2 © The Author(s), under exclusive license to Springer Nature Switzerland AG 2020 This work is subject to copyright.
    [Show full text]
  • Mexico Will Host the III World Congress of Transdisciplinarity
    Department of Media Communications Bulletin Nº 51 March 10th, 2020 Mexico will host the III World Congress of Transdisciplinarity *** The Congress will be held from October 26 to 30, with the participation of several key figures such as Basarab Nicolescu and Edgar Morin, "the father of complex thought" *** Registration will be open until March 31 and basis can be consulted at: http://www.tercercongresomundialtransdisciplinariedad.mx/ From October 26 – 30 with the participation of several emblematic figures, such as Basarab Nicolescu and Edgar Morin, Mexico will host the III World Congress of Transdisciplinarity, an intellectual and academic movement that has generated a real revolution epistemics for four decades, producing knowledge from the convergence of different approaches and methods, as posed by transdisciplinarity and complexity. The National Institute of Anthropology and History (INAH), the National School of Anthropology and History (ENAH) and the International Center for Transdisciplinary Research and Studies (CIRET), of which Dr. Nicolescu is its honorary president, sponsor this important meeting that will take place in different sites of Chapultepec Park´s Cultural Circuit, among them the National Museum of Anthropology, Julio Castillo Theater, Los Pinos Cultural Complex and Tamayo Museum. The first world congress was held in Portugal in 1994 and the second one in Brazil, in 2005. Registrations for the third edition are opened until March 31, and basis can be consulted at: http://www.tercercongresomundialtransdisciplinariedad.mx/ Dr. Julieta Haidar, president of the III World Transdisciplinarity Congress and professor- researcher at the National School of Anthropology and History (ENAH), explains that this epistemological trend already has a long history and achieves a particular impulse with the appearance, in 1996, of the text Transdisciplinarity: Manifest, of the Romanian theoretical physicist Basarab Nicolescu.
    [Show full text]
  • Evolution and Characteristics of The
    Evolution and characteristics of the transdisciplinary perspective in research: a literature review C Hernandez-Aguilar, A Dominguez-Pacheco, E Martínez-Ortiz, Rumen Ivanov, José López Bonilla, A Cruz-Orea, Jose Ordonez-Miranda To cite this version: C Hernandez-Aguilar, A Dominguez-Pacheco, E Martínez-Ortiz, Rumen Ivanov, José López Bonilla, et al.. Evolution and characteristics of the transdisciplinary perspective in research: a literature review. Transdisciplinary Journal of Engineering & Science, 2020, 11, 10.22545/2020/00140. hal-03017605 HAL Id: hal-03017605 https://hal.archives-ouvertes.fr/hal-03017605 Submitted on 29 Nov 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Evolution and characteristics of the transdisciplinary perspective in research: a literature review C. Hernández-Aguilar1(orcid-0000-0002-0952-1510), F.A. Domínguez-Pacheco1 (orcid-0000-0003- 3561-7257), Efraín J. Martínez Ortiz1 (orcid-0000-0002-0868-9047), Rumen Ivanov2 (Orcid.org/0000-0002-1369-5708), José Luis López Bonilla1 (Orcid: 0000-0003-3147-7162), Alfredo Cruz Orea3(orcid-0000-0002-4329-5449), Jose Ordonez Miranda4 (orcid-0000-0001-9463-4597) . 1 Programa en Ingeniería de Sistemas-SBAAM, SEPI-ESIME, Instituto Politécnico Nacional-ESIME Zacatenco, Col.
    [Show full text]
  • And Trans-Disciplinary Approaches in Astronomy Education Research
    EPJ Web of Conferences 200, 01009 (2019) https://doi.org/10.1051/epjconf/201920001009 ISE2A 2017 Inter– multi- and trans-disciplinary approaches in astronomy education research Nicoletta Lanciano1,*1 1Universitá di Roma «La Sapienza» and Gruppo di ricerca sulla pedagogia del cielo del Movimento di Cooperazione Educativa, Rome, Italy Abstract: Looking at human and natural reality, based on experience and awareness of its complexity, the western style of knowledge was divided into disciplines. These developed their own language and methods in relation to their objects of study. The separation, useful in some stages of study and in their specific development, was often simplistic and damaging both in scientific elaboration, to meet the challenges that nature and the future offers us, and in didactic transposition of knowledge. Studies in general education and cognitive psychology, and more recently neurosciences, show that aspects of different disciplines are formed and stimulated in parallel, and also motion and cognition are linked in the brain. The research confirms that cognitive experience is linked to the body and to emotions, more than school organizations often wanted to recognize. Therefore, inter-, multi- and trans-disciplinary approaches better relate to the objects of study, to teaching methodologies, and to teaching research methods. To analyze these issues, I present reflections from my Astronomy teaching experiences with students of different ages in Italy and elsewhere, and I present open questions about teaching and learning, in and out of school, and about teacher training. 1 Introduction Looking to the human and natural reality, coming from the experience and from awareness of its complexity, the western-style knowledge conceived separate disciplines.
    [Show full text]
  • The Shock of Presence.’ Brook Articulated This Very Clearly in His Essay on Gurdjieff, ‘The Secret Dimension,’
    ABSTRACT This thesis investigates the social, political, and cultural climate which facilitated the emergence of Peter Brook and Jerzy Grotowski as the most influential theatre directors in the Fig. 1. Unknown. Last photograph taken of George Gurdjieff. 1948. second half of the Twentieth Century. Jeremy Johnson This thesis is submitted in fulfillment of the requirements for the degree of Master of Arts THE SHOCK OF (Research) Department of Theatre and Performance Studies. Faculty of Arts and Science, University of Sydney November 2017 PRESENCE Peter Brook & Jerzy Grotowski - The Reinvention of Australian Theatre I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources have been acknowledged. 1 Table of Contents Prologue 2 Introduction 4 Part 1 1.1 Stanislavski and the Russian Soul 13 1.2 A Challenge to Prevailing Ideologies: 20 How the Cultural Landscape was shaped to receive the Ideas of Gurdjieff in the 1920s and Brook and Grotowski in the 1960s 1.3 Jerzy Grotowski: hic et nunc. The Sacred Aim. 31 1.4 Peter Brook: An Orthodoxy within the Mysticism 37 Part 2 2.1 1960: The Time is Not Yet Ripe 51 2.2 1970: Australia and the Shock of Identity in an Overdue Cultural Revolution 56 2.3 Larrikins, Ockers and the Empty Space 62 2.4 Freestyle Upstream to Jerzy Shore 73 Part 3 3.1 Poor Theatre, Women’s Theatre, and Take No Prisoners 79 3.2 Conclusion: The Socio-Political and Spiritual Legacy 86 Endnotes 96 Bibliography 100 2 Prologue Even at a superficial level, looking at Peter Brook and Jerzy Grotowski, one cannot help but see two sides of the same coin: Brook re-evaluating theatre as an empty space for ritual practice, Grotowski re-evaluating the empty soul of ritual practice and making it theatre.
    [Show full text]
  • BOOK REVIEWS and PRESENTATIONS HSS IV.2 (2015) DOI: 10.1515/Hssr -2015-0019
    BOOK REVIEWS and PRESENTATIONS HSS IV.2 (2015) DOI: 10.1515/hssr -2015-0019 BOOK REVIEWS: Basarab Nicolescu, From Modernity to Cosmodernity. Science, Culture, and Spirituality, Albany, New York, Suny Press, 2015, 282 p. ISBN 978-1438449647 ; Aliteea Turtureanu, Translinguisme et transculture dans l’oeuvre de Nancy Huston, Iași, Junimea, Col. “Ananta. Studii transdiscipli- nare”, 2014, Pref. by Basarab Nicolescu, 258 p. ISBN 978-9733717508 ________________________________________________________ Basarab Nicolescu, From Modernity to Cosmodernity. Science, Culture, and Spirituality, Albany, New York, Suny Press, 2015, 282 p. ISBN 978-1438449647 p. Sue L.T. McGregor, PhD, home economist, Mount Saint Vincent University, Canada ________________________________________________________ I am very familiar with Basarab Nicolescu’s formulation of transdisciplinarity, having been a keen student of his approach for over a decade. I have a deep respect for the brilliance and the quantum nuances of his approach. And I was not disappointed; this is a profound and groundbreaking book. I did take a conceptual detour before I read it, to discover the meaning of one of the words used in the title, cosmodernity. It is not until the last three pages of the book that he defines this concept in any detail. In hindsight, I now suspect that he did this on purpose. I just need conceptual clarity, so I stopped to figure it out before I read the book. Just as we have modernity and postmodernity, we now have cosmodernity. Modern means contemporary, up-to-date, and a departure from traditions. Postmodern means after modernism. It refers to a distrust of anything modern, including its theories and ideologies, and it expresses this distrust by drawing attention to modern conventions.
    [Show full text]
  • Transdisciplinarity As Methodological Framework for Going Beyond the Science-Religion Debate by Basarab Nicolescu
    Transdisciplinarity as Methodological Framework for Going Beyond the Science-Religion Debate By Basarab Nicolescu The war of definitions How transdisciplinarity was born Transdisciplinarity is a relatively young approach: it emerged seven centuries later than disciplinarity, due to the Swiss philosopher and psychologist Jean Piaget (1896-1980). The word itself first appeared in France, in 1970, in the talks of Jean Piaget, Erich Jantsch and André Lichnerowicz, at the international workshop “Interdisciplinarity – Teaching and Research Problems in Universities”, organized by the Organization for Economic Co-operation and Development (OECD) , in collaboration with the French Ministry of National Education and University of Nice 1. In his contribution, Piaget gives the following description of transdisciplinarity: "Finally, we hope to see succeeding to the stage of interdisciplinary relations a superior stage, which should be "transdisciplinary", i.e. which will not be limited to recognize the interactions and or reciprocities between the specialized researches, but which will locate these links inside a total system without stable boundaries between the disciplines" 2. This description is vague, but has the merit of pointing to a new space of knowledge “without stable boundaries between the disciplines”. However, the idea of a “total system” opens the trap of transforming transdisciplinarity in a super- or hyperdiscipline, a kind of “science of sciences”. In other words the description of Piaget leads to a closed system, in contradiction with his own requirement of the instability of boundaries between disciplines. The key-point here is the fact that Piaget retained only the meanings “across” and “between” of the Latin prefix trans , eliminating the meaning “beyond”.
    [Show full text]
  • Articles from Integral Leadership Review
    Articles from Integral Leadership Review 6/16 – The Nicolescuian and Zurich Approaches to Transdisciplinarity 2015-06-11 09:06:21 Sue L. T. McGregor Sue L. T. McGregor PhD Professor Emerita (MSVU) Sue McGregor Introduction Despite a “plurality of transdisciplinary models” (Nicolescu, 2008c, p. 13), the full range of transdisciplinarity has not yet been fully grasped and tabulated (du Plessis, Sehume, & Martin, 2013; Jahn, 2012). However, two approaches to transdisciplinary tend to prevail: (a) the Nicolescuian approach and (b) the Zurich approach (Klein, 2004, McGregor, 2014, 2015; Nicolescu, 2006, 2008c; Nowonty, 2003). People tend to cite one or the other of the two approaches (readily evident from reading their reference list). Familiarity with both approaches is recommended because each one yields different insights into the complex problems facing humanity. To that end, this article is an inaugural attempt to provide a detailed explanation of the fundamental differences between these two approaches. As a caveat, others have thoroughly documented the evolution of the concept of transdisciplinarity, starting with the Organization for Economic Cooperation and Development’s (OECD) conference in 1970, where the term was first coined by Jean Piaget (Nicolescu, 2006) (see Augsburg, 2014; Bridgeman & Brooker, 2004; Klein, 2003, 2004, 2014; McGregor, 2010; Segalàs & Tejedor, 2013). Nicolescuian Approach The Nicolescuian approach was developed and is espoused by Professor Dr. Basarab Nicolescu, a Romanian quantum physicist based in Paris, France. Starting in the late seventies, he ‘worked out’ a methodology of transdisciplinarity (with three axioms) and then strategically arranged for its dissemination in a series of books and congresses. Although the methodology did not emerge at these events (i.e., it already existed), an international community of transdisciplinary researchers did emerge, and continues to do so (Nicolescu, 2008a).
    [Show full text]
  • Being in the Hidden Third: Insights Into Transdisciplinary Ontology 142
    Sue L. T. McGregor and Paul Gibbs Being in the Hidden Third: Insights into Transdisciplinary Ontology 142 Being in the Hidden Third: Insights into Transdisciplinary Ontology Sue L. T. McGregor1 and Paul Gibbs2 1McGregor Consulting Group 11566 Peggy's Cove Road Seabright, Nova Scotia, Canada B3Z 2Y1, emials: [email protected]; www.consultmcgregor.com 2Azerbaijani, East European and Middlesex Universities Middlesex University, Department of Education The Burroughs, Hendon London, England NW4 4BT, email: [email protected] Received 20 July, 2020; Revised 18 August, 2020; Accepted 18 August, 2020 Available online 19 August, 2020 at www.atlas-journal.org, doi: 10.22545/2020/00139 his paper reflects two transdisciplinary (TD) scholars' attempts to glean deeper insights into Nicolescu's transdisciplinary ontology (i.e., multiple Levels of Reality and the Hidden Third). Respecting that TNicolescu's Hidden Third represents the convergence of quantum physics, philosophy, and inner experiences, one TD scholar explored `What is it like to be in the Hidden Third?' by expanding on Nicolescu's constructs of cyber-space-time and transhumanism, which are grounded in quantum physics. The other TD scholar tendered philosophical insights by offering the idea of ontological emergence and the act of becoming as informed by the transcendentals. The intent was to understand `the being of being' or perhaps `the being of becoming.' The richness of Nicolescu's ontological thinking offers a range of interpretation, and we are grateful for the opportunity to feed off his methodological genius to respectively flourish through questions, clarification and truth seeking. Keywords: Transdisciplinary ontology, cyber-space-time, transhumanism, ontological emergence, the transcendentals.
    [Show full text]
  • To Be Or Not to Be Transdisciplinary, That Is the New Question. So, How to Be Transdisciplinary? 1
    Florent Pasquier and Basarab Nicolescu To be or Not to be Transdisciplinary, That is the New Question. So, How to be Transdisciplinary? 1 To be or Not to be Transdisciplinary, That is the New Question. So, How to be Transdisciplinary? Florent Pasquier1 and Basarab Nicolescu2, 1Sorbonne University, UTC and International Center for Transdisciplinary Research and Studies (CIRET), Paris, France; 2Faculty of European Studies, University Babes¸-Bolyai, Cluj-Napoca, Romania and International Center for Transdisciplinary Research and Studies (CIRET), Paris, France, Email:[email protected]; Email:fl[email protected] Received August 22, 2019; Revised December 27, 2019 Accepted January 10, 2019 Copyright c 2019 Florent Pasquier and Basarab Nicolescu. This is an open access article distributed under the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Available online January 14, 2019 at www.atlas-journal.org, doi: 10.22545/2019/0110 enturies ago Hamlet, the famous character, practical) and fundamental sciences (theoretical and asked himself a similar question. We now applied). How. Certainly, each one of us tries to be Chave to deal with the actualization of this a good human being... but we also must not forget fundamental ontological issue: \how to be" (or how that we are not alone, which means we also have to not to be). Why. The difference is that in ancient learn how to live better all together. This brings us to times, humanity could have a long-term vision of its translate the question from just a personal position development (the planet earth was mostly unknown (point of view) and instead in its collective and by Europeans).
    [Show full text]
  • BASARAB NICOLESCU, Levels of Reality and the Sacred
    LEVELS OF REALITY AND THE SACRED* Basarab NICOLESCU Theoretical physicist at the National Center for Scientific Research (CNRS), University Paris 6, Paris, France Member of the Romanian Academy President of the International Center for Transdisciplinary Research (CIRET) 1. Introduction The dialogue between science and ontology seems to be, at first sight, an impossible one. This impossibility is clearly seen when one contemplates the three postulates of modern physics as formulated by Galileo Galilei in Dialogue on the Great World Systems [1]: 1. There are universal laws, of a mathematical character. 2. These laws can be discovered by scientific experiment. 3. Such experiments can be perfectly replicated. * Invited talk at the International Conference "Foundations and the Ontological Quest: Prospects for the New Millenium", Pontificia Universitas Lateranensis, Vatican, January 7-10, 2002. 1 In particular, it should be obvious that if we try to built a mathematical bridge between science and ontology, we will necessarily fail. Galileo himself makes the distinction between human mathematics and divine mathematics. Human mathematics constitutes, he says (through Salvati), the common language of human beings and God, while divine mathematics is connected with the direct perception of the totality of all existing laws and phenomena. A new scientific, cultural and spiritual approach - transdisciplinarity - tries to take this distinction into account seriously. A bridge can be built between science and ontology only by taking into account the totality of human knowledge. KNOWLEDGE DK KNOWLEDGE TK IN VITRO IN VIVO Correspondence between External world - Object external world (Object) and internal world (Subject) knowledge understanding new type of intelligence - analytic intelligence harmony between mind, feelings and body oriented towards oriented towards power and possession astonishment and sharing 2 binary logic included middle logic exclusion of values inclusion of values Table 1.
    [Show full text]
  • Pasquier Basarab.Pdf
    To be or Not to be Transdisciplinary, That is the New Question. So, How to be Transdisciplinary? Florent Pasquier, Basarab Nicolescu To cite this version: Florent Pasquier, Basarab Nicolescu. To be or Not to be Transdisciplinary, That is the New Question. So, How to be Transdisciplinary?. Transdisciplinary Journal of Engineering & Science, 2019, 10, 10.22545/2019/0110. hal-02146403 HAL Id: hal-02146403 https://hal.archives-ouvertes.fr/hal-02146403 Submitted on 11 Jun 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. CHAPTER 2 To be or Not to be Transdisciplinary, That is the New Question. So, How to be Transdisciplinary? Florent Pasquier1 and Basarab Nicolescu2, 1Sorbonne University, UTC and In- ternational Center for Transdisciplinary Research and Studies (CIRET), Paris, France; 2Faculty of European Studies, University Babes¸-Bolyai, Cluj-Napoca, Romania and International Center for Transdisciplinary Research and Studies (CIRET), Paris, France enturies ago Hamlet, the famous character, asked himself a similar ques- Ction. We now have to deal with the actualization of this fundamental onto- logical issue: “how to be” (or how not to be). Why. The difference is that in ancient times, humanity could have a long-term vision of its development (the planet earth was mostly unknown by Europeans).
    [Show full text]