Thoughts - Three Stage TD Learning Cycle

I have been considering how to navigate transdisciplinarity within my own practice and the relationships that  may have to be forged in unfamiliar disciplines in order to assert research into transdisciplinarity. It is daunting to consider moving away from ones own comfort zone and be open to the unknown.

To locate hybrid art practice methodologies as a potential map which may facilitate cross disciplinary spaces for transdisciplinary learning  a grounding in qualitative research is a given. However this background work must be foregrounded via a practice which aims to produce such work and such spaces within the institution in order to ground any future pedagogical applications in concrete and localised examples.

Muller et al (2005) provides an interesting three stage learning cycle which may provide a toolkit with which to build the foundations of collaborative and potentially TD events which may contribute to the localised element of my research. I can also see some patterns in this cycle which are specific to elements of synthesis of ideas within art and design pedagogies. I can also recognise the deliberation cycle as maybe having similarities to the group crit element within art practice education and peer/curatorial crit within art discourse.


Cursory thoughts ( pre)

1. Clarification of definitions :


The terms 'hybridity' and 'transdisciplinary' are far from monosemous. Both have historical  and  in some instances contested etymology which will have to be clarified not only in relation to the proposed research field but in relation to all fields in which they occur.

2. Pedagogy and Art:

An understanding of the current and historical pedagogical theories within the discipline of Art. How pedagogy has developed within the research landscape in Ireland and abroad. Examples of experimental pedagogies and/or transdisciplinary frameworks within pedagogy both in Ireland and abroad. Look at already occuring transdisciplinary models ( note transversing lines of hybrid and transdisciplinarity, code literature to find comparative data)

3. Hybrid Art/artists:

In line with findings of 'clarification of definitions' initiate research into hybrid art and hybrid artists within a periodical time frame - identifying a 'canon' or 'timeline' of 'hybrid art/artists (with understanding the term hybrid art, and the practice of hybrid artists to differ) look locally, nationally and internationally - identify already established academic transdisciplinary  and or hybrid projects.

  •   Establish contacts within academic circles nationally and internationally - (piirma/derballay et al)

  •   Investigate previous art projects/outcomes

  •   Begin the process of collecting qualiative data on artists within aforementioned spheres

  Look to options of art event, symposium, exhibition

4. Practice:

The development of my own practice is anticipated as the formation of relationships with research clusters within the institute. While this is currently indeterminate there are a number of research projects already underway within LIT which hold many possibilities for transdisciplinary engagement. It would seem fundamental that first a full framework be developed from research into transdisciplinarity and hybrid art practices as a precursor. In order to pursue such relationships I anticipate that the aforementioned research will contribute to a framework that include workshops/formation of specific aims. Throughout my artistic egagement and artistic outcomes these aims will be documented in order to find patterns which may point to the formation of methodologies which can be developed with a view to a wider pedagogical application by way of development of cross/inter/trans/post disciplinary curriculum.

Please reload