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• Don Beck (US) The Spiral Dynamics Group, Inc.
• Ron Cacioppe (Australia) Integral Development
• Susann Cook-Greuter (Switzerland/US) Integral Institute
• Richard Couto (US) Antioch University
• David V. Day (Australia) University of Western Australia
• Bill Drath (US) Center for Creative Leadership
• Mark Edwards (Australia) University of Western Australia
• Wessel Ganzevoort (The Netherlands) University of Amsterdam
• Alain Gautier (France/US) Core Leadership Development
• Charles Hampden-Turner (UK) Cambridge University

• Don Beck (US) The Spiral Dynamics Group, Inc.
• Ron Cacioppe (Australia) Integral Development
• Susann Cook-Greuter (Switzerland/US) Integral Institute
• Richard Couto (US) Antioch University
• David V. Day (Australia) University of Western Australia
• Bill Drath (US) Center for Creative Leadership
• Mark Edwards (Australia) University of Western Australia
• Wessel Ganzevoort (The Netherlands) University of Amsterdam
• Alain Gautier (France/US) Core Leadership Development
• Charles Hampden-Turner (UK) Cambridge University
• Nathan Harter (US) Purdue University
• Prasad Kaipa (US/India) Saybrook Institute, Indian School of Business
• Jim Kouzes (US)

When links are introduced between disciplines, as is the transdisciplinary way, the disparate disciplines gain opportunities to change their concepts, structures and aims (Jantsch, 1972). From a transdisciplinary perspective, disciplines need not be abolished; rather, they need to be taught and conducted in the context of their dynamic interrelationships with each other and with societal problems (Apostel et al., 1972). Wilson (1998) agrees, noting that most of the issues that vex humanity daily cannot be solved without integrating knowledge from …

Jantsch (1972) envisions that a transdisciplinary university would design itself so it integrates know-how (knowledge per se), know-what (deeper meanings), know-where-to-go, and know-why. All the while, it would position itself as an institution actively engaged in society, with society. It would lose its fear of sharing disciplinary-bound knowledge and become open to active involvement in mutually-generated knowledge along multiple levels of reality and perceptions (as posited in the 1997 Locarno Declaration (see Nicolescu, 2008, Appendix 4)).

This series anticipates engagement …

The practical need to integrate disciplines within the academy, while at the same time integrating the academy and civil society (in order to deal with complex social, cultural, economic and political issues), has inspired some researchers to look beyond academic borders. They are keen to engage in intellectual border-work. However, a transdisciplinary approach to solving the problems of humanity poses many, many issues for traditional universities (e.g., Pfund et al., 2006; Tourse et al., 2008), not the least of which …

One of the many streams of thought that we have been featuring here is transdisciplinary. See the articles by Sue McGregor (2009a) and another by Predrag Cicovaki (2009) in previous issues. Almost a year ago Russ learned of an effort at Arizona State University to develop transdisciplinary programs and approaches. We hope to feature some information about these efforts in a future issue of ILR. This discovery led us to consider the possibility of a series on transdisciplinarity in higher …

This series anticipates engagement with large issues revolving around the emergence of a transdisciplinary university including its impact on early and middle stage researchers, students, administrators, knowledge generation and dissemination, the peer-review process, and future curricula. Perhaps we can even suggest a new label for this new institution – the Transversity. Currently, institutions of higher education are called universities. Uni is Latin for one. Versity stems from Latin veritas, meaning truth. Trans is Latin (trare) for to cross, over, beyond, …