Abstract
In this chapter, we describe a novel transdisciplinary undergraduate program that is focused on developing students’ praxis to address problems across disciplinary boundaries and provide a means to interrogate discipline-specific content, epistemologies, and research methodologies they might encounter across those spaces. We argue that undergraduate educators have the potential to inculcate students’ praxis to effect social innovation across disciplinary boundaries by facilitating engagement with three interrelated processes: habits of mind, ways of knowing, and the adoption of a transdisciplinary, content-agnostic skillset. We describe each set of processes, along with core transdisciplinary skills and ways of knowing, building towards a content-agnostic instructional design approach.
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Varner, D., Gray, C.M., Exter, M.E. (2020). A Content-Agnostic Praxis for Transdisciplinary Education. In: Hokanson, B., Clinton, G., Tawfik, A.A., Grincewicz, A., Schmidt, M. (eds) Educational Technology Beyond Content. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-37254-5_12
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