John James Marshall thesis.pdf - OpenAIR @ RGU - Robert Gordon ...

Mode 1 Mode 2
problems set and solved in a context
governed by the, largely academic,
knowledge is carried out in a context of
application
interests of a specific community
disciplinary
transdisciplinary
characterised by homogeneity
characterised by heterogeneity
hierarchical and tends to preserve its heterarchical and transient
form
quality control less socially
accountable, more related to the
discipline
quality control more socially
accountable and reflexive
Table 3: Fundamental differences in the ways that knowledge is produced (after
Gibbons et al, 1994)
2.8.2 Modes of disciplinarity
Previously, models of scientific research have amplified the tendency for
knowledge to pile up in vertically specialised ‘silos’ (Thackara, 2005, p.189).
This structure has been held responsible for perpetuating divisions between
domains that isolate knowledge from the contexts in which it is can be used.
Technology transfer between differing industries driven by mass availability of
computing has expanded the range and scope of many disciplines through the
activities of individuals in partnership with technology, rather than a
subscription to an institutionalised knowledge base (Callicott, 2001, p.64). It
has been indicated (Cox, 2005, p.33) that multidisciplinary professional
communities of knowledge exchange might provide an alternative to this model
(Thackara, 2005, p.216).
In Klein’s review of interdisciplinary practices (Klein, 1990) it is stated that
theories and models from other disciplines can provide a framework for
integrating diverse elements not available from standard disciplinary resources.
In ‘Notes Toward a Social Epistemology of Transdisciplinarity’, Klein (1994)
informs us that several theorists 30 are credited with coining the term
‘transdisciplinary’ although Erich Jantsch (1972) is most widely associated with
the idea. Klein states the need for transdisciplinarity arises from developments
that can be characterised by complexity, hybridity, non-linearity, and
heterogeneity. Klein points to increasing globalisation of economic activities,
information technologies and networks as being symptoms of Postmodernism.
This she claims has led to increasing de-differentiation, de-insulation, and
30 e.g. Jean Piaget and Andre Lichnerowicz.
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