Transdiciplinary Thinking – Epistemology as fundament of thinking and acting

The book series "Transdisciplinary Management of Ecological and Social Crises" published by Springer, includes an essential volume on the fundamentals of transdisciplinary thinking titled "Transdisciplinary Thinking and Acting. Fundamentals and Perspectives". Edited by Mathias Schüz, this book elaborates on the concept of transdisciplinarity, which he states “overcomes the limitations of disciplinary thinking and combines scientific, philosophical, ethical and spiritual dimensions”. This approach is particularly crucial in addressing polycrises; Schüz emphasises that “humanity must recognize itself as an integral part of the entire ecosystem and act accordingly”.
 

The articles are grounded in the concept of Transdisciplinarity as initially established by Basarab Nicolescu in his eponymous charter. Elfriede Neuhold, a scientific member of the Platform for Sustainable Development (SDGs) at the University of Continuing Education Krems, has contributed to this new volume with a philosophical perspective focusing on epistemology and ethics: "The Epistemology of Vedantic Constructivism: Linking Eastern and Western Epistemological Approaches and Deriving Recommendations for Action".
 

This article addresses the concept of reality by examining both Western and Eastern epistemological perspectives, with a particular emphasis on the Indian philosophy of Advaita Vedanta. By identifying the differences and similarities among various philosophical approaches, it highlights an underlying level of interconnected reality. This notion serves as the basis for proposing a new ethical imperative and sustainable recommendations for action. Considering our perception of reality through the lens of constructivism significantly influences our worldview and our interactions within it.
In this book, other scientists from the University for Continuing Education, such as Gerald Steiner and Birgit Feldhusen, have addressed various aspects of transdisciplinarity, including learning between science and practice and organizational learning.