*Failure* ‘Under certain circumstances failing, losing, forgetting, unmaking, undoing, unbecoming, not knowing may in fact offer more creative, more cooperative, more surprising ways of being in the world’. 1 Transdisciplinary education at its most counter-hegemonic, deconstructs what James C. Scott terms ‘legibility’. Scott defines legibility as being the disciplinary specific need for standardisation and uniformity…
*Conflict* “Conflict, though often unsettling, is a natural part of collective human experience. It can leave participants ill at ease, so it is often avoided and suppressed. Yet conflict, when well-managed, breathes life and energy into relationships and can cause individuals to be more innovative and productive. Conflict is present within our schools whether we…
*Collaboration* …at stake (…) are the effective conditions of an encounter, not the recognition of submission. Isabelle Stengers, Cosmopolitics II. University of Minnesota Press, 2011. In Cosmopolitics II, Isabelle Stengers writes about the figure of the diplomat. The diplomat is sent to establish or maintain a (diplomatic) relationship. On the one hand, this means she…
While the word care conjures Edenic images of peace and selfless acts of altruism, through various conversations and workshops we conducted, a more complicated understanding emerged and especially within the framework of transdisciplinary teaching.
*Assessment* “to be in but not of (…) the university” Stefano Harney & Fred Moten In The Undercommons, Stefano Harney and Fred Moten speak of the subversive intellectual. 1 Unable to accept that the university is a place of enlightenment and simultaneously unable to deny that it is also a place of refuge, she develops…