Abstract:

Given the growing complexity of global problems and the need for integrative approaches to propose, design and implement solutions, inter and transdisciplinary are concepts that have led to relevant approaches in higher level academic and training fields. The integration of inter and transdiscipline in academic trajectories would allow students and teachers to develop a deep and holistic understanding of current problems of social interest, such as global challenges and development objectives (climate change, poverty, health, energy, etc.). We propose a review of a theoretical perspective of the concepts that are applied to training trajectories in the humanities, proposing a methodology for analysis and evaluation of inter and transdiscipline approaches, focusing especially on the levels of integration of said approaches and the possibilities of incorporate the challenges model into university teaching.

Along these lines, we refer to interdisciplinary as the integration of methods, theories and approaches from different disciplines to address a specific problem (global challenges) through complementary perspectives. On the other hand, transdiscipline seeks a conceptual framework that integrates and overcomes disciplinary boundaries and that allows understanding from multiple perspectives, revealing patterns, data and trajectories that are not evident from a single discipline.

In this way, we propose a model with components, such as dimensions, levels (macro, meso, and micro), axes (vertical and horizontal), among others, to analyze and review the training trajectories of undergraduate careers of the Faculty of Humanities, University of Santiago de Chile (USACH), so that we can establish degrees of interdisciplinary, transdisciplinary integration, curricular flexibility and development of competencies. Specifically, we refer to an integrated qualitative and quantitative approach, to explore, identify, describe, compare and analyze training trajectories. Likewise, we propose network analysis to identify patterns (interaction and/or collaboration between disciplines) to map articulation and/or connections between different disciplines, even different from the humanities, such as sciences, engineering and technology. Finally, and with preliminary data, we explore the real possibilities of incorporating the challenges methodology based on disciplinary integration for university teaching, particularly for the humanities.

We conclude that inter and transdiscipline constitute relevant approaches to address the complexity of problems in real environments and relevant to the territories, both for the humanities and for the sciences. Likewise, and although it is not declaratively explicit (in the curricular instruments), components and levels of integration for inter and transdisciplinary are observed, making the integration of the challenge model viable and possible, which expands academic training and also promotes development of skills to propose innovative and sustainable solutions to global challenges. We consider that in future education and training it is essential to promote practices, methodologies and resources for learning that generate inter and transdisciplinary collaboration, which prepares future generations, with a scientific, technical, but above all human vision, to develop a understanding of an increasingly interconnected and complex world.

Keywords:

Interdisciplinary, transdisciplinary, humanities, model, challenges, undergraduate.