Assessment as Process: Transdisciplinary Self Evaluation from a Writer’s Point of View

The power and purpose of an integrated curriculum lies in abandoning a traditional focus on discrete bits of subject matter that could just as easily be learned if the disciplines were not tied together in an artificial unit (Kaufman, 2003a). Previously, I have cited Meeth’s conception of transdisciplinarity to define my own vision of an appropriately integrated curriculum:

The highest level of integrated study is transdisciplinary, which is not of the disciplines at all. Transdisciplinary means beyond the disciplines. Whereas interdisciplinary programs start with the discipline, transdisciplinary programs start with the issue or problem and, through the process of problem solving, bring to bear the knowledge of those disciplines that contributes to a solution or resolution.