ABSTRACT
This chapter articulates and practically illustrates what it would mean to consider the complex multifaceted phenomena of ageing in an interdisciplinary and/or transdisciplinary manner – that is, by considering and integrating biomedical, experiential, sociological, economic, stakeholder engagement and many other factors. A rich literature on interdisciplinary and transdisciplinary research and education has emerged in recent decades. In the fields of ageing and gerontology, however, researchers and educators have mostly proceeded in merely disciplinary or multidisciplinary manners. In addition, the authors argue that interdisciplinary and transdisciplinary methodologies prompt novel epistemological frameworks that transcend traditional assumptions about objectivity, subjectivity and correspondence.
