2023年9月28日晚，加拿大女王大学教育学院副教授Dr. Nenad Radakovic应上海对外经贸大学语言教育与测评研究中心（CLEAR）邀请，为我院师生进行了一场主题为Exploring Transdisciplinary Approaches in Research and Education的线上讲座。本次讲座由CLEAR中心主任蔡雨阳教授主持，选修应用语言学前沿课程的全部学生及我院近20名师生在博萃楼104线下参加了此次讲座。
On the evening of September 28, 2023, the Centre for Language Education and Assessment Research (CLEAR) had the privilege of inviting Dr. Nenad Radakovic, associate professor at the Faculty of Education, Queen’s University, Canada, to deliver an online invited lecture entitled Exploring Transdisciplinary Approaches in Research and Education. This lecture was chaired by Professor Cai Yuyang, Director of the CLEAR. All students who registered for the course Frontiers in Applied Linguistics and nearly 20 teachers and students from Shanghai University of International Business and Economics and Shanghai International Studies University attended this lecture at Room 104 of Bocui Building .
首先，Radakovic教授从自身经历出发，引出了“超学科方法”这个话题。他介绍了超学科在数学教育中的理论框架并推荐了自己的著作《数学教育的超学科性：模糊学科界限》Transdisciplinarity in Mathematics Education: Blurring Disciplinary Boundaries。Radakovic教授提到，超学科方法的定义一直在演变，他根据自己的研究经验，认为比较有用的一个定义是“超学科方法是一种研究和教育的方法，它将不同学科融合、交融并超越，以创造一个真实的背景，使社区可以共同合作，推动科学和社会的变革”。
Firstly, Professor Radakovic began his lecture with his personal story. Then he introduced the topic of transdisciplinary approaches and discussed his book Transdisciplinarity in Mathematics Education: Blurring Disciplinary Boundaries as a framework for transdisciplinary approaches in mathematics education. Professor Radakovic mentioned that the definition of transdisciplinary approaches has been evolving, and a definition that he finds useful for his research is that “Transdisciplinarity is a research and educational approach that combines, blurs, and transcends disciplines to create an authentic context where communities can work together to generate scientific and social change.”
在讲座的第二部分，Nenad Radakovic 教授向我们介绍了四种超学科范式的发展历程，其分别是结构主义、整体主义、问题导向和后结构主义。特别值得关注的是，Radakovic教授深入阐述了“超学科方法中的整体主义方法”，在这方面，他着重强调了Basarab Nicolescu的理论贡献。Nicolescu认为超学科方法的三个关键要素包括：现实层次、包含中间的逻辑、以及复杂性。Nicolescu的观点涵盖了不同现实层次，如量子层和宏观层，具有不同的因果关系，允许相对主义和多重视角的存在。
In the second part of this lecture, Professor Nenad Radakovic introduced four transdisciplinary paradigms, namely structuralist, holistic, problem-focused, and post-structuralist. Of particular note was Professor Radakovic’s profound exposition on “Holistic Approaches to Transdisciplinarity” in which he emphasized Basarab Nicolescu’s theoretical contribution. Nicolescu believes that the three key elements of interdisciplinary approaches include: levels of reality, logic of the included middle, and complexity. Nicolescu’s viewpoint covers different levels of reality, such as the quantum and macro levels with distinct causality, allowing for the existence of relativism and multiple perspectives.
此外，Radakovic教授指出超学科的本质是不同文化之间的交汇融合，并举例提到了蔡雨阳教授的“岛脊曲线”理论。Radakovic教授指出，中国社会科学和人文科学研究者面临着一个重要问题：如何选择东方范式和西方范式这两种平行但相互矛盾的研究范式。东方范式将世界看作是流动和难以预测的，而西方范式将世界视为可观测、线性和确定性的。“岛脊曲线”理论将这两种范式联系了起来，并介绍了现代教育心理学中的常见概念如何与道家哲学相联系。蔡雨阳教授的实证研究提供了支持“岛脊曲线”理论的证据，并为研究人员在语言教育或其他学科领域中设计和开展“岛脊曲线”研究提供了指导。
In addition, Professor Radakovic pointed out the transdisciplinary approach is inherently transcultural and cited Professor Cai Yuyang’s “Island Ridge Curve” as an example. Professor Radakovic stressed that an important problem faced by Chinese social and humanities researchers is to choose two parallel but contradictory research paradigms: an Eastern paradigm that views the world as fluid and hard to predict, while a Western paradigm that sees the world as observable linear and deterministic. However, the “Island Ridge Curve” theory links these two paradigms and introduces how common concepts in modern educational psychology are related to Taoist philosophy. Professor Cai Yuyang’s research also provided empirical evidence supporting the “Island Ridge Curve” and provided guidance for researchers in designing and conducting research based on the “Island Ridge Curve” theory in language education or other disciplinary fields.
在讲座的第三部分，Radakovic教授介绍了超学科在教育领域的应用，强调了整合不同学科的重要性，这些学科涵盖了英语语言课程和STEM领域。Radakovic教授还向我们介绍了四种整合学科的方式：学科、跨学科、元学科和超学科。这四种方式将学科定位在不同层次或不同的方式。Radakovic教授介绍了超学科的4个T：Tra(ns)versing，Transcending，Transforming，Transgressing，并通过自己的一项超学科应用研究详细阐述了这四个部分。
In the third part of the lecture, Professor Radakovic introduced the application of interdisciplinary methods in the field of education, emphasizing the importance of combining different subjects such as English language courses and STEM. Professor Radakovic also introduced four ways of integrating disciplines: Disciplinary, Interdisciplinary, Metadisciplinary, and Transdisciplinary. These four ways position disciplines at different levels or in different ways. Professor Radakovic introduced the four T’s of the transdisciplinary synthesis: Tra(ns)version, Transcending, Transforming, and Transgressing, and elaborated on these four parts through his own transdisciplinary application research.
在最后的互动与问答环节，听众与Radakovic教授进行了深入的互动交流，蔡雨阳教授对Radakovic教授的精彩分享表达了衷心的感谢，并邀请Radakovic教授参与蔡教授团队接下来的研究。本次讲座为听众提供了深刻的启发，丰富了听众对超学科研究的理解，也展示了各种超学科范式的丰富内涵，将语言教育与测评研究中心与加拿大女王大学教育学院的交流推向了细化合作的阶段。
In the final Q&A session, there was an engaging interactive exchange between the audience and Professor Radakovic. Professor Cai Yuyang expressed sincere gratitude for Professor Radakovic’s insightful talk and invited him to participate in CLEAR’s future research. This invited lecture provided profound inspiration to the audience, enriched their understanding of transdisciplinary research, and showcased the rich connotations of various transdisciplinary paradigms. It also took the exchange between the Centre for Language Education and Assessment Research (CLEAR) and the Faculty of Education at Queen’s University to a more concrete level.
撰稿人：彭晓、朱立萍、省可可
Contributed by: Peng Xiao, Zhu Liping, Xing Keke