Transformative Learning And Transformative Science

Running Head: BACK TO THE CASE 0
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BACK TO THE CASE 1
1. Among the professionals, the relationship between interdisciplinary,
multidisciplinary, and trans-disciplinary directly affects the function and priorities of
a team. However, these three terms are used interchangeably and defined
ambiguously (Pennington, Simpson, McConnell, Fair, & Baker, 2013).
Multidisciplinary defines the knowledge from distinct disciplines; though, stays
within their boundaries. Interdisciplinary synthesizes, analyses, and harmonises
relations between disciplines into overall coherence and coordination.
Lastly, trans-disciplinary shows integration of the social, natural and health
education in relation to humanities along with transcending their traditional
boundaries (Mauser, et al., 2013). This shows different approaches of multiple
disciplinary for resolving complex or real world problems, creating comprehensive
research questions, providing distinct perspectives on problems, providing
comprehensive health services, and developing clinical guidelines and definition
consensually. These three terms involves numerous disciplines for degrees to vary on
the same scale.
Moreover, they can be termed as interactive, additive, and holistic having their
own meanings specifically which cannot be used interchangeably. In terms of
education, multiple-disciplinary shows involvement of nature in relation to
unspecified and unknown multiple disciplines where its teamwork describes
correctness for complex problems that never ensures presence in every single project
or assignments in case of students (Hernandez, 2013). Also, it is same in the case of
students with disabilities.
2. The administration needs to take active role in co-teaching and the partners as
well need to maintain decorum in certain situations as it can get loud when the
thinking of each individual does not match or work in co –ordination. The major
ethical dilemma in such a scenario is that each of the members or partners are not in
sync with the philosophy of the co –teaching (Friend M. , Cook, Hurley-Chamberlain,
& Shamberger, 2010). All of these can be avoided by keeping in mind about all the
partners and as per each one of the individual’s workings, the sessions shall be
conducted. This way, there will be synchronization amongst the members as well as
better approach can be taken up if required by the co –teachers resulting in better
outcomes.
There are so many ways in which the co –teaching can be constrained, few of
those constraints related to administration as well as logistics include the, improper