By Frédéric Darbellay.
Inter- and transdisciplinarity is today increasingly recognized as a field of study in its own right, with its own theoretical and conceptual foundations, its methodological approaches, its national and international scientific communities and networks.
The field aims to meet the demand for the collaborative, integrated and forward-looking responses that are needed to address the complexity of global issues. Inter- and transdisciplinarity is establishing itself not only as a pioneering and transformative field of research, but also as an essential approach to rethinking the organization of knowledge in academic structures and beyond.
However, inter- and transdisciplinarity remains a diverse and constantly evolving field, shaped by various schools of thought and enriched by a global and intercultural perspective. This diversity constitutes its richness and calls for an inclusive approach, capable of representing the plurality of scientific communities, approaches and practices.
How did the recently published Elgar Encyclopedia of Interdisciplinarity and Transdisciplinarity (Darbellay 2024) deal with this diversity and evolution, and what lessons does this provide for the field more generally?
Rather than aiming for a supposed exhaustiveness and utopian completeness (which is in itself contrary to the state of mind that should preside in the field of inter- and transdisciplinarity), the Encyclopedia aims to offer a theoretical, conceptual and methodological resource from which researchers, practitioners and extra-academic actors can draw and return in recursive loops, putting knowledge into a cycle.
The Encyclopedia (from the Greek en, in; kuklos, the circle; and paideia, teaching) attempts in the most representative way possible to show the richness, diversity and potential of the field of inter- and transdisciplinarity, without claiming to draw and solidify once and for all, its contours and limits.
This i2Insights contribution explores this encyclopedic enterprise, along with the future development of inter- and transdisciplinarity, through two central metaphors: the butterfly and the spider.
The Butterfly: Metamorphosis and Transformation of Knowledge
The butterfly symbolizes metamorphosis, that is, a transformation of the knowledge needed to explore the confines of scientific disciplines and respond to the complexity of the world. In counterpoint to disciplinary knowledge, often perceived as apparently fixed, inter- and transdisciplinarity is part of a dynamic of more or less strong evolution and metamorphosis, where disciplinary and theoretical paradigms, methodological tools and practices are transformed to remain in phase with contemporary issues. This metamorphosis not only concerns academic research, but also engages in an active dialogue with non-academic stakeholders (non-governmental organisations, policy makers, businesses and citizens). Through this interaction, inter- and transdisciplinarity goes beyond disciplinary and institutional boundaries to become a truly transformative approach serving science and society.
Featured on the cover of the Encyclopedia is a flight of butterflies – all different and yet identical in their main characteristics. This embodies unity in diversity and diversity in unity, reflecting the very essence of inter- and transdisciplinarity. This field is crossed by a multiplicity of scientific perspectives and cultures, but these are articulated around a common objective: to understand, analyze, discover and solve complex, urgent and central problems for the past, present and future of humanity.
This diversity is not synonymous with dispersion. It is organized around a common conceptual and methodological base, allowing the inter- and transdisciplinarity field to coordinate its efforts while valuing local specificities.
The Spider: Weaving Knowledge in a Network
The spider embodies weaving – the creation of an interconnected network of concepts, methods and approaches. Inter- and transdiscplinarity provides a network of interacting knowledge, in a dynamic circle without arbitrary closures.
In developing the Encyclopedia, each entry was connected to the others, reflecting the relational nature of inter- and transdisciplinarity, encouraging a dialogic and rhizomic reading. Readers of the Encyclopedia, and practitioners of inter- and transdisicplinarity more generally, are invited to trace their own paths within knowledge, to explore unexpected connections and to construct personalized approaches.
The Encyclopedia also invited contributions from creativity and design studies, future studies, action research, inclusive systems thinking, liberating structures, post-normal science, polymathy and more to broaden the horizons of inter- and transdisciplinarity and open up new avenues of reflection. This also highlights important connections that should be inherent in inter- and transdisciplinarity.
Finally, a key aspect of inter- and transdisciplinarity, also tackled in the Encyclopedia, is to strengthen the links with traditional academic disciplines, promoting a return of mutual enrichment. This recognizes that inter- and transdisciplinarity is a complementary and essential field for the evolution and metamorphosis of disciplinary knowledge.
Conclusion: Transforming and Weaving Knowledge for Tomorrow
Inter- and transdisciplinarity embodies the emergence of a collective intelligence capable of responding to global challenges through collaborative and inclusive approaches. The interconnected knowledge it offers encourages intellectual resilience, essential in a changing academic landscape.
The field is an invitation to think and act differently, to transform existing paradigms and to weave links between often compartmentalized worlds. The butterfly and the spider, founding metaphors, remind us that knowledge is both in perpetual metamorphosis and deeply relational. By valuing diversity and promoting an inclusive vision, inter- and transdisciplinarity paves the way for an engaged global community, ready to take on the complex challenges of our time.
Perhaps metaphors or images other than those of the butterfly or the spider inspire you to think of an encyclopedic work in the field of inter- and transdisciplinarity or other related fields? More generally, what do you think is the richness of the field of inter- and transdisciplinarity and how do you see its future development?
To find out more:
Darbellay, F. (Ed.) (2024). Elgar Encyclopedia of Interdisciplinarity and Transdisciplinarity. Edward Elgar Publishing: Cheltenham, United Kingdom. (Online): https://www.e-elgar.com/shop/gbp/elgar-encyclopedia-of-interdisciplinarity-and-transdisciplinarity-9781035317950.html
Use of Generative Artificial Intelligence (AI) Statement: Generative artificial intelligence was not used in the development of this i2Insights contribution. (For i2Insights policy on generative artificial intelligence please see https://i2insights.org/contributing-to-i2insights/guidelines-for-authors/#artificial-intelligence.)
Biography: Frédéric Darbellay PhD is Professor in Inter- and Transdisciplinary Studies at the University of Geneva, Switzerland. He is Head of the Inter- and Transdisciplinarity Unit at the Centre for Children’s Rights Studies (CIDE) and the CIDE Deputy Director. His research focuses on the study of inter- and transdisciplinarity as a creative process of knowledge production between and beyond disciplines.
Thanks Frederic for an excellent conversation starter with your two metaphors. I have found the use of metaphors as a useful vehicle to move a conversation beyond the confines of a single discipline to enable participants to explore complex issues more holistically. In our current concerns and debates on Child Protection activities in New South Wales a transdisciplinary mindset is desprately needed to allow an integration of the many perspectives being advanced. Both the butterfly and spider metaphors will assist these conversations. I look forward to exploring your writings further.
Thank you, Bruce, for this very insightful comment. I fully agree with your analysis. Metaphors play a crucial role not only in scientific creativity but also in science communication, particularly when engaging with non-academic partners. This aligns perfectly with the objectives of transdisciplinarity, which seeks to provide a comprehensive and integrative response to the complexity of social, cultural, and economic issues, among others. Interestingly, regarding child protection, I am also actively involved in this field as a member of the Interfaculty Center for Children’s Rights Studies (CIDE). The question of childhood is of central importance to us, and, like you, we strive to foster and expand a transdisciplinary approach in this area.
Once again, thank you for your comment, and I wish you every success in your endeavors!
Hi Fred: Your post gives me an opportunity to congratulate you on a great achievement. The encyclopedia will be a great resource for students and scholars (both new to the field and old hands) for many years. I have both enjoyed and learned much from diverse entries. I know many of the authors but was impressed by how you drew in authors from all around the globe.
This is a great moment in our field. There have been a handful of other recent books that also draw on a global set of authors:
*Interdisciplinarity and Transdisciplinarity: Institutionalizing Collaboration across Cultures and Communities (Julie Thompson Klein and Bianca Vienni- Baptista, eds. 2022)
*Handbook of Transdisciplinarity: Global Perspectives (Roderick Lawrence, ed. 2023)
*Interdisciplinary Practices in Higher Education, edited by Bianca Vienni-Baptista, Katrine Lindvig, Merel van Goch, and Rianne van Lambalgen. London: Routledge, 2024
*Edward Elgar Handbook of Interdisciplinary Teaching and Administration (Rick Szostak, ed., 2024)
*Key Texts on Interdisciplinary Higher Education. (Iris van der Tuin, ed., forthcoming 2025). Bristol University Press, Bristol.
These books all in their way help to forge a global community of scholars of interdisciplinarity and transdisciplinarity. And I think they do together take us toward a shared understanding of what interdisciplinarity and transdisciplinarity are and how they are best performed. Consensus and diversity coexist.
Thanks also for explaining the butterflies!, Rick
Hi Rick,
Thank you so much for your message and for sharing your thoughts. I really appreciate both your perspective and the enthusiasm with which you engaged with this contribution and the discovery of the content in this encyclopedia.
You’re absolutely right to highlight the effort behind this attempt to provide the most comprehensive possible overview—without, of course, aiming for an unattainable level of exhaustiveness. This exercise aligns with similar initiatives and publications from our colleagues, all of whom are working toward a common goal: to shed light on the key lessons we can draw from this field.
One crucial takeaway is that we are no longer at the stage of merely witnessing the emergence of a global community interested in transdisciplinarity. Instead, this community has already traveled a long and rich path, developing meaningful insights into the epistemological, theoretical, methodological, and intercultural challenges of interdisciplinarity and transdisciplinarity.
Moreover, this scientific community is actively working to make these advances more visible—not only in research but also in teaching and in practical applications alongside field partners. These transformative, innovative, and creative scientific perspectives are playing a crucial role in shaping new ways of thinking and acting.
Once again, thank you for your comment and for sharing this commitment to fostering diversity while also seeking common ground and communication pathways that bring us together as an international community.