By Vladimir Mokiy.
How can a modern university train highly qualified specialists who are able to rethink and unambiguously solve wicked problems?
Here I build on my previous i2Insights contribution Systems transdisciplinarity as a metadiscipline, the methodology of which aims to unify and generalize complementary and non-complementary disciplinary knowledge and methodologies. This metadiscipline provides the basis of a proposed curriculum for a two-year training program at the masters level. The intention is that specialists would be trained in systems transdisciplinarity using a single curriculum to ensure a uniform level of professional capabilities and competencies.
The curriculum
The curriculum involves the organization of training in four sections.
Section 1: This is devoted to substantiating the place of the transdisciplinary approach in the structure of academic approaches. Students will study the history of the transdisciplinary movement in the science and culture of modern society in the context of the main scientific forums for transdisciplinarity for the period from 1968 to the present. They will get acquainted with the particulars of the different world schools of transdisciplinarity and the forms of institutionalization of transdisciplinarity in various countries of the world. They will form an idea of the semantic potential of the term “transdisciplinarity” (meanings, forms, types and stereotypes), as well as the subjective and objective limitations that hinder the development of two main areas of transdisciplinarity:
- “Transdisciplinarity of Science” as proposed by Jean Piaget, which highlights:
- “transdisciplinary research” based on the interaction of specialists from different scientific disciplines, as well as on the involvement of representatives of civil society: businesspeople, politicians, administrative workers, etc.;
- “transdisciplinary innovations in the university educational process”, which highlights improving interdisciplinary interactions through the use of various integrating factors.
- “Transdisciplinarity as a science” as proposed by Erich Jansch, which highlights:
- “transdisciplinary metadiscipline”, based on the unification and generalization of disciplinary knowledge through systems transdisciplinary models of informational, spatial and temporal units of general order;
- “transdisciplinary subdisciplines” based on the unification of a group of complementary subordinate disciplines under the auspices of the concept and methodology of one leading discipline.
Section 2: This section examines in detail the history of the modern systemic movement, in order to balance the idea of the desire of modern science to integrate disciplinary knowledge through transdisciplinarity. Students will study the objective difficulties in creating a General Systems Theory (GST). They will also review the advantages and disadvantages of the modern systemic movement, compared with the advantages and disadvantages of the modern transdisciplinarity movement.
Section 3: Students are introduced to the philosophical concept of unicentrism (the concept of a One and only world), based on the philosophical views of the ancient philosopher Plotinus. This concept is the philosophical foundation of the meta-discipline “systems transdisciplinarity.” The advantages and disadvantages of unicentrism and holism are compared.
Section 4: In this section, students will get acquainted with the design features and characteristics of systems transdisciplinary models of informational, spatial and time units of general order. These models will allow them to gain practical skills in unifying and generalizing the knowledge of complementary and non-complementary disciplines, which are necessary to rethink and find solutions to the complex multifactorial problems of modern science and sustainable development of society.
Training requirements
The requirements of specialist training using this curriculum include:
- creating the necessary conditions for understanding disciplinary specialists on the theoretical and methodological basis of unambiguous scientific solutions to wicked problems;
- overcoming existing disagreements among disciplinary specialists, as well as differences in disciplinary worldviews and methodologies, as well as the cultural characteristics of different nation states;
- organizing international cooperation in the field of creating methods and technologies for solving wicked problems, taking into account the state interests of each country in the world;
- developing a scientifically based scenario of a new world order, within which the content and logical boundaries of state interests can be justified;
- developing ways to coordinate state interests, as well as offering non-violent “deterrent” technologies that can guarantee compliance with the principles of a new world order by all member states of the United Nations;
- conducting an analysis of the risk to nature and society from the practical implementation (or non-implementation) of unambiguous scientifically-based solutions to wicked problems, which the trained specialists will perceive in the same way regardless of where they are trained;
- using the trained specialists as facilitators in interdisciplinary teams of disciplinary specialists to study and search for solutions to complex multi-factor domestic problems;
- using the trained specialists as scientific consultants for those who make important government decisions in the field of organizing and maintaining harmonious international relations.
The availability of specialists trained in systems transdisciplinarity on the basis of a single international standard of higher education, according to a single textbook and a single curriculum, will ensure a uniform level of professional capabilities and competencies. This will prevent specialists from one country having advantages or higher scientific potential than specialists from another country when thinking about and solving wicked problems.
Next steps
Advancing this agenda requires:
- translation into six world languages of a foundational textbook on which the curriculum is based
- strong-willed university rectors to open specialized departments of systems transdisciplinarity
- existing highly qualified specialists to organize the educational process, by creating and coordinating the curriculum to the international standard required, while also taking into account national standards for higher education
- training the trainers (who will teach systems transdisciplinarity world-wide) at a specialised center at one university.
Does this proposal correspond to your thoughts about developing unambiguous solutions to the problems of sustainable development of modern society? What additions to this proposal can you suggest based on your practical experience? Would you and your university participate in such a proposal?
To find out more:
The table of contents of the proposed textbook is available (in English) at: http://td-science.ru/images/kart/eng_Table_of_contents_STd.pdf (PDF 137KB).
McGregor, S. L. T. (2024). Russian school of transdisciplinarity as a metadiscipline. Universum: Social Science, 3, 106. (Online – open access): https://7universum.com/ru/social/archive/item/17087
Mokiy, V. S. (2023). On the issue of the responsibility of universities for achieving the results of development and continuous self-renewal of society. Universum: Psychology and Education, 9, 111: 11–16. (Online – open access): https://7universum.com/ru/psy/archive/item/15903
Mokiy, V. S. and Lukyanova, T. A. (2022). Prospects of integrating transdisciplinarity and systems thinking in the historical framework of various socio-cultural contexts. Transdisciplinary Journal of Engineering and Science, 13: 143–158. (Online – open access) (DOI): https://doi.org/10.22545/2022/00184
Use of Generative Artificial Intelligence (AI) Statement: No generative AI was used in preparing this i2Insights contribution. However, Google Translate was used to translate the original Russian contribution into English. (For i2Insights policy on generative artificial intelligence please see https://i2insights.org/contributing-to-i2insights/guidelines-for-authors/#artificial-intelligence.)
Biography: Vladimir Mokiy PhD is Head of the Russian School of Transdisciplinarity (since 1990) and Director of the Institute of Transdisciplinary Technologies, Nalchik, Russia (2007 to present). His research focuses on creating the philosophy and methodology of a systems transdisciplinary approach as an independent scientific discipline.
Dear Vladimir,
Read your post, the linked previous post as well as the ToC of the foundational text book, with great interest. Glad to see how depth is being added to the wide angle approach of Systems Transdisciplinarity.
While I do see the academic value of a single uniform TD curriculum for all specialists who are engaging with wicked problems, would like to know if that could substitute the need for a problem/ domain specific unpacking and treatment from TD. Is it that the uniform curriculum of this meta discipline is supposed to provide the basics for the latter entailed in the practice of TD? May be this is a classic inductive / deductive confusion in systematically approaching real world problems, that often gets resolved by using bit of both in a back and forth manner.
Would like to hear from you
P Seema
Dear Seema, thank you for your questions.
Such questions naturally arise among experts in disciplinary higher education. I will try to answer them briefly.
You understood everything correctly: a unified curriculum for the metadiscipline “Systems Transdisciplinarity” should create a foundation for practically significant research in the field of development theory at its current stage.
However, it is important to note that such a statement is justified only within the framework of specific conceptual and methodological conditions:
– if the concept of “development” is interpreted as a consequence of the purposeful transformation of the potency of the “Big Bang” in the universe;
– if the purposeful transformation of the potency of the “Big Bang” in the universe is justified by the “constructive force of General order,” the existence, manifestation, and transformation of which is associated with a prospective future;
– if the term ” prospective future” is perceived as a designation of everything that “has happened, is happening, and will happen” with maximum probability;
– if we assert that everything that happens with maximum probability will be consistent in the content of the goals and the results of the activities of all objects in the material universe at all levels of reality.
You can see that the term “development” takes shape and content in accordance with a strictly defined worldview. In this case, it is a “development image” within the systems transdisciplinarity worldview. Within this worldview, a “detailed analysis” and consideration of a problem or area of development theory is not a “research method.” They are a “description method” of the purposeful development of an object or group of objects at the level of reality that interests the researcher. This is what concerns epistemology.
However, if we are concerned with the methodology of rethinking and solving complex, multifactorial problems, such as the development of modern society, then the role of this methodology will be played by systems transdisciplinary models of spatial, informational, and temporal units of a general order.
Thus, everything indicates that at the current stage of societal development, we cannot do without (a limited number of) general-purpose specialists. Such specialists should be available in every self-respecting state. These specialists must clearly interpret the goals and objectives of the development of their state and society as a whole, justify and coordinate the results of such development so that all this preserves the unity of social reality and peace on the planet.
At the same time, the work of generalists does not negate the work of the multi-million-strong group of disciplinary specialists who today effectively use inductive and deductive approaches to solve pressing everyday and situational problems of state and society development as a whole. It is important to note that in such a situation, the university will create conditions for training all groups of specialists focused on solving problems of strictly defined complexity.
Were you satisfied with this answer?
Sincerely,
Vladimir Mokiy
Thanks much. Clarifies my doubt. I locate myself among those generalist/ TD specialists, working on the larger normative of a resilient society.
I am trying to understand the proposal by trying to find a list of “wicked problems” and how they have been “realized” successfully, or applied with one or more paths to success. Is there a range of such from practice such as design for cold fusion or other science/engineering problems, a solution to prevent economic collapse being on the table currently or treating your curriculum as the best option when constrained by the academic institution?
I would contend that trying to find a way to deal with your proposal within the constraint of an academic mentality and within an academic institution is, in and of itself, THE wicked problem that is insoluble by the constraints supplied.
Dear Tom
Your question is serious and fundamental. Therefore, the answer to it should be obvious and transparent. I suggest that you pay attention to the following circumstance.
When discussing the solution of complex problems, many modern scientists claim that these problems are solved by academic disciplinary knowledge. In fact, these problems are solved by specialists who possess this knowledge. The knowledge remains indifferent in its disciplinary classifications. As you have correctly pointed out, the key to activating disciplinary knowledge is academic thinking. This type of thinking is formed at the university, during the many years of students’ education within the framework of specific academic disciplines. The horizon of thinking determines the horizon of the worldview (the boundaries of the disciplinary worldview). From this, it follows that the impossibility or difficulty in solving any complex multifactorial problem is due to the potential of academic thinking and the boundary of the disciplinary worldview. Therefore, if a disciplinary or interdisciplinary specialist encounters an unsolvable problem, they must expand the horizon of their scientific worldview and enhance the capabilities of their academic thinking through an appropriate (new) method-approach.
I would like to draw your attention to the fact that in this case, the disciplinary specialist does not pose a threat to disciplinary knowledge or academic institutions. The specialist is focused on solving a specific complex multifactorial problem. To achieve this, the specialist must be able to rethink the problem and search for its solution by unifying and generalizing the knowledge of complementary and non-complementary scientific disciplines.
However, let’s return to the topic of thinking. Thinking is a complex psychophysiological process involving billions of neurons in the brain. Therefore, the term “expanding the scientific worldview” of a disciplinary specialist refers to the process of partially restructuring the mega-structure of neuronal connections. This restructuring can only be completed in the traditional two-year disciplinary educational process at the university. Moreover, this education should be organized within the framework of the relevant scientific discipline (in this case, the meta-discipline of “systemic transdisciplinarity”).
This approach to training generalist specialists at the university ensures the appropriate standard of higher education and relevant competencies, as well as maintaining scientific rigor in the rethinking and solution of complex multifactorial problems.
In conclusion, it is important to note that the theoretical and methodological foundations of this discipline allow generalist specialists to conduct so-called intellectual research and development. Each such work is a “structure of consistent theoretical and practical measures, from rethinking the problem to its conceptual and technical-technological solution. Therefore, there’s no doubt that discipline specialists working on solutions to the “cold fusion” problem will be looking for possible solutions in the university notes of generalists. In this case, both “the sheep will live and the wolves will be fed.”
I hope that my answer has satisfied you. However, if you have any specialized questions or would like a more detailed explanation, I am ready to continue our discussion.
Dear Vladimir Mokiy, this is a very worthwhile endeavour in which I am highly interested. Currently we have a transdisciplinary Honours Programme, Transdisciplinary Insights, but it is my dream to consolidate this as a masters or other full time programme at our university. The interest seems to be growing, so perhaps now is the right time to work on it. Please keep me informed and perhaps we can collaborate. Kind regards, Anne-Mieke Vandamme
Dear Anne-Mieke Vandamme,
You’re right.
“Transdisciplinary ideas” should prepare gifted students to expand their disciplinary scientific worldview and academic thinking. However, developing this group of masters and doctoral students into fully-fledged, broad-based specialists is only possible within the framework of a specialized scientific discipline (Systems transdisciplinarity).
The introduction of a new scientific discipline (metadiscipline) into the conservative disciplinary structure of a university requires careful preparation. This preparation has been underway since 2023 as part of an international project involving specialists from the International Center for Transdisciplinary Research (France) and the Institute of Transdisciplinary Technologies (Russia) (https://ciret.hypotheses.org/activites/autres-activites-other-activities).
By early 2026, this project entered its final stage: in January 2026, the textbook “Methodology of Scientific Knowledge: Systemic Transdisciplinarity” (http://td-science.ru/images/kart/eng_Table_of_contents_STd.pdf) was completed.
It is important to note that all practical activities for integrating the “Systems Transdisciplinarity” discipline into the disciplinary structure of higher education are planned to be carried out on the platform of the “Scientific Laboratory for Transdisciplinary Research and Studies” (https://ciret.hypotheses.org/8584).
In short, the Scientific Laboratory for Transdisciplinary Research and Studies (LASRET) is an independent entity, operating and managing entirely autonomously. Initially, it was placed under the legal supervision of the International Center for Transdisciplinary Research and Studies (CIRET) association. As such, Florent Pasquier, president of CIRET, was appointed honorary president of LASRET.
LASRET aims for scientific excellence. It aspires to become a national and international leader in transdisciplinary research, combining fields from the humanities and social sciences, such as education, economics, psychology, geography, law, and the arts, with those of the formal and natural sciences, such as chemistry, physics, biology, mathematics, and computer science. Its primary mission is to produce complex, operational, and socially relevant knowledge, transcending the often-exclusive boundaries of disciplines.
LASRET Research Area: At its inception, LASRET will unite a cross-cutting epistemological axis that will oversee and encompass four specific research areas. Within the general framework of each area, each member will be able to explore and define the themes they wish to work on.
Axis 1: Transdisciplinary Epistemologies and Methodologies
Supported by Vladimir Mokiy, another aspect of this axis will concern the adaptation of transdisciplinarity to the disciplinary structure of universities. This adaptation is envisaged provided that transdisciplinarity is established as a scientific discipline with all the necessary attributes for recognition, for example, in France within the National Council of Universities (CNU). This could allow for the emergence of a transdisciplinary masters program and, subsequently, the creation of a transdisciplinary doctoral school training future PhDs in transdisciplinary sciences.
Currently, the question of choosing an effective format for the upcoming events is being considered. This format will likely be the Center for Advanced Innovation in Higher Education at LASRET. Such a Center will provide the opportunity not only to prepare and implement measures to implement systems transdisciplinary training for broad-based specialists but also to accumulate and share experience with higher education organizers at interested universities. I’m confident that my colleagues at LASRET will be happy to collaborate with you and all higher education organizers from other countries who understand the importance of training specialists in a broad range of fields in these challenging times. Our communication will be more efficient if you send me your e-mail address.
Sincerely,
Vladimir Mokiy
Very interesting. I see several similarities with our Institute for the Future at KU Leuven (www.institute-for-the-future.be). I will contact you. Anne-Mieke Vandamme
Good. Can we collaborate on training specialists in Universities
Dear Peter Baguma
Thank you for agreeing to participate in this project. I described the situation in detail in my comment to Anne-Mieke Vandamme. Therefore, I invite you to join my colleagues at the “Scientific Laboratory for Transdisciplinary Research and Studies” (https://ciret.hypotheses.org/8584). I am confident that your practical experience at the university will be very helpful. So that I can establish contact with you, please provide me your email address.
Sincerely,
Vladimir Mokiy