Towards a taxonomy of synthesizing

By Howard Gardner

howard-gardner
Howard Gardner (biography) (photo credit: Harvard Graduate School of Education)

“Synthesis” seems to be in the atmosphere. The capacity to synthesize, the need for syntheses, and improvement of the quality of syntheses—these are seemingly of interest to many.

A preliminary working definition:

A synthesis is an attempt to bring together various ideas, strands, concepts, and materials. A good synthesis enhances one’s understanding of a question, puzzle, phenomenon (or multiples of these). Familiar examples are school term papers, doctoral dissertations, position papers, landscape analyses, executive summaries, and textbooks. But one can easily extend the list beyond the verbal—to chemical syntheses, equations in physics or mathematics, works of art (poems, paintings, dioramas)—indeed any creation or invention that brings together disparate elements in a satisfying and illuminating way.

Of course, it’s important to avoid the situation where just about everything qualifies as a synthesis.

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Linking learning and research through transdisciplinary competences

By BinBin Pearce

BinBin Pearce (biography)

What are the objectives of transdisciplinary learning? What are the key competences and how do they relate to both educational goals and transdisciplinary research goals? At Transdisciplinarity Lab (TdLab), our group answered these questions by observing and reflecting upon the six courses at Bachelor’s, Master’s, and PhD levels that we design and teach in the Department of Environmental Systems Science at ETH Zurich, Switzerland.

Six competence fields describe what we hope students can do with the help of our courses. A competence field contains a set of interconnected learning objectives for students. We use these competence fields as the basis for curriculum design.

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