What do you think about mathematical modelling of ‘wicked’ or complex problems? Formal modelling, such as mathematical modelling or computational modelling, is sometimes seen as reductionist, prescriptive and misleading. Whether it actually is depends on why and how modelling is used.
Here I explore four main reasons for modelling, drawing on the work of Brugnach et al. (2008):
In interdisciplinary research it’s common for at least some data to be analysed using statistical techniques. Have you been taught to look for ‘p < 0.05’ meaning that there is a less than 5% probability that the finding occurred by chance? Do you look askance at your statistician colleagues when they tell you it’s not so simple? Here’s why you need to believe them.
The whole focus on p < 0.05 to the exclusion of all else is a historical hiccup, based on a throwaway line in a manual for research workers. That manual was produced by none other than R.A. Fisher, giant of statistical inference and inventor of statistical methods ranging from the randomised block design to the analysis of variance. But all he said was that “[p = 0.05] is convenient to take … as a limit in judging whether a deviation is to be considered significant or not.” Convenient, nothing more! Continue reading →
What’s involved in developing human capacity to address complexity, taking a mid- to longer-term viewpoint than is usual? How can we create the conditions in which people can cope with the daily challenges of living in a complex world and flourish? What form of leadership is required to inspire and catalyse this transformation?
Framework for adaptive social learning
The need for systems thinking is often referred to, but rarely considered, as a rich and comprehensive resource which could be developed further and applied. Continue reading →
Is there a shared understanding of what interdisciplinarity is and how (and why) it is best pursued that can be used by the international community of scholars of interdisciplinarity, to both advocate for and encourage interdisciplinary scholarship? Is there consensus on what we are trying to achieve and how this is best done that can form the basis of cogent advice to interdisciplinary teachers and researchers regarding strategies that have proven successful in the past?
I propose a ‘Manifesto of Interdisciplinarity’ with nine brief points, as listed below. Continue reading →
Many environmental, social, and public health problems require collaborative problem solving because they are too complex for an individual to work through alone. This requires a research and technical workforce that is better prepared for collaborative problem solving. How can this be supported by educational programs from kindergarten through college? How can we ensure that the next generation of researchers and engineers are able to effectively engage in team science?
Drawing from disciplines that study cognition, collaboration, and learning, colleagues and I (Graesser et al., 2018) make three key recommendations to improve research and education with a focus on instruction, opportunities to practice, and assessment. Across these is the need to attend to the core features of teamwork as identified in the broad research literature on groups and teams. Continue reading →