Journal of
Systemics, Cybernetics and Informatics
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ISSN: 1690-4524 (Online)


Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.

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Published by
The International Institute of Informatics and Cybernetics


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Academia.edu
(A Community of about 40.000.000 Academics)


Honorary Editorial Advisory Board's Chair
William Lesso (1931-2015)

Editor-in-Chief
Nagib C. Callaos


Sponsored by
The International Institute of
Informatics and Systemics

www.iiis.org
 

Editorial Advisory Board

Quality Assurance

Editors

Journal's Reviewers
Call for Special Articles
 

Description and Aims

Submission of Articles

Areas and Subareas

Information to Contributors

Editorial Peer Review Methodology

Integrating Reviewing Processes


Transdisciplinary Communication as a Meta-Framework of Digital Education
Rusudan Makhachashvili, Ivan Semenist
(pages: 1-6)

Multidisciplinary Learning Using Online Networking in Biomedical Engineering
Shigehiro Hashimoto
(pages: 7-12)

Augmented Intelligence for Advancing Healthcare
Mohammad Ilyas
(pages: 13-19)

A Transdisciplinary Approach to Refereeal
Russell Jay Hendel
(pages: 20-25)

The Impact of Convictions on Interlocking Systems
Teresa Henkle Langness
(pages: 26-33)

Collaborative Convergence: Finding the Language for Trans-Disciplinary Communication to Occur
Cristo Leon, James Lipuma
(pages: 34-37)

Bridging the Gap Between the World of Education and the World of Business via Standards to Develop Competences of the Future at Universities
Paweł Poszytek
(pages: 38-42)

Multidisciplinary Learning for Multifaceted Thinking in Globalized Society
Shigehiro Hashimoto
(pages: 43-48)

From Spirituality to Technontology in Education
Florent Pasquier
(pages: 49-52)

Differentiated Learning and Digital Game Based Learning: The KIDEDU Project
Eleni Tsami
(pages: 53-57)

Emerging Role of Artificial Intelligence
Mohammad Ilyas
(pages: 58-65)

Practicing Transdisciplinarity and Trans-Domain Approaches in Education: Theory of and Communication in Values and Knowledge Education (VaKE)
Jean-Luc Patry
(pages: 66-71)

Reflexive Practice for Inter and Trans Disciplinary Research in the Third Millennium
Maria Grazia Albanesi
(pages: 72-76)


 

Abstracts

 


ABSTRACT


Articulating Methodology – Weaving a Trans-Disciplinary Knowledge

Maria Edna Moura Vieira, Simone Alves-Hopf, José Tomás Real Collado, Maria da Graça Luderitz Hoefel


Background: With the emergence of the SARS-CoV-2 pandemic, the educational context became more complex, and other challenges were added to the already-existing ones. The way of doing and thinking about education mediated by digital technologies emerged suddenly. It put our view of the world into question because the world has changed, we are no longer the same, and the need for humanitarian health and transdisciplinary education has expanded in all contexts. The new educational reality is evidenced by the social distancing and the teaching and learning processes, requiring prepared teachers and committed to the act of educating. The current pandemic exposed some needs that foster policies, projects and actions with innovative strategies, which enhance learning, so that participants are immersed in an inclusive, trans-disciplinary, dialogic, free and universal education, with a view to unraveling the complexity of social interactions. The new reality aspires to generate a transforming awareness of society, in which people recognize themselves as part of the problems, but above all as part of the solutions. In the education and health sectors, it is essential to reconstruct dynamics, processes, participatory methodologies, and forms of democratic management, which are reaffirmed in the daily practice of educators and health professionals. Objective: Systematize the concepts of the Articulating Methodology (AM) with the Permanent Health Education principles in a perspective that promotes transdisciplinarity, multiple identities, knowledge exchanges and singularities that configure the subjects involved in the education and learning act. Method: This is a descriptive-exploratory study carried out in three stages: description of the authors' personal and professional experiences; conducting of bibliographic research; conducting of an integrative review for a broad discussion on the contextualization of active methodologies in the education and health sectors. Results: We identified important elements in the bibliographic and integrative review that can be added to the Articulating Methodology. In addition, we note that information technology can facilitate trans-disciplinary, as well as a fast, effective and inclusive communication, as long as some dimensions brought by the Articulating Methodology (e.g. lovingness, humanization, intersectoriality, for example, articulation of education and health sectors), interculturality and internationalization of knowledge. Conclusion: We emphasize that it is essential to reaffirm the importance of the role of the educator in the construction of knowledge, whether in the education and health sectors, however, it is necessary to develop a “sensitive reason” for a more humanized practice filled with meanings, emotions and motivation. The applicability of AM, as a device that enhances Permanent Health Education, reinforces dialogue, exchanges of experiences, trans-disciplinary, intersectoral and intercultural actions. In addition, Articulating Methodology, through Proactive Agendas, encourages social participation, the use of information technologies and the creation of bridges between policy maker, managers, inter-disciplinary professionals and social environment, allowing the tone of the narratives and propositions to emerge from the experiences, voices and intercommunication of the participants, thus, enabling a direct impact on the practice of educators and health professionals.

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