The question is how transdisciplinary approaches – i.e. approaches that “transcend individual disciplines” of the natural sciences and/or humanities and/or arts and/or economically sciences and/or philosophy – would look like.

One could argue that truly transdisciplinary approaches are impossible or unfeasible because – no matter how many individual disciplines you incorporate (e.g. as topics of an exhibition) – you may never create something more than an interdisciplinary approach, because new insights are either gained through a certain way of inference used in a certain field of knowledge or by transferring an approach from one discipline to another discipline. There might not be such a procedure like (scientific) thinking that is free of or uninformed of individual (scientific) disciplines.

Some examples for multidisciplinary approaches used in exhibitions:

- an exhibition for children called “Treasures in Soil – Stories from the Depth” (the German title “Bodenschätze” usually refers to mineral resources, but has a double meaning because “Schatz” also means “treasure”) that combines soil science, biology of the pedosphere, geology, archaeology and human history;

- “Big History” … a modern version of what was called “universal history” before: history is considered as whole - via different episodes and time scales - including the origin and physical evolution of the universe, the solar system, earth and life on earth, early human history … until contemporary human history

- our last special exhibition was called “BioMinerals” and included aspects of mineralogy, material science, chemistry, evolution of life/palaeontology, geometry, functional morphology of skeletons and mineralized hard parts, use of biominerals in human culture;

- we once had an exhibition entitled “ColorVision – Evolution of Color” that included all aspects related to color in natural sciences, including the physical and chemical preconditions for colour in the inanimate nature, colour of celestial bodies, minerals, rock, role of pigments in the history of life, evolution of colour vision in animals and its effects on the evolution of ecological relations, human colour vision (in the context of evolutionary epistemology) and human use of natural and artificial pigments.

Among others, you can create specialized guided tours for different subjects taught at school, especially biology (for different age groups), geography, history. To make the knowledge useful you have to put it in the context of different disciplines and – if you are successful – students also reach interdisciplinary (but perhaps not “transdisciplinary”) insights.

Attach you.

Attach you.

Interdisciplnary teaching is a method, or set of methods, used to teach across curricular disciplines or "the bringing together of separate disciplines around common themes;issues,or problems". Often interdisciplinary instruction associated with or a component of several other instructional approaches.

تتمثل الفائدة النهائية للتدريس متعدد التخصصات في أن الطلاب لديهم فرصة للعمل مع مصادر متعددة للمعلومات، وبالتالي ضمان حصولهم على منظور أكثر شمولاً مما قد يحصلون عليه من استشارة كتاب مدرسي واحد

thank you all so much Mayada Alkasem Dilam Suhel Wafaa Zwaid Aaron N. Shugar

Thank you all for your sugestions and opinions. :)