Creating Inspiring Workshops and Courses in Transdisciplinarity: A Guide - Manual / Resource - Page 119
Endorsements
Margaret Krebs
that it has all the
“It’s one-of-a kind resource in
gn a workshop,
desi
to
need
you
that
nts
edie
ingr
-fits-all
-size
one
a
ume
pres
but it doesn’t
approach.”
and find it
“I’ve been using the tool library
tool descriptions
the
of
y
man
use
beca
zing
ama
where, when,
include details on who, what,
why, and how. So unusual.”
Sarah Sch
weizer
“The guid
e provides
all of the
and inspir
nuts and
ation to a
bolts
llow anyo
confident
ne to feel
in leading
transdisci
plinary tra
ining
.”
Christian Pohl
“What I like a lot ab
out the guide is the
people
behind it co-produced
it with unbelievable
energy, a transdiscip
linary mindset, deep
expertise, and subtl
e humour.”
Devanathan Parth
asarathy
“For everyone who
has been waiting for
a go-to
guide that will enab
le them to design exc
ellent
training programm
es in transdisciplin
ary
research, here is the
definitive primer /
toolkit
that sets standard
s for integrative tra
ining, cocreation, and trans
formative research
.”
“Have you ever wish
ed for a comprehens
ive
and trusted set of
tools and guidelines
for
TD training? Here is
a comprehensive so
urce
put together by exp
erts with decades
of
collective experience
in transdisciplinary
training and research
, a design guide tha
t is
itself the product of
co-creation, co-desig
n, coproduction, and coimplementation.”
Gabriela Wuelser
Design Guide
“I used a previous version of the
p for future td
ksho
wor
a
g
tatin
acili
co-f
n
whe
ful it can be to
trainers and witnessed how help
tion on how
rma
info
of
find such a rich collection
source.”
one
in
ing
train
ific
spec
a
lop
to deve
Endorsements
Tolullah Oni
“The importance of co-designed and
coproduced research is increasingly recog
nised.
But what this entails and the skills to
do this
work meaningfully are neither systemati
cally
taught nor the components of such work
articulated. This resource is a welcome
addition
to the toolbox of anyone who trains other
s to
co-produce knowledge and impact. It
helpfully
includes a step by step process for desig
ning
training for this purpose as well as a
wealth of
tools to put this into practice. “
Tobias Buser
“Whenever you are planning to train for TDR or
reassess your courses and trainings the guide
has a lot to offer.”
“Whenever I plan a TDR training, I use the
design steps and find inspiration in concepts,
practices and methods.”
“As a first, this guide brings together advanced
training design with concepts and practices
of transdisciplinarity, co-produced by experts
around the globe.”
Susanne Moser
“I have used this gu
ide to design traini
ngs and
just found it to be su
per practical, soup-to
-nuts
comprehensive, an
d so generous in sp
irit. I
know it will be a ref
erence source for me
to go
back to every time
I will run a training
.”
“They said, it couldn
’t be done - that we
would
agree, across the glo
be, on what it mean
s to be
a transdisciplinary
researcher and how
to train
people to become
one. Well --- we pro
ved them
wrong!”
Connie Nshemereirwe
“The process of creating this guide involved
a group of TD researchers describing what
they do so that a group of trainers could do
TWO things: translate this information into
the proficiencies needed for one to become a
transdisciplinary researcher, and then set out
a procedure by which any transdisciplinary
researcher could design a workshop to pass on
these proficiencies.“
Lorrae Van Kerkh
off
“There are few educa
tional goals more
important today tha
n equipping people
with
the skills for addre
ssing complex, intrac
table
sustainability chall
enges, but what do
es that
look like? Where do
you start? This guide
answers those quest
ions, with a rich an
d
accessible balance
of theory and practi
ce in
training and teaching
transdisciplinary ski
lls.”
“This unique guide
draws on the expert
ise of
researchers and tra
ining professionals
from
every continent to
create a comprehe
nsive
resource for traine
rs seeking to foster
and grow
transdisciplinary ski
lls with their stude
nts,
collaborators or pa
rticipants.”
p. 114
