UNESCO has also realized how a strong disciplinary base is needed in all its fields of competence, if a transdisciplinary approach is to be effective, and, at the same time, how the true significance of individual disciplines appears only against the back-drop of transdisciplinarity.
Furthermore, UNESCO has realized what Prof M. Sommerville clearly said during the Symposium:
ctwe speak the language of our discipline, which raises two problems: first, we may not understand the languages of the other disciplines; second, more dangerously, we may think that we understand these, but do not, because although the
same terms are used in d@erent disciplines, something very different in each)).
The theme of the International
Integrative Process and Integrated Knowledge” follow should be a continuous methodological borders between disciplines.
openly suggested that the way to
In this view, UNESCO representatives agreed that tryin
g to define a common,
unambiguous and consistent methodological language would be the first path towards a fruitful, substantive transdisciplinarity.
Lastly, it was stated that UNESCO hoped to receive insights and methodological guidelines to orient its future actions from this Symposium, intended to be built not just on the imperative ‘we should’ or ‘we must’, but around the question of ‘how’.