The Art and Science of Innovation: Transdisciplinary Work, Learning and Transgression

Preface
	What Is This Book About?
	Why This Subject Matter?
	Why Read This Book?
Acknowledgements
Contents
List of Figures
Chapter 1: A New Way of Exploring Innovation: Transdisciplinary Art-Science Work
	Introduction: The Skywhales (Fig. 1.1)
	What Is ‘Innovation’?
	Innovation – Transgression
	What Is ‘Transdisciplinary’?
	‘Learning-Through-Working’
	Aims of This Book
	How Is This Book Organised?
		Chapter 2: Transgression: A New Way of Thinking About Innovation
		Chapter 3: Workplace Learning, the Human Dimension of Innovation and Transdisciplinary Work
		Chapter 4: The Bauhaus School: An Historical Account of Transdisciplinary Practice
		Chapter 5: Environments and Spaces of Innovation in Contemporary Art-Science Work
		Chapter 6: The Culture-Order That Authorises Innovation in Transdisciplinary Work
		Chapter 7: Learning in Practice I: Experiencing Transdisciplinary Art-Science Work
		Chapter 8: Learning in Practice II: ‘Doing’ Transgression
		Chapter 9: A New Perspective on the Art and Science of Innovation: From STEM to Transgressive Working and Learning
	References
Chapter 2: Transgression: A New Way of Thinking About Innovation
	Introduction: The Meaning of Innovation
	Ways of Seeing
	Situated Knowledge, Standpoint and Boundaries
	Transgression
	Paradigms of Knowledge Production
	Perspectives of Innovation
	Practice
	Conclusion: Transgression as an Indicator of Innovation
	References
Chapter 3: Workplace Learning, the Human Dimension of Innovation and Transdisciplinary Work
	Introduction
	The Human Dimension of Innovation
		Organisational Studies
		Employee-Driven Innovation
		Workplace Learning
	Learning-Through-Working
	Workplace Learning for Innovation
		The Organisation of Work and Workplace Environments
		The Workplace Culture-Order
		Learning in Practice
	Learning-Through-Working and Transdisciplinary Practice in Times of Change
	Conclusion: Workplace Learning and Three Key Dimensions of Innovation
	References
Chapter 4: The Bauhaus School: An Historical Account of Transdisciplinary Practice
	Introduction
	The Organisation and Environment of the Bauhaus
		Mental Spaces
		Physical Spaces
			The Curriculum
			Architectural Spaces
		Social Spaces
	The Workplace Culture-Order
	Learning in Practice at the Bauhaus
	Transdisciplinary Practice and Innovation
	Innovation Then and Now
		Transdisciplinary Education
		The Human Dimension of Innovation
		Workplace Environment
		Workplace Learning-Through-Working
		Collaboration and Co-producing Innovation
		Bauhaus Influence
	Conclusion: Innovation, Transgression, and Reaction
	References
Chapter 5: Environments and Spaces of Innovation in Contemporary Art-Science Work
	Introduction
	Physical Spaces: The Organisation and Sites of Synapse Art-Science Projects
		Managing Innovation: The Organisational Framework of Synapse Projects
		Synapse Project Sites
			CSIRO
			Australian Synchrotron
			Department of Anatomy and Histology, Flinders University
	Mental Spaces: Project and Participant Profiles
		Project 1: Communicating the Body
		Project 2: Articulations: True Stories
		Project 3: Lightbridge
	Innovation in Synapse Projects
	Social Spaces
	‘In-Between’ Spaces as Mediators of Learning
	Conclusion: Supportive Environments for Innovation
	References
Chapter 6: The Culture-Order That Authorises Innovation in Transdisciplinary Work
	Introduction
	Critical Incidents: Disciplinary Assumptions, Myths, and Misconceptions
		The ‘Hammer Threat’ Incident
		The ‘Glove Dissection’ Incident
		The ‘Soil Collection’ Incident
	The Disciplinary Divide and Maintaining Boundaries
	Knowledge Sharing-Not Sharing
	Negotiating Boundaries: ‘Boundary Brokers’ as Mediators of Learning
	Conclusion: Challenges for Transdisciplinary Art-Science Work and Learning
	References
Chapter 7: Learning in Practice I: Experiencing Transgressive Art-Science Work
	Introduction
	Journeying and Embodied Learning
		Journeying
		Embodied Learning
	Artefacts as Boundary Negotiating Objects and Mediators of Learning
	The ‘Zone of Discomfort’
	Conclusion: Learning in Transdisciplinary Art-Science Practice
	References
Chapter 8: Learning in Practice II: ‘Doing’ Transgression
	Introduction
	Re-emerging Identities: The Artist-Scientist
	Innovation-Transgression
	Contributions to Expansive Learning in Art-Science Work
		Deep Disciplinary Knowledge and Experience
		Not-Knowing
		Disrupting Usual Ways of Thinking and Doing
		Culture of Collaboration
		Artefacts
		Capturing the Side Ghosts
		Making the Ideas of Science Visible
		Freedom to Think Differently
	Conclusion: Supporting Transgressive, Transdisciplinary Learning in Practice
	References
Chapter 9: A New Perspective on the Art and Science of Innovation: From STEM to Transgressive Working and Learning
	Introduction: Shedding Light on Transdisciplinary Innovation
	Key Features of Learning in Transgressive Art-Science Work
		The Nature of Workplace Learning That Generates Innovation
		Experiencing Collaborative, Transdisciplinary Work
		Supporting and Constraining Transgressive Learning-Through-Working
	Co-producing Innovation in Transdisciplinary Work
	A New Model of Innovation
		Rethinking Innovation and Implications for Theory
		Rethinking Innovation and Implications for Government Policy on Innovation
		Rethinking Innovation and Implications for Workplaces: Building Capacity for Innovation
		Rethinking Innovation and Implications for Education: STEM-STEAM and Transgression
	Shifting Paradigms
	References
Notes
Index