Recente artikelen van onze collega's
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Grondslagen en filosofie van inter- en transdisciplinariteit
- Tromp, C., (2025). ‘Wicked’ Philosophy – Philosophy of Science for Interdisciplinary Studies into Complex Problems. Philosophy and Realistic Reflection, 2(1): 56–6
- Keestra, M., & Schmidt, J. C. (2024). Pluralism, reflexivity and critique: Introduction to the special issue on philosophy of interdisciplinarity. Issues in Interdisciplinary Studies, 42(1–2), 1–20
- Van Goch, M., Van Lambalgen, R., Lindvig, K. E., & Vienni-Baptista, B. (Eds.). (2024). Interdisciplinary practices in higher education. Routledge
- Wenting, L., De Greef, L., & Boor, I. (2023). Van visie naar werkelijkheid. Thema Hoger Onderwijs
- Vilsmaier, U., Thompson Klein, J., Keestra, M., & Merçon, J. (2022). Inter- and transdisciplinarity. In T. Roelcke, R. Breeze, & J. Engberg (Eds.), Specialized communication: An international handbook (pp. 87–105). De Gruyter Mouton
- Keestra, M., Uilhoorn, A., & Zandveld, J. (2022). Pluralism in teaching interdisciplinary research: The Amsterdam Institute for Interdisciplinary Studies textbook. Issues in Interdisciplinary Studies, 40(1), 55–73
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Ontwerp van inter- en transdisciplinair onderwijs
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Peyerl, D., Tromp, C., Zwaan, B van der (2026). Mapping Energy Transitions through the Lens of SDGs: Interdisciplinary University Practices, Cham: Springer Nature Switzerland AG (under review)
- Bertolini, L., Gerritsen, D., & Sol, K. (2024). Supporting students to become agents of change: Introducing and evaluating the Transition Cycle approach to teaching transformative skills. Futures, 164, 103459
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Leerprocessen, reflectie en blended learning
- Boor, I., Gerritsen, D., & De Greef, L. (2026). Can students practice interdisciplinarity and understand what it is they are doing? In S. Scott & I. Kemp (Eds.), Interdisciplinary learning and teaching. Ethics International Press.
- Tromp, C. & Johansen, S.K. (2026). An Interdisciplinary Blended Global Classroom Aimed at Finding Sustainable Solutions. In: Cano Ortiz, A. (ed.) Educational and Curriculum Quality: Innnovations and Research, IntechOpen
- Tromp, C. (2025). Scaffolding the Flipped Classroom to Enhance Students’ Learning Process, Teaching & Learning Inquiry, 13: 1–18
- Tromp, C. (2025). From blurred learning to optimal blended learning: Finding the right balance between structure and flexibility in mixed designs. Journal of Education Insights, 3(3)
- Keestra, M. (2024). Metacognition. In F. Darbellay (Ed.), Elgar encyclopedia of interdisciplinarity and transdisciplinarity (pp. 332–337). Edward Elgar Publishing
- Toetsing en evaluatie
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Dialoog, verschil en transformatie in inter- en transdisciplinaire context
- Keestra, M., Lynch, D., & Zandwijken, M. (2025). Collective healing and transformation from a dehumanizing past through personal dialogue: The Keti Koti table dialogue method. In S. Gill (Ed.), Beyond inhumanity: Collective healing, social justice and global flourishing (pp. 261–282). De Gruyter
- Keestra, M. (2024). Diversity. In F. Darbellay (Ed.), Elgar encyclopedia of interdisciplinarity and transdisciplinarity (pp. 190–195). Edward Elgar Publishing
- Keestra, M., & Dieleman, H. (2024). Resisting the imperative of integration: Epistemic injustice, resistance and openness in inter- and transdisciplinary research. Issues in Interdisciplinary Studies, 42(1–2), 269–296
