ADAME, Domingo. From a Disciplinary to a Transdisciplinary Vision of the University: A Space of Knowledge, Culture, Art, Spirituality, and Life. Transdisciplinary Journal of Engineering & Science. Vol. 2, pp. 33-39, (December, 2011). Disponvel em

strategies like Complex Thought (Edgar Morin) and Transdisciplinarity (Basarab Nicolescu) to af- firm the urgency of moving from a one-disciplinary vision to anothertransdisciplinary p. 33

1- introductionthere is not only one definition for the current University p. 33It cannot be denied that characteristics of every society determine its own style of education, yet the dominant paradigms are still imposing their educational practices. p. 33, it is necessary to ask if the University is currently satisfying the necessities of society and of promoting creativity by means of the transmission and generation of knowledge p. 33, the human potential locked in the University has not been sufficiently tapped into, especially due to its rigid institutional structure and its uncritical response to external demands. So, its crises have its origins both from within and from with out p. 34The Crises of the University Boaventura de Souza (Portugal) about Brazil - three crises: one of hegemony, () another of legitimacy, () and an institutional crisis p. 34The epistemic state of the University and its social function is, today more than ever, antagonistic 9...0 The globalizing and neo-liberal perspective that promotes expansion of the educational market sought to impose a managerial paradigm that led the marketing of the University p. 34acceleration of the fragmentation of knowledge, a rejection of sharing knowledge, a lack of tolerance, and a separation of science and culture p. 34What reforms does the University need in order to offer an integral and open formation that links effectivity and affectivity, which connects the university student with the complexity of the world, which contributes to the genuine social transformation, and which gives a place for culture, art, spirituality, and life in the university? p. 342- The Disciplinary University The disciplinary fragmentation and the division of systemic problems maintain a theoretical superficiality, strongly conditioning the social development of countries. p. 34The organization of the knowledge into many disciplines has stimulated separate models, increasingly preventing the methodological and epistemological integration. University knowledge has been predominantly disciplinary 'whose autonomy imposed a process of relatively decontextualized production in relation to the daily needs of society ()' (Boaventura, 2010, p. 41) p. 35Alternatives to the Disciplinary Paradigm Ubiratan de Ambosio (Brazil) - transdisciplinary approach for a real change in the essence of the humanity p. 35the knowledge that the University generates must regenerate the knowledge that the University offers. A University that does not recognize the biodegradability of knowledge cannot affirm that it generates knowledge. p. 35Between a globalization that socially homogenizes and a fragmentation that mutilates education, an intermediate zone emerges, which is only possible to conceive from a complex and transdisciplinary perspective of constructing the University. p. 35

3- Transdisciplinary Vision of the University the function of the knowledge is key in terms of transformation and in terms of citizenship and social responsibility. The University () has an unquestionable social responsibility () [and] has an urgent task: determining the why, how and what to know. p. 35The hyper-specialization and compartmentalization of disciplines prevent access to broader and related knowledge. p. 35Isolated academic disciplines are less than adequate to deal with wider personal and social problems. p. 36How can science and scientific research, arts and its practices, technical and traditional knowledge () be available and beneficial for society? p. 36The University in the 21st century should prepare persons that can be placed between, across, and beyond their discipline, their culture, their nation, their politics, and their religion. p. 36

4- Complexity and Transdisciplinarity We take of the complex thought-the opposite of the simplified thought the multidimensional relationship between man, society, life, and the world. p. 36Transdisciplinarity, in turn, is an epistemological proposal according to the tenets of complexity that sees the advent of a human being capable of contending with all that is between, across, and beyond what has been considered Reality p. 36Transdisciplinarity does not comprehend the division between science and culture but is trans-cultural. This principle shows that human beings are identical from a spiritual point of view, beyond the vast difference between cultures. p. 37two great revolutions of the twentieth century: quantum physics and informatics. p. 37education, transdisciplinarity is called to play a central role () a new type of education should take into account all dimensions of human beings p. 37

5- Results and Perspectives Universities should encourage each student to develop a real and committed approach using multi-, inter-, and transdisciplinarity skills, enabling him or her to create in his/her professional life strategies to solve complex problems. p. 37A new transdisciplinarity culture requires a change of reference system, a prerequisite for a transformation of mentalities p. 37The University should be a space for discussion of the new university ethics. () How can the University surmount the two large living pressures today, the hyper-privatized by merchandising of knowledge and the hyper-public that demands a much larger public space? p. 38The University must re-introduce in all the domains of education dimensions of life and, as far as possible, of love. The University must meet the fundamental desires of the students: to enjoy physical and mental passion for research and pursue self-transformation. p. 38The University should stand for, not against, what society demands. p. 38We must aspire to a University where effectivity and affectivity walk together, enabling human beings to manifest themselves in all their magnificence. p. 38