Forestry, as a profession, tends towards requiring an understanding of multiple traditional academic and non-academic disciplines. Given the importance of integrating social and environmental concerns, it could even be said to tend towards needing transdisciplinary approaches. Accordingly, it would be of some value to examine what this means and the core skills necessary to train the next generation of foresters. Transdisciplinary thinking is not a term easily defined, for it refers to knowledge created outside of and beyond the conventional frame of academic disciplines. From a theoretical perspective, transdisciplinary thinking can be broken down into three ‘pillars’ or key high-level ideas (Nicolescu 1996; Klein 2004; Max-Neef 2005). The first of these pillars is the notion that there exist complex relationships between all things, beyond simple cause and effect (Nicolescu 1996). The second states that there are multiple levels of reality, defined by a change in fundamental rules between each (Nicolescu 1996). In simpler terms, some ‘universal’ rules may not hold in all circumstances, such as between the macro and quantum realms (Max-Neef 2005). Some transdisciplinary theorists go further and suggest that disciplines which gather raw scientific data such as physics, biology or chemistry differ sufficiently from professional, normative or philosophical disciplines to be considered different academic realities (Max-Neef 2005). The third pillar provides a system of logic to help navigate these multiple realities. This is referred to as the ‘logic of the included middle’ and allows contradictory information to exist in a middle state of consensus (Nicolescu 1996). Much as a photon can be either a wave or a particle depending on the reality from which it is reserved, there is a third state, a quanton, which accepts that both are true (Max-Neef 2005). If you can manage to consider all these ideas at once while conducting work or research, congratulations, you are a transdisciplinary thinker. For the rest of us, this is more of an ideal to work towards that requires more training and new skills to be able to practice. What follows is the need to translate these highly abstract concepts, which have already been greatly distilled, into a more applicable framework for teaching. This was one of the key aims of my research. What emerged was a testable framework of six skills and understandings. Following a process of refinement based on thematic analysis of a qualitative dataset of interviews, three learning outcomes emerged. Transdisciplinary thinking can be said to require the following:

中文翻译：

---

一套跨学科思考的学习成果**

林业作为一种职业，往往需要了解多种传统的学术和非学术学科。鉴于整合社会和环境问题的重要性，甚至可以说倾向于需要跨学科的方法。因此，研究这意味着什么以及培训下一代林务员所需的核心技能将具有一定的价值。跨学科思维不是一个容易定义的术语，因为它指的是在传统学科框架之外和之外创造的知识。从理论的角度来看，跨学科思维可以分解为三个“支柱”或关键的高级思想（Nicolescu 1996；Klein 2004；Max-Neef 2005）。这些支柱中的第一个是所有事物之间存在复杂关系的概念，超越简单的因果关系（Nicolescu 1996）。第二个指出现实有多个层次，由每个层次之间基本规则的变化来定义（Nicolescu 1996）。简单来说，某些“通用”规则可能并非在所有情况下都适用，例如在宏观和量子领域之间（Max-Neef 2005）。一些跨学科理论家走得更远，认为收集原始科学数据的学科，如物理、生物学或化学，与专业、规范或哲学学科有很大不同，可以被视为不同的学术现实（Max-Neef 2005）。第三个支柱提供了一个逻辑系统来帮助驾驭这些多重现实。这被称为“包含中间的逻辑”，并允许矛盾的信息存在于共识的中间状态（Nicolescu 1996）。就像光子可以是波或粒子一样，取决于它所保留的现实，还有第三种状态，即量子，它接受两者都是真实的（Max-Neef 2005）。如果您在进行工作或研究时能够设法同时考虑所有这些想法，恭喜您，您是一名跨学科思想家。对于我们其他人来说，这更像是一个理想的工作，需要更多的培训和新技能才能实践。接下来是需要将这些高度抽象的概念转化为更适用的教学框架。这是我研究的主要目标之一。出现的是一个包含六项技能和理解的可测试框架。在对访谈定性数据集进行专题分析的基础上进行改进，出现了三种学习成果。跨学科思维可以说需要以下几点：