Multidisciplinary unity’ of knowledge in large model formalism of pandemic-like consequences

Figure 4.2 exemplifies the previously mentioned model features in reference to the simplified three systems, Sb S2, S3, with strongly inclusive multidisciplinary (Nicolau, 1995) and multidimensional features. These features are explained by the properties of interaction, integration, and evolutionary learning (IIE). They exist as internally consistent with ontological, epistemological, phenomenological, and sustainable properties of regenerating pervasive and continuous intra- and inter-systemic organic interdependency. The generalized model of multidisciplinary unity of knowledge with such complementarities is the essential nature of science, society, and economic moral inclusiveness. The resulting large-scale model of unity of knowledge referred to here as the Wellbeing Function (criterion) is the universal and unique objective goal of pandemic treatment. It is based on the sustainability property across the continuum of the imminent learning model intra- and inter-systems. This idea of analytical continuum premised on the methodology of unity of knowledge conveys the meaning of organic complementarities between endogenous variables in all systems. A further important feature of the multidisciplinary intra- and inter-systemic model in Figure 4.2 is that both the integrated core (mathematical intersection of indefinitely many S’s) and the periphery of the S’s expand simultaneously, as indicated by the outward arrows. The impact of knowledge in such an evolutionary learning dynamic results in the density of the sets to yield the probability limiting points (plim,q}) of the integrated core.

Concept of multidisciplinarity explained by the inter-systemic endogenously related vector of variables in the wellbeing function, W{X({6(s)})}

Figure 4.2 Concept of multidisciplinarity explained by the inter-systemic endogenously related vector of variables in the wellbeing function, W{X({6(s)})}


The wellbeing function is evaluated in respect of the inter-variable endogenously circular causation relations. Some of the multivariate cases of pandemic and unified multidisciplinary learning are mentioned next.

COVID-19 has been followed by rethinking on the scope of multidisciplinary ensemble; in the widening of social understanding beyond the sheer classical limitations (Lan, 2020)2 in the fields of security of health, protection of the environment of all animate and inanimate entities, economy, and moral and social inclusiveness by great changes in psychological, behavioural, institutional, and socio-scientific conducts. Within this spanning gamut of new outlook in the global policy-theoretic considerations the nature of economic, social/ethical, and institutional perspectives of future organization of a holistic multidisciplinary ensemble emerges. The traditional nature of policies and institutional mind are changing (Bergoc & Andolsek, 2019).3 The multivariate vector and consequential objective and its formalism are changing based on an altered methodological worldview of the underlying episteme. The meaning of episteme is conveyed by the multidisciplinary and holistic conception of experience that embraces the widening field of variables, choices, the objective goal, and abstraction along with empirical application.

On this methodological viewpoint of episteme Foucault wrote (quoted in Dreyfus & Rabinow, 1983, p. 18):4

By episteme, we mean ... the total set of relations that unite, at a given period, the discursive practices that give rise to epistemological figures, science, and possibly formalized systems. . . . The episteme is not a form of knowledge (connaissance) or type of rationality which, crossing the boundaries of the most varied sciences, manifests the sovereign unity of a subject, a spirit, or a period: it is the totality of relations that can be discovered, for a given period, between the sciences when one analyses them at the level of discursive regularities.

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