For years now, academics worldwide have been pushing for more interdisciplinarity and transdisciplinarity. Yet for all that, the very concept of transdisciplinarity has proved remarkably tough to define, let alone to enact. This book brings together prominent voices from the debate on transdisciplinarity in a manner that is itself transdisciplinary: scholars present papers from their own discipline, and those are followed by critical replies from different disciplines. The result is a vivid debate, new insights, and a growing confidence that there is something to be gained by approaching a topic from the outside and bringing new approaches to bear. 
 

The Neuroscientific Turn brings together 19 scholars from a variety of fields to reflect on the promises of and challenges facing emergent "neurodisciplines" such as neuroethics, neuroeconomics, and neurohistory. In the aftermath of the Decade of the Brain, neuroscience has become one of the hottest topics of study---not only for scientists but also, increasingly, for scholars from the humanities and social sciences. While the popular press has simultaneously lauded and loathed the coming "neurorevolution," the academy has yet to voice any collective speculations about whether there is any coherence to this neuroscientific turn; what this turn will and should produce; and what implications it has for inter- or transdisciplinary inquiry.

Melissa M. Littlefield and Jenell M. Johnson provide an initial framework for this most recent of "turns" by bringing together 14 original essays by scholars from the humanities, social sciences, and neurosciences. The resulting collection will appeal to neuroscientists curious about their colleagues' interest in their work; scholars and students both in established neurodisciplines and in disciplines such as sociology or English wondering about how to apply neuroscience findings to their home disciplines; and to science, technology, and society scholars and students interested in the roles of interdisciplinarity and transdisciplinarity in the construction of knowledge.