Transdisciplinary projects contribute to finding answers to complex social and ecological crises. They therefore use multiperspectivity as an elementary principle of knowledge production: Actors from heterogeneous epistemic cultures (Knorr-Cetina 2002) within academia and practice reconstruct problems and imaginations of the future differently. When these groups of actors relate to each other, they jointly construct meaning and create new (scientific) knowledge that is realized and materialized in holistic designs and hold potential for high-impact solutions. However, dealing with multi-perspectivity in these projects can itself be crisis-ridden and thus become the occasion for individual and collective transformational educational processes (Koller 2018). Successfully dealing with multiperspectivity requires, among other things, the ability to listen deeply and to deal with different rationalities, conflicts of values and interests as well as strangeness and not-knowing. Such educational effects and processes can arise spontaneously and of their own accord; however, according to Girmes, an educational scientist who thinks in terms of design theory, it is not worth waiting for “something right to happen by itself” (Girmes, 2012, p. 172). Drawing on laboratory constructivist (Latour 1987) and phenomenological (Merleau-Ponty 1966) perspectives, among others, she therefore proposes educational articulation research, with which the enabling conditions (in her words: “articulation conditions”) for educational processes are researched and shaped. However, this raises the question of what it means to take design seriously as a mode of scientific knowledge production - especially for the facilitation of educational processes. In my contribution, I provide insights into a transdisciplinary project on the sociodigital transformation of industrial companies. This project was conceived entirely with the Transepistemic Design (-Research) Approach (Weber 2014 a b, Keller & Weber 2020), which is based on a poststructuralist organizational education perspective. In this approach, educational processes are explored and shaped within transdisciplinary design and research itself. Thus, I designed articulation conditions for a productive handling of multiperspectivity, e.g. workshop concepts around visualizations as boundary objects (Star 2010), combined with educational process consulting. In parallel, my own theory-inspired practices for shaping these settings and, in addition, their impact on educational practices in the project where examined autoethnographically and with abductive reasoning. For this, I assembled different bodies of knowledge like ‘felt experience’, ‘theoretical considerations’ or ‘inner images’ in a collage. Here, too, multiperspectivity became a principle of knowledge production. I will reflect on these methodological decisions and discuss their implications for educational articulation research, especially for individual and collective transformational educational processes.

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