The term transdisciplinary – or thematic curriculum – changes the teaching paradigm, where the related knowledge is thought out around a theme and not through disciplines (Piaget, 1973). This chain of the process was thought to help students (both younger and older) learn more organically, responding to the different levels of detail.
Transdisciplinarity is thought to exist since 1930 when Dewey (1933) associated the notion of learning through themes with a more meaningful learning process, where the integration of nature into learning techniques would encourage students to construct meaning, gain insight and use new knowledge as a transference of concepts across disciplines.
According to John (2015), a theme-based education allows the students to learn cognitive skills in the context of a real-world subject that is specific enough to be practical and broad enough to allow a creative exploration. This way, when a student faces a problem, it will have a different thinking process, as it has other knowledge and problem-solving skills related to the theme throughout its whole, and not just in a disciplinary context.