In this episode of Epistemic Alchemy, Dr. Mohammed Raei speaks with Cynthia Kurtz, an independent consultant, researcher, author, coach, and software developer who has worked on more than 150 participatory narrative projects across government, corporate, and nonprofit settings.

Cynthia introduces Participatory Narrative Inquiry (PNI): an approach that gathers people’s stories, helps communities make sense of them together, and returns what is learned to those who shared their experiences. She explains its three essential phases: collection, sense-making, and return, alongside the optional phases of planning, catalysis, and intervention.

The conversation explores why PNI does not seek to impose a single authoritative interpretation on people’s experiences. Instead, it uses patterns in qualitative and quantitative material to generate productive questions, competing interpretations, and deeper collective inquiry.

We also discuss PNI’s epistemological foundations, power-sharing in organizations, the tensions between action research and academic gatekeeping, online versus in-person facilitation, uncertainty, risk, and the enduring difficulty of understanding other people’s worlds.

This episode will be especially relevant to researchers, facilitators, organizational-development practitioners, community leaders, and anyone interested in participatory methods, complexity, narrative, and social change.

Resources

• Cynthia's website: https://www.cfkurtz.com/
• Working with Stories in Your Community or Organization: Participatory Narrative Inquiry
• Working with Stories Simplified: A Brief Introduction to Participatory Narrative Inquiry
• The Working with Stories Sourcebook: Questions and Cases for Participatory Narrative Inquiry
• The Working with Stories Miscellany: Essays and Other Writings on Participatory Narrative Inquiry

How do we move from vast, fragmented bodies of information to wiser collective action? In this episode, geoscientist and author Brian Gregory introduces information ecology: a way of understanding information not simply as data or a technical resource, but as a living process shaped by perception, interpretation, values, and context.

We discuss entropy and coherence in public knowledge, his AMIE framework for adaptive environmental management, and why an intermediate integrative layer is essential between specialist research and real-world decisions. Brian also reflects on holons, transdisciplinarity, AI’s emerging role in synthesis, and the ethical importance of making assumptions and information pathways explicit.

The conversation then turns to his book, Down to Earth: A Way of Being, written in the wake of a lung transplant and triple-bypass surgery. Drawing on Earth history, evolution, and philosophy, Brian offers an accessible account of how uncertainty, interconnection, and our own life narratives can become sources of meaning.

Resources:

• Nardi, B. A., & O'Day, V. (2000). Information ecologies: Using technology with heart. Mit Press.
• Eddy, B. G., Hearn, B., Luther, J. E., van Zyll de Jong, M., Bowers, W., Parsons, R., ... & Wheeler, B. (2014). An information ecology approach to science–policy integration in adaptive management of social-ecological systems. Ecology and society, 19(3).

• Gregory, B. (2025). Down to Earth: A way of being.

• Koestler, A. (1968). The ghost in the machine.
• Raei, M. (2026). The Five Dimensions (5D) Metatheory: An Uncommitted Analytical Framework Introduction. Zenodo. https://doi.org/10.5281/zenodo.22934728

What would it take for educational research to serve both truth and welfare? In this episode, Jean-Luc Patry (professor emeritus of educational research, University of Salzburg) traces a lifelong project organized around a single hierarchy: good theories require good metatheories, theories must be studied with adequate methods, and no amount of statistical sophistication can rescue a weak theory or a poor assessment. He introduces VaKE (Values and Knowledge Education), a constructivist, collaborative method that pairs inquiry-based knowledge acquisition with dilemma-driven moral argumentation — targeting not which values learners hold but how they justify preferring one over another. Patry describes VaKE's implementation across more than a dozen countries, its viability from roughly age ten upward, and its extension into business education, where students are often surprised that values bear on business at all. The conversation then turns to situation specificity and its consequences for replication, to critical multiplism as a response to the deficits of any single method, and to the frequently collapsed distinction between superordinate object theories and genuine metatheories. Patry closes with MaaKE (Moral Action and Knowledge Education), the group's move from moral cognition toward moral behavior.

Resources

• Patry, J. L. (2025). Walking the Talk: Is-Ought as Transdisciplinarity and as a Trans-Domain Approach for Researchers, Teachers, and Students. Journal for the Philosophical Study of Education, 5, 59-83.
• Patry, J. L., Weyringer, S., & Weinberger, A. (2007). Combining values and knowledge education. In Values education and lifelong learning: Principles, policies, programmes (pp. 160-179). Dordrecht: Springer Netherlands.
• Patry, J. L. (2011). Methodological consequences of situation specificity: Biases in assessments. Frontiers in Psychology, 2, 18.
• Patry, J. L. (2013). Beyond multiple methods: Critical multiplism on all levels. International Journal of Multiple Research Approaches, 7(1), 50-65.

In this episode of Epistemic Alchemy, Mohammed Raei speaks with neuroscientist Dr. Björn Brembs about the limits of journal prestige, impact factors, and conventional peer review. Brembs explains why high-status publication venues may not reliably signal higher-quality research, how editorial selection can privilege novelty and perceived interest over methodological rigor, and why the growing demand for peer review has created an unsustainable burden across science.

The conversation then turns toward alternatives: selective and post-publication review, transparent version histories, replication as an ongoing trust marker, and open, decentralized infrastructure that captures data, code, methods, and research outputs by default. They also explore how AI could help researchers navigate complexity, detect patterns across distributed knowledge, and create more accessible forms of scholarly communication. At stake is not merely a better publishing system, but a more communal, resilient, and knowledge-generating model of scholarship.

Resources:

• Dr. Brems Blog: https://bjoern.brembs.net/
• Brembs B, Button K, Munafò M. Deep impact: unintended consequences of journal rank. Front Hum Neurosci. 2013 Jun 24;7:291. doi: 10.3389/fnhum.2013.00291. PMID: 23805088; PMCID: PMC3690355.
• Raei, M. (2026). Reviewer-Induced Drift and the Architectural Role of Editors in Peer Review. Zenodo. https://doi.org/10.5281/zenodo.21790687

Episode description In this episode of the Epistemic Alchemy Podcast, Dr. Mohammed Raei speaks with Professor Gabriel Bammer, a leading figure in transdisciplinary research and the founder of Integration and Implementation Sciences, or i2S. Bammer reflects on her early intellectual journey, the real-world policy challenges that shaped her work, and why fragmentation remains one of the greatest barriers to addressing complex societal and environmental problems. Together, they explore the evolution of i2S, the importance of integrating disciplinary and stakeholder knowledge, the role of unknowns and imperfection in research, and the political realities of power, implementation, and institutional change. The conversation also turns to higher education reform, AI’s emerging role in transdisciplinary work, and what it would take to build more effective approaches to complexity in universities and beyond.

Resources:

* Integration and implementation insights

https://i2insights.org/

* Substack post on redesigning higher education

https://substack.com/@mohammedraei/p-189037847

What is meta — and why might it matter more than ever?

In this wide-ranging conversation, I speak with Dr. Mark Edwards, meta-theorist and former Associate Professor at Jönköping International Business School, about the science of meta studies, the misunderstandings surrounding metatheory, and the role of big-picture thinking in a world facing systemic crisis.

We explore:

• What meta studies actually are — beyond the buzzword

• The difference between metatheory, meta-methodology, metadata, and meta-meaning

• Why large-scale ideas are performative — and how they shape the world we inhabit

• The historical roots of meta thinking, from the Abbasid translation movement to modern systems science

• Whether we need more metatheories — or better use of the ones we already have

• The concept of the “meta crisis” and why fragmented thinking cannot solve interconnected global problems

Mark argues that science becomes more important — not less — in an age where it is difficult to know what to believe. We discuss planetary boundaries, economic metatheories of growth, trauma and consumption in the 20th century, and why linking social, economic, environmental, and governance systems is no longer optional.

This episode is for listeners interested in metatheory, systems thinking, integral and critical realism debates, and the future of scholarly inquiry in a destabilizing world.

This episode of Epistemic Alchemy features Dr. Celeste Snowber—dancer, poet, scholar, and pioneer in embodied and arts-based inquiry. In conversation with host Dr. Mohammed Raei, Celeste traces the origins of her work to an early, visceral realization that we are bodies, not merely thinkers who happen to have bodies. She reflects on how pregnancy, silence, and enforced stillness led her to write the way she dances—through sensation, intuition, and movement. Together, they explore how embodied inquiry challenges disembodied academic norms by foregrounding somatic wisdom, creativity, and presence. Celeste discusses how dance reveals forms of knowing inaccessible to language alone, including intergenerational memory, trauma, and hidden insight. She emphasizes the power of listening with the whole body, the role of improvisation in cultivating risk, play, and originality, and the necessity of integrating spirit, intuition, and vulnerability into scholarship. The episode addresses methodological rigor, the resistance and expansion of arts-based research within neoliberal universities, and the subversive courage required to sustain such work. Celeste offers guidance to the next generation: pursue your deepest gladness relentlessly, honor your embodied calling, and trust that creative, somatic scholarship ripples far beyond the academy.

Dr. Snowbar's Website:

https://www.celestesnowber.com/

In this episode, Dr. Mohammed Raei welcomes Dr. Dani Chesson, organizational and behavioral scientist, adjunct professor at the University of Denver, and founder of the Design Thinker Institute. Together, they explore how design thinking—a human-centered, experimental approach to problem-solving—extends far beyond process to become a capability and even a way of being. Drawing from her doctoral research, Dani discusses the development and validation of the Design Thinker Profile, a framework identifying six key capabilities that enable effective design thinking: solution optimism, visual expression, ideation, collaboration, experimentation, and empathy.

The conversation moves fluidly between scholarship and practice: from the mixed-methods rigor behind the profile’s creation to Dani’s experience leading large-scale organizational transformations across global enterprises. She shares insights from her research in New Zealand’s public-health sector, where indigenous and decolonizing research approaches reshaped how empathy, co-design, and storytelling can democratize knowledge production.

Dr. Raei and Dr. Chesson also discuss the founding of the Design Thinker Institute, her upcoming book (on why organizations get stuck and how to move forward), and practical advice for anyone applying design thinking to research, leadership, or everyday life. The episode closes with a reminder that design thinking is not just about thinking—it’s about doing: experimenting boldly, learning continuously, and acting with empathy in the face of complexity.

Resources:

Dr. Chesson's Dissertation

https://aura.antioch.edu/stuworks/31/

Design Thinker Institute

https://www.designthinkerinstitute.com/

Design Thinker Podcast

https://www.designthinkerpodcast.com/