This article considers the conception of transdisciplinarity as a knowledge distinct from disciplinary knowledge modes and especially drawing a distinction with interdisciplinarity. Such critical analysis assists in the recognition of the importance and value of transdisciplinarity within the ecology of knowledge in the complex systems of university education. Using emergence as a framework, the paper explores how emergent properties are generated and assist in problem solving, creating an ethos for the university and how a transdisciplinary currere can be settled in such a space.