The themed issue, ‘the concept of biomimetics: teaching and practice for effective knowledge transfer’, provides an overview of biomimetic practice. As ‘practice’, we address the implementation of the concept in different contexts (i.e. the academic, research and industrial sectors with implementation in product development or innovation processes). While developing this themed issue, we aimed to capture the wide scope of biomimetics in the context of knowledge transfer in order to broaden our perspective by addressing the way in which biomimetics is taught and practiced across disciplines.
Since the practitioners of biologically inspired design draw from a diversity of disciplines, we must provide a meaningful and curated opportunity to learn from each. This will foster communication and a better understanding of approaches so that we can make use of these synergies. By challenging practitioners to consider that their communication must reach members of a broader community, we aim to provide a mechanism of knowledge translation and transfer that will further disruptive innovation and sustainable solutions.
The issue starts with an overview of ‘Biomimetics and its tools’ by Wanieck et al. 1 The paper presents a perspective on biomimetics as a methodological process and to refer to its use in practice. This paper is followed by three research papers that focus on deeper aspects of the process. Julian Vincent2 introduces ‘The trade-off: a central concept for biomimetics’ as an important aspect for the problem-solving process in engineering. The paper by Jaqueline Nagel et al. 3 then describes how teaching bioinspired design using C–K theory can help undergraduate students become the engineers of 2020. Bianciardi et al. 4 describe how ‘Biomimicry thinking: methodological improvements and practical implementation’ enabled them to develop an innovative and sustainable oil–water separation device.
With the perspective of Regina Rowland on ‘Biomimicry step by step’5 another approach in the broad context of biologically inspired design is presented in detail; furthermore, the paper paths the way for in depth discussions on how learning from nature is linked to the topic of sustainability. The issue ends with a paper on ‘The elephant in the room: biomimetics and sustainability?’ by Mead and Jeanrenaud6.
A complementary piece that describes the present state of the drive for developing international standards as it relates to biomimetics can be found in the opinion paper of Norbert Hoeller and Filippo Salustri7, which was published in a previous issue of BBN. They give an overview of the International Organization for Standardisation/Technical Committee 266, ‘Biomimetics’8, which offers a framework for future developments.
Through this special issue, we hope for the reader to gain deeper insight into teaching and practice of biomimetics and to open the discussion about connecting different methodological and disciplinary approaches. The manuscripts present in this issue are a first step towards a stronger cooperation to unlock the potential of transdisciplinary biomimetics.
