Reflecting in action results in widening the disciplinary boundaries. The summer school situation neither only consists in a theory nor does it end with a final design as closed form. Instead, it is a field of experience that enables “the parties to rethink and evaluate their own assumptions and practices” (Tuana 2013). Being confronted with real tasks—such as assembling for a mini golf lane, for displaying an exhibition, for a community party—the actors engage in a process that only in facing reality’s contingency clarifies one’s “own epistemic stances to the members of their and other epistemic communities” (Madanipour 2013). These epistemic stances can then become “potential connectors for successful (interdisciplinary) collaboration” (Madanipour 2013). The scientific community’s request to give interdisciplinarity “substantially more space to practice communities” (Moulaert and Cassinari 2014) is put on a stage of transdisciplinary collaboration that enables the participating parties to coherently reconfigure the given situation. What takes place on this stage, however, is not the performance of a scripted, preconceived play. The curricular set of an improvisation structure is the condition to open up disciplinary knowledge, so that it becomes possible to work constructively with the contingency at play.