Empiricism basing theories on testing and experience 3. Professionalisation granting academic degree 4. Legitimatisation granting academic degree 5. Departmentalisation forming specialised areas in the university The term "discipline" was introduced as "disciplina" by the Romans.
First Period: In Roman and medieval times, knowledge was limited and only some professions received attention. All students received same broad general education. Second Period: Between 16th and 18th century, there was an increased insistence on: - Testing - Observation - Scientific specialisation It became increasingly difficult to them to keep abreast of more than one field of inquiry. Science was a unified endeavour. Third Period: Between the late 18th century and the beginning of the 19th century, the disciplines consolidated their hold on the teaching and production of knowledge, by embracing 3 new revolutionary learning techniques: 1 Seminar 2 Laboratory 3 Classroom Then, the Doctorate was originated.
The university became an engine of knowledge production. The modern disciplinarity is the product of development that took place in the 19th and 20th century. Natural sciences was divided into: Physics, Chemistry, Math. Natural history has become biology. By the middle of the 19th century: the social sciences were fragmented into: A.
Economics 2. Political sciences C. Psychology D. Sociology E. History These disciplines: - Arose to address new social conditions - Applied a scientific and significantly empirical approach to studying the problems of a rapidly industrial and urban society.
Vico stated that the ascending of sciences had led to the neglect of broad education, in favour of specialisation. The traditional university disciplines served 2 vital functions: 1. They trained students for careers in government and industry 2. They gave these new professions legitimacy and status by providing them academic credentials The Rise of IDS Once the disciplines were established by the very beginning of the 20th century it was only logical that interest in IDS would began to develop.
Newell argues that IDS has been a response to: - Rationality - Reductionism There has been a quest for an integrated educational experience and new studies have emerged. Boyer states that it was necessary to reform education after WW1 in response to 2 problems: 1. The perceived lack of natural cultural unity; resulting from the massive influx of immigrants 2. Eroding cohesiveness of university education; produced by disciplinary specialisation So, there was a need to create an integrated educational experience to prepare students to modern life.
Plus, there were 2 differening conception of the kind of refom needed: 1. The first emphasised the importance of great books to pass classical Western ideals. The second emphasised on the historically situated problems, such as racism. John Dewey sought to balance the need to pass on the Western cultural heritage with the need to critique its failings. These conceptions held in common the notion that general education is the place where all the parts add up to the cohesive whole.
After WW2, Bender emphasises that there were calls for new general education, i. Nietzech influenced by Foucault argued that the disciplines are not just way to produce knowledge but a sophisticated mechanism for regulating human conduct and social relation. Becher used the anthophological metaphor of tribes to describe disciplines as having their own culture and language. This criticism argued that the disciplines had marginalised the notion of holistic thinking in favour of reductionist thinking.
So, there was a radical rejection of traditional education. The criticism was influenced by 3 major developments: i.
Civil tension over racism ii. Political tension over the Vietnamese War iii. IDS was needed to tackle complex problems; however, Newell mentions that there was a tension between: A 1 those who wanted to embrace the disciplines and transcend them 2 those who rejected the legitimacy of disciplines B 1 those who sought rigor in IDS 2 those who saw IDS as freedom C 1 those who strove for intentionality in integration 2 those who embraced serendipity In the late s, social struggles had subsided in the US and mundane academic routine had returned to the universities.
So, IDs began to acquire legitimacy. In the s, 2 developments affected IDS both positively and negatively 1. IDS was viewed by educators as part of the curricular and pedagogical innovations. IDS was beginning to be accepted by a wider range of discipline-based faculty. The prolific work of interdisciplinarians such as Szostak, Klein, Newell, etc. The Implications of IDS 1. It is also required to: 1 Integrate with technology 2 Borrow concepts and methods 3 Use contextual thinking and analysis 4 Work with groups who have mutual interests 5 Use practical problem solving techniques 2.
IDS deal with complex issues through integrating different disciplines. IDS synthesise data to solve problems such as: - Population change - Disparties The most 2 influential developments in the social sciences are: 1 Area Studies: it focuses on people and society in an attempt to be holistic 2 Quantitative Research: it's statistics and data in an attempt to find a casual relation They help us to form a comprehensive understanding of concrete patterns of social life.
Numerical information helps such studies. IDS is an important approach to: - learning - research Definitions There are several widely recognised definition but it doesn't mean that one is totally right. Each scholar: - View IDS differently - Define it in a certain context - Attribute conflicting values to the concept of IDS Each problem has a disciplinary so scholars draw on different disciplines relevant to the problem. Insights: They are scholarly contribution to clear understanding of the complex problem.
Those insight could be: - books - articles - papers It's necessary to draw on insights from multiple disciplines to produce a more comprehensive understanding of a certain problem. Integration of insights: It refers to blending or synthesising knowledge from different sciences.
There are widely recognised definitions that have gained acceptance, which represent some degree of consensus among scholars. These definitions focus on IDS': 1 purpose 2 process 3 outcome 1.
Another definition emphasises that IDS is the capacity to integrate knowledge and modes of thinking drawn from two or more disciplines. IDS is the place where we begin but where we end. The fable shows the effects of improper planning.
There's no harmony. Disciplinarity A discipline is: - A branch of learning or a body of knowledge - A system of knowledge The disciplinary approach to addressing a complex problem is to focus on the part that the discipline is intreated in. Disciplinary Reductionism: The committee of disciplinary experts should have broken the problem into various parts and not to focus on the part or on a particular area of expertise.
Reductionism is any of several related philosophical ideas regarding the associations between phenomena which can be described in terms of other simpler or more fundamental phenomena. This Disciplinary Reductionism, or "divide and conquer" strategy: 1 reduces the complexity of the problem 2 assumes dividing the problem into its consistents 3 assumes studying it from many perspectives 4 the narrow specialities combine together into understanding a problem as a whole. It shows that reductionism doesn't always has positive results.
Multidisciplinarity - It's placing side by side insights from two or more than one discipline; without attempting to integrating them. Interdisciplinarity Interdisciplinarians draw on a cognitive process and integrate insights and modes of thinking to advance their understanding of complex problems. IDS is an oberarching process that doesn't privilege a particular discipline to understand a problem. Both Multidisciplinarity and Interdisciplinarity study complex questions from different perspectives by drawing on their insights.
No one is inferior to the other and one would be adequate depending on the purpose. Transdisciplinarity Transdisciplinarity means involving academic researchers from different unrelated disciplines as well as nonacademic participants to create a new knowledge and delve into common questions. It involves non-academic sources and insights from outside: 1 Shareholders Local businesses, governmental agencies, non-profit organisations, etc.
Critical IDS - It questions disciplinary's assumption and ideological underpinnings. Examples of fields that have strong critical imperatives: 1.
Women studies 2. Environmental studies 3. Post-colonial studies 4. Cultural studies Mollinga maintains that these fields: - have grew on waves of public concerns for special societal problems - have been sometimes the academic arm of social and rights movements Each part of the research process comes under critical scrutiny; exposing its taken-for-granred assumptions that may serve elite interests or that may produce findings that reinforce the status quo. Critical IDS reject the belief that research can be: - apolitical - objective - value-neutral Critical interdisciplinarians are also suspicious of holism and integration.
They fault instrumentalists for merely integrating disciplinary insights without advocating the transformation of the disciplines themselves.
Rather than building bridges between disciplines for practical problem-solving purposes, as instrumentalists do, critical interdisciplinarians seek to dismantle boundaries of all kinds and challenge existing power structure. They demand that IDS respond to the needs and problems of oppressed and marginalised groups.
However, the distinction is not unbridgeable. Interdisciplinary problems require critical assessment of the disciplines' insights and the assumptions underlying them. The disciplines are static rather than dynamic II. The language poses an insurmountalble barrier to accessing expertise in unfamiliar discipline III.
Devolping proficiency in new discipline needs time. Interdisciplinarity promotes certain competencies or cognitive toolkit by: 1 Creating intellectual autobiographies 2 Developing portfolios or blogs 3 Participating in service learning projects This cognitive toolkit is useful because it: 1 empowers us to deal with complex problems 2 approach our education with greater self-awareness of: A.
What we're learning B. The Vietnam Veterans Memorial is a national memorial that honours service members of the U. Lin's work is connected to the intellectual C. According to research at Ohio State University: Reading fiction is a form of perspective-taking because it allows us to merge our own lives with those of the characters we read about. The painting of: "The Men and a Donkey suggests the need of the 2 men to understand each other's perspective of the problem of moving the donkey.
Without such perspective-taking, one or both men could be endangered- or at the least, moving the donkey could be a failed effort. Other research suggests that perspective-taking: 1 reduces stereotyping of those who are different from us 2 improves decision quality by enabling us to deal with multiple inputs 3 increases creativity 4 aids in recalling information by linking it to a specific perspective 5 facilities the simultaneous processing of information from different perspectives when required to do so 6 enables us to adopt a broader perspective 7 improves efficiency when integrating information 8 facilities assembling net sets of potential solutions to a complex problem This research explains the importance that Lin attached to perspective-taking, at every stage of the design process.
At no time did she allow any single perspective or ideological narrative to dominate her thinking. IDS contributes to the development of critical thinking in 3 ways: First way Merritt stresses that critical thinking occurs significantly in a disciplinary context, where students evaluate and integrate the conflicting assumptions and insights of disciplines, concerning some environmental complex issues that spans: - the natural sciences - the social sciences - the humanities Second way - Critical thinking is fostered by Intellectual dexterity, which is the ability to speak to a broad spectrum of knowledge and experience.
Third way - IDS shifts one's focus from a narrow disciplinary to a broader interdisciplinary context. While constructing The Vietnam Veteran Memorial, Lin had to think critically and to carefully consider the contribution each discipline and skateholder would make, from a detached and comparative viewpoint. Integration It's the heart of IDS and involves: 1 evaluating disciplinary insights critically 2 locating their sources of conflict 3 creating common ground among them 4 constructing a more comprehensive understanding of a problem, which us the payoff of integration The payoff of Lin's integrative work was The Vietnam Veteran Memorial.
VALUES 1 empathy 2 ethical consciousness 3 humility 4 appreciation of diversity 5 tolerance of ambiguity 6 civic engagement Lin's approach to her work approximately manifests all of these values.
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