Towards Interdisciplinarity (original) (raw)
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Role of Interdisciplinary Studies in Higher Education in India
In India, the scenario of higher education is continuously evolving with time. As a result, Indian higher education is facing the challenge of interdisciplinary educational approach. This article is an effort to make understand the role of interdisciplinary studies in higher education in India. This new approach of study has become an important and challenging technique in the modern educational system. As the disciplinary specialization restricts faculties from broadening their intellectual horizons, the new interdisciplinary nature of study in higher education has enabled the growth, expansion and stature as a discipline and field of academic inquiry in its own right. Moreover, this approach helps students to broaden their disciplinary perspective as well which, in future will enhance their compatibility for job opportunities. However, implementing the interdisciplinary studies in an institute is quite problematic, such as both lack of interest and expertise of faculties and researchers to do interdisciplinary studies, departmental infrastructure, problem of using technical language etc. create obstacle in the path of implementing interdisciplinary studies in higher education. Now-a-days, the government is taking initiation to promote interdisciplinary studies in higher educational system.
Pedagogical Explorations: Understanding the Nature of Interdisciplinary Teaching and Learning
Education India Journal: A Quarterly Refereed Journal of Dialogues on Education, ISSN 2278- 2435, Vol. 8, Issue-1, February-2019. Page 82, 2019
An emerging viewpoint in Indian Education System emphasizes that the Indian graduates and post graduates need to develop certain specific skills to tackle the myriad issues they face in their professional life and ventures. It is agreed by many that a thorough understanding of today’s real-life problems requires interdisciplinary reflection. This is the reason which necessitates interdisciplinary approach to teaching and collaboration in higher education, so very popular in USA and several European countries. In India too, it is being seen as the ‘mantra’ to raise the quality of Indian Universities and higher education and to make it competitive at global level. So what do we mean by the term, ‘interdisciplinary’? Through a review of ground breaking literature in the field of interdisciplinarity, the present study explores the meaning and nature of the interdisciplinary approach and interdisciplinary studies to teaching & learning.
University and Interdisciplinarity
Knowing Humanity in the Social World: The Path of Steve Fuller's Social Epistemology, 2018
Steve Fuller proposes a new form of interdisiplinarity for the university that is not mere cooperation among existing disciplines. Disciplines are just institutional holding patterns. Examples other than Fuller's are given showing the forms of and issues of interdisciplinary research. Fullers view of interdisciplinarity with unlimited knowledge is contrasted with Frodeman's transdisciplinarity to deal with limited knowledge.
Interdisciplinary Science Reviews, 1994
The history of the National Institute of Science Technology and Development Studies, which traces its lineage from the bodies set up by Nehru, and its current research programme are reviewed. Activity centres on the history and philosophy of science and technology, the effects of scientific progress on society and attempts to model these changes, and the diffusion of technology through society. More recent programmes include studies of the management of resources and of research and development.
Interdisciplinary Higher Education, International Perspectives on Higher Education Research
In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience 'different ways of knowing' from students' core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term 'academic discipline', as well as other terms, including 'multidisciplinary', 'cross-disciplinary', 'pluridisciplinarity', 'transdisciplinarity' and 'interdisciplinary' are examined. A new nomenclature is introduced to assist in clarifying the subtle distinctions between the various positions. The chapter also outlines some of the pedagogical and epistemological considerations which are involved in any move from a conventional form of educational delivery to an interdisciplinary higher education, and recommends caution in any implementation of an interdisciplinary curriculum.
Interdisciplinary higher education
2010
Abstract: In higher education, interdisciplinarity involves the design of subjects that offer the opportunity to experience 'different ways of knowing'from students' core or preferred disciplines. Such an education is increasingly important in a global knowledge economy. Many universities have begun to introduce interdisciplinary studies or subjects to meet this perceived need. This chapter explores some of the issues inherent in moves towards interdisciplinary higher education. Definitional issues associated with the term 'academic ...
"Edited by Davies, M., Devlin, M., and Tight, M., (Eds) (2010). This book is about interdisciplinary higher education. The book comes at a time when interdisciplinary higher education is enjoying a resurgence of interest globally. As one of the contributors to this book puts it, ‘Talk of interdisciplinarity it seems, is everywhere in higher education – no matter what the discipline, profession or field of inquiry’ (Peseta et al.). Arguments for the necessity of interdisciplinarity in university teaching and learning and more broadly are made throughout the chapters included in this volume. These arguments include the need for interdisciplinary approaches to global issues that are too complex to be managed within one disciplinary domain and the need for knowledge economy graduates who can work within and across multi-disciplinary and multi-professional teams. The book is the first attempt, to our knowledge, to document interdisciplinarity in higher education with an emphasis—though not exclusively—on the Australasian and South-East Asian region. The book includes dual foci – on ‘perspectives’, that is, chapters focused on definitional and theoretical aspects of interdisciplinary higher education, and ‘practicalities’, that is, chapters presented as vignettes of current interdisciplinary practice across a range of contexts. This range ensures that there is something for a wide range of readers – from those experienced in the notion of interdisciplinary higher education to those who are earlier in their journey of becoming familiar with interdisciplinarity. The books objectives are to provide critical discussion of interdisciplinarity from a range of perspectives and to outline and provide responses to some of the practical challenges inherent in interdisciplinary endeavours. The points of difference for this book are the focus on the Oceania region and the dual foci on conceptions and pragmatic concerns. Some of the prominent themes in interdisciplinary higher education include: the necessity to have good reason to introduce and pursue interdisciplinarity in higher education; the benefits and challenges of collaboration in interdisciplinary approaches to teaching and learning; the importance of institutional and other systems to support interdisciplinary endeavours; the centrality of disciplines per se and in various aspects of interdisciplinarity; the balance of disciplinarity and interdisciplinarity; and the place of interdisciplinarity in graduate outcomes and attributes. Together, the chapters in this book address all of these critical themes. For more details and reviews, see: http://martindavies.com.au/publications/"
Science and Interdisciplinarity: A Treatise on the Philosophy of Interdisciplinary Research
Volume 6, Issue 1, May, 2022
There is an increasing drive towards interdisciplinarity in all fields of knowledge. The general schema is a necessary and ultimately useful one in generating new ideas and "big picture" conceptualizations of knowledge, yet an impediment to its large-scale adaptation by universities and the Academy is sometimes found within interdisciplinarians themselves. In this manuscript I outline several problems at the core of the "discipline of interdisciplinarity," many of the questionable arguments used by some proponents of the field to justify their identification and determination of what is interdisciplinary, outline numerous examples of historical interdisciplinarity, and finally propose a New Argument that seeks to encompass all fields of researchdisciplinary or otherwisein a generalized fashion. The New Argument summarized is that if human endeavours are analysable into disciplines, then so too are disciplines into their fundamental components. Observing the parallels between disciplines, they are: 1) the subject, 2) the measure, 3) the method, and 4) the cause. The work draws heavily upon Aristotle, and hopes to clarify the muddied waters of interdisciplinarian debate.