| Preface |
|
xv | |
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| Audience |
|
xvi | |
| The Research Model |
|
xix | |
Outline of
Chapters |
|
xx | |
| Part I Introduction |
|
xx | |
| Chapter 1 The Interdisciplinary Research Process |
|
xx | |
| Part II Drawing on Disciplinary Insights |
|
xxi | |
| Chapter 2 Jewish Marriage as an Expression of Israel's Conflicted Identity |
|
xxi | |
| Chapter 3 The Metropolitan Problem in Interdisciplinary Perspective |
|
xxi | |
| Chapter 4 Mektoub: When Art Meets History, Philosophy, and Linguistics |
|
xxii | |
| Part III Approaches to Integration |
|
xxii | |
| Chapter 5 Integrating Theory-Based Insights on the Causes of Suicide Terrorism |
|
xxii | |
| Chapter 6 An Interdisciplinary Analysis of the Causes of Economic Growth |
|
xxiii | |
| Chapter 7 Why We Talk: An Interdisciplinary Approach to the Evolutionary Origin of Language |
|
xxiii | |
| Chapter 8 Understanding Human Action: Integrating Meanings, Mechanisms, Causes, and Contexts |
|
xxiv | |
| Chapter 9 Integrative Theory in Criminology Applied to the Complex Social Problem of School Violence |
|
xxiv | |
| Chapter 10 Research Integration: A Comparative Knowledge Base |
|
xxv | |
| Conclusion |
|
xxv | |
| Acknowledgments |
|
xxvii | |
| About the Editors |
|
xxix | |
| About the Contributors |
|
xxxi | |
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1 | (20) |
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1 The Interdisciplinary Research Process |
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3 | (18) |
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3 | (1) |
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Should Interdisciplinarians Identify Such a Process? |
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3 | (5) |
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4 | (1) |
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The Role of Shared Methodologies |
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5 | (1) |
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Revolutionary Versus Normal Science |
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5 | (2) |
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Interdisciplinarity and Training |
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7 | (1) |
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Strategic Interdisciplinarity |
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7 | (1) |
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What Would an Interdisciplinary Research Process Look Like? |
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8 | (9) |
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Interdisciplinary Research: Process and Theory |
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8 | (3) |
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The Ecology of Team Science |
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11 | (1) |
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Integration and Implementation Sciences |
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12 | (2) |
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Types of Interdisciplinarity |
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14 | (1) |
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Transdisciplinary Perspectives |
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15 | (2) |
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17 | (4) |
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PART II DRAWING ON DISCIPLINARY INSIGHTS |
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21 | (102) |
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2 Jewish Marriage as an Expression of Israel's Conflicted Identity |
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23 | (30) |
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23 | (1) |
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Drawing on Disciplinary Insights |
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24 | (15) |
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Step 1 State the Focus Question |
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24 | (1) |
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Step 2 Justify Using an Interdisciplinary Approach |
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25 | (1) |
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Steps 3 and 4 Identify Relevant Disciplines and Conduct a Literature Search |
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26 | (2) |
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Step 5 Develop Adequacy in Each Relevant Discipline |
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28 | (1) |
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Step 6 Analyze the Problem and Evaluate Each Insight Into It |
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29 | (1) |
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30 | (3) |
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The Insights of Political Science |
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33 | (3) |
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36 | (3) |
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Integrating Insights and Producing an Interdisciplinary Understanding |
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39 | (10) |
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Step 7 Identify Conflicts Between Insights and Their Sources |
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39 | (1) |
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Sources of Conflict Within the Same Discipline |
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40 | (1) |
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Sources of Conflict Between Disciplines |
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40 | (2) |
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Step 8 Create or Discover Common Ground |
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42 | (1) |
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Nature and Extent of Conflicts |
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42 | (1) |
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The Discovery/Creation of Common Ground |
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43 | (2) |
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Step 9 Integrate Insights |
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45 | (1) |
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Legal Pragmatism Theory Supported by Covenant Theory as the Basis for Integration |
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46 | (2) |
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Step 10 Produce an Interdisciplinary Understanding of the Problem and Test It |
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48 | (1) |
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49 | (4) |
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3 The Metropolitan Problem in Interdisciplinary Perspective |
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53 | (38) |
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53 | (3) |
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Cities and Suburbs: Spatial Framings of Metropolitan Issues |
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56 | (6) |
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Historical Perspectives on Metropolitan Formation |
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58 | (1) |
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Methodological Patterns in Urban and Suburban History |
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59 | (1) |
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Intradisciplinary Debate and the New Suburban History |
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60 | (2) |
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Parallels Between the New Suburban History and Urban History |
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62 | (1) |
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Alternate Spatial Framings in the Social Sciences |
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62 | (11) |
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Metropolitics: Fighting Fragmentation |
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63 | (3) |
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Behavioralism and Public Choice Theory |
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66 | (1) |
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Public Choice Theory and Public Policy |
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67 | (1) |
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Normative and Analytical Critiques of Public Choice Theory |
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67 | (2) |
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Critical Legal Studies: The Power of Local Government and Boundaries |
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69 | (2) |
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The Limits of Social Science Perspectives on Metropolitan Formation |
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71 | (2) |
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The Social Production of Metropolitan Los Angeles |
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73 | (10) |
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Theory, Practice, and Metropolitan Space: The Career of Public Choice Theory in Los Angeles County |
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74 | (5) |
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The Rule of Homes: The Culture of a Public Choice Metropolis |
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79 | (2) |
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The Image of Homes Mediates Political Contradictions |
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81 | (1) |
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Metropolitan Political Conflicts Under Public Choice Theory |
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81 | (2) |
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83 | (8) |
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4 Mektoub: When Art Meets History, Philosophy, and Linguistics |
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91 | (32) |
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91 | (1) |
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How to Develop a Research Question |
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92 | (6) |
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The End: Philosophy of Cinema |
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98 | (4) |
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Poetry: A Cinema of Literature |
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102 | (4) |
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Where Are We? Geography of Setting |
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106 | (4) |
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Schizophrenia: Psychiatry of Cinema |
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110 | (2) |
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Tragedy: Ethics of Theater |
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112 | (6) |
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118 | (2) |
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120 | (3) |
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PART III APPROACHES TO INTEGRATION |
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123 | (176) |
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5 Integrating Theory-Based Insights on the Causes of Suicide Terrorism |
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125 | (34) |
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125 | (1) |
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Drawing on Disciplinary Insights (Steps 1 to 6) |
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126 | (12) |
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Identifying the Most Relevant Disciplines (Step 3) and Conducting the Full-Scale Literature Search (Step 4) |
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127 | (1) |
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Developing Adequacy in Each Relevant Discipline (Step 5) |
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128 | (1) |
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Analyzing the Problem and Evaluating Each Insight Into It (Step 6) |
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129 | (1) |
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The Theory-Based Insights of Psychology |
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129 | (2) |
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The Theory-Based Insights of Political Science |
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131 | (3) |
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The Theory-Based Insight of Cultural Anthropology |
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134 | (1) |
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The Theory-Based Insight of History |
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135 | (1) |
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A Taxonomy of Theory-Based Insights |
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136 | (2) |
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Integrating Causal Explanations (Steps 7 to 9) |
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138 | (15) |
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Identifying Conflicts in Insights and Locating Their Sources (Step 7) |
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139 | (1) |
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Conflicting Disciplinary Perspectives |
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139 | (1) |
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Conflicting Disciplinary Assumptions |
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139 | (1) |
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Conflicting Disciplinary Theories |
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140 | (3) |
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Summary of These Theories and How Their Assumptions Conflict |
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143 | (2) |
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Creating Common Ground (Step 8) |
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145 | (1) |
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Constructing a More Comprehensive Understanding (Step 9) |
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145 | (7) |
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A Statement of the More Comprehensive Theory Itself |
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152 | (1) |
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Lessons for Interdisciplinary Practice |
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153 | (1) |
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154 | (1) |
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155 | (4) |
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6 An Interdisciplinary Analysis of the Causes of Economic Growth |
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159 | (32) |
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159 | (1) |
|
Identify an Interdisciplinary Research Question |
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160 | (1) |
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Identifying Relevant Phenomena, Theories, Methods, and Disciplines |
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161 | (5) |
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Evaluating Disciplinary Insights |
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166 | (2) |
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168 | (18) |
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The Proximate Causes Themselves |
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170 | (1) |
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171 | (2) |
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173 | (1) |
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174 | (5) |
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179 | (2) |
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181 | (2) |
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183 | (1) |
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183 | (1) |
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184 | (1) |
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Lessons for Interdisciplinary Practice |
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185 | (1) |
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Reflection and Communication |
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186 | (1) |
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187 | (4) |
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7 Why We Talk: An Interdisciplinary Approach to the Evolutionary Origin of Language |
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191 | (34) |
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191 | (1) |
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Beginning the Research Process (Steps 1 to 4) |
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191 | (3) |
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Framing the Research Question (Step 1) |
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191 | (1) |
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Justifying an Interdisciplinary Approach (Step 2) |
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192 | (1) |
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Identifying Relevant Disciplines (Step 3) and Conducting an In-Depth Literature Search (Step 4) |
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192 | (2) |
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Drawing on Disciplinary Insights on the Primary Function of Language (Steps 5 to 6) |
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194 | (16) |
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Developing Adequacy in Each Relevant Discipline (Step 5) |
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194 | (1) |
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Evaluating Disciplinary Insights (Step 6) |
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195 | (1) |
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196 | (2) |
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198 | (12) |
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Integrating Insights and Producing an Interdisciplinary Understanding (Steps 7 to 10) |
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210 | (11) |
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Identifying Conflicts Between Insights and Their Sources (Step 7) |
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212 | (1) |
|
A Taxonomy of Conflicting Insights |
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213 | (2) |
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215 | (1) |
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215 | (1) |
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Creating Common Ground (Step 8) |
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216 | (1) |
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Creating Common Ground Using Concepts |
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216 | (1) |
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Creating Common Ground Using Assumptions |
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217 | (1) |
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Integrating Disciplinary Insights (Step 9) |
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218 | (1) |
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An Interdisciplinary Understanding of the Primary Function of Language (Step 10) |
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219 | (2) |
|
Lessons for Interdisciplinary Practice |
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221 | (1) |
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222 | (3) |
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8 Understanding Human Action: Integrating Meanings, Mechanisms, Causes, and Contexts |
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225 | (34) |
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225 | (2) |
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Mechanism-Based Explanation in Brief |
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227 | (3) |
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Drawing on Disciplinary Insights (Steps 1 to 6) |
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230 | (15) |
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Defining the Problem: Decomposition of Action Understanding |
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231 | (2) |
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Justify Using an Interdisciplinary Approach: Action Understanding as a Multilevel Phenomenon |
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233 | (2) |
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Identify Disciplines Most Relevant to the Mechanism-Based Approach |
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235 | (3) |
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Conduct an In-Depth Literature Search |
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238 | (1) |
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Develop Adequacy Concerning the Relevant Components, Operations, and Interactions of the Mechanism |
|
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239 | (4) |
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Analyze the Phenomenon and Evaluate Each Insight Into It |
|
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243 | (2) |
|
Integrating Insights (Steps 7 to 10) |
|
|
245 | (10) |
|
Identify Conflicts Between Insights and Locate Their Sources |
|
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246 | (2) |
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Create or Discover Common Ground via a Mechanism |
|
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248 | (2) |
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Integrate Insights Into a Mechanism-Based Explanation |
|
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250 | (2) |
|
Produce a Mechanism-Based Explanation of Human Action Understanding and Test It |
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252 | (3) |
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255 | (4) |
|
9 Integrative Theory in Criminology Applied to the Complex Social Problem of School Violence |
|
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259 | (24) |
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|
|
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|
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259 | (1) |
|
Creating Common Ground(s) and a Comprehensive Understanding in Criminology |
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260 | (10) |
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263 | (2) |
|
Propositional Integration |
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265 | (3) |
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268 | (1) |
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269 | (1) |
|
Toward an Integrated Analysis of Violence and School Violence |
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270 | (2) |
|
Violence as a Complex Problem |
|
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270 | (2) |
|
Integrative Theory in Criminology as an Explanation of Violence/School Violence |
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272 | (2) |
|
Integrative Analysis of School Violence as a Cumulative Reciprocal Causal Process |
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274 | (3) |
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277 | (6) |
|
10 Research Integration: A Comparative Knowledge Base |
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283 | (16) |
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284 | (2) |
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Transdisciplinarity and the Shift to Complexity and Problem Solving |
|
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286 | (2) |
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288 | (2) |
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Lessons From TDR Integration |
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290 | (3) |
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293 | (6) |
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1 The Principle of Variance |
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293 | (1) |
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No Universal Formula for Integration |
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293 | (1) |
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2 The Principle of Platforming |
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294 | (1) |
|
Interaction Structure, Integration Potential, Fundament |
|
|
294 | (1) |
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3 The Principle of Iteration |
|
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294 | (1) |
|
Moving Back and Forth, Bootstrapping, Triangulation, Reflective Balance, and Weaving |
|
|
294 | (1) |
|
4 The Principle of Communicative Rationality |
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295 | (1) |
|
Shared Language Culture, Social Learning, Translation-Negotiation-Mediation, Intersubjectivity |
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295 | (4) |
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|
299 | |
|
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299 | (1) |
|
Interdisciplinary Research Process Across the Academy |
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300 | (1) |
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Conceptions of Interdisciplinarity Across the Academy |
|
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301 | (2) |
|
Modifications to the Interdisciplinary Process |
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303 | (2) |
|
Operationalizing the Interdisciplinary Process |
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305 | (6) |
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Meta-Discussions of Interdisciplinary Research Process |
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311 | (2) |
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|
313 | |
| Author Index |
|
315 | (6) |
| Subject Index |
|
321 | (118) |
| Preface |
|
xxi | |
| Acknowledgments |
|
xxxii | |
| About the Author |
|
xxxiii | |
|
PART I About Interdisciplinary Studies |
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1 | (66) |
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1 Defining Interdisciplinary Studies |
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3 | (29) |
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3 | (1) |
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The Meaning of Interdisciplinary Studies |
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3 | (9) |
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Two Conceptions of Interdisciplinary Studies |
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3 | (1) |
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The "Discipline" Part of Interdisciplinary Studies |
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4 | (1) |
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Categories of Traditional Disciplines |
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5 | (1) |
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The Fine and Performing Arts |
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5 | (1) |
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The Applied and Professional Fields |
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5 | (1) |
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The Emergence of Interdisciplines |
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6 | (1) |
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6 | (1) |
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The "Inter" Part of Interdisciplinary Studies |
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7 | (1) |
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"Inter" Refers to Contested Space |
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7 | (1) |
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"Inter" Refers to the Action Taken on Insights |
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7 | (1) |
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"Inter" Refers to the Result of Integration |
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7 | (1) |
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Aspects of the Prefix "Inter" Summarized |
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8 | (1) |
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The "Studies" Part of Interdisciplinary Studies |
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8 | (1) |
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Why Traditional Disciplines Are Not Referred to as "Studies" |
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8 | (1) |
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Why "Studies" Is an Integral Part of Interdisciplinary Studies |
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9 | (1) |
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The Differences Between the Disciplines and Interdisciplinary Studies |
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9 | (2) |
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11 | (1) |
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A Definition of Interdisciplinary Studies |
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12 | (4) |
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Reasons for Agreeing on a Definition of Interdisciplinary Studies |
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12 | (2) |
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Authoritative Definitions of Interdisciplinary Studies |
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14 | (1) |
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An Integrated Definition of Interdisciplinary Studies |
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15 | (1) |
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What Interdisciplinary Studies Is Not |
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16 | (6) |
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Interdisciplinary Studies Is Not Multidisciplinary Studies |
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16 | (1) |
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17 | (1) |
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The Fable of the Elephant House |
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17 | (3) |
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Interdisciplinary Studies Is Not Transdisciplinary Studies |
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20 | (1) |
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The Differences Between Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity Summarized |
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20 | (1) |
|
The Premise of Interdisciplinary Studies |
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21 | (1) |
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Competing Impulses Behind the Term Interdisciplinarity |
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22 | (1) |
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How the Term Interdisciplinarity Is Variably Used Today |
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22 | (3) |
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Forms of Interdisciplinarity |
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22 | (1) |
|
Interdisciplinarity Is Used to Describe Work |
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|
23 | (1) |
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The Work of Integrating Knowledge |
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23 | (1) |
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The Work of Recognizing and Confronting Differences |
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|
24 | (1) |
|
Interdisciplinarity Is Used to Describe a Research Process |
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|
24 | (1) |
|
Interdisciplinarity Is Used to Describe the Kind of Knowledge Produced |
|
|
25 | (1) |
|
Interdisciplinarity Is Used to Describe Change in Knowledge Production |
|
|
25 | (1) |
|
Metaphors Commonly Used for Interdisciplinary Work |
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|
25 | (4) |
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The Metaphor of Boundary Crossing |
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26 | (1) |
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The Metaphor of Bridge Building |
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|
27 | (1) |
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|
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27 | (1) |
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The Metaphor of Bilingualism |
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28 | (1) |
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Reflections on These Metaphors |
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28 | (1) |
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|
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29 | (1) |
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29 | (1) |
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|
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30 | (2) |
|
2 Mapping the Drivers of Interdisciplinarity |
|
|
32 | (35) |
|
|
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32 | (1) |
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The Primary Drivers of Interdisciplinary Research and Education |
|
|
33 | (8) |
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The Inherent Complexity of Nature and Society |
|
|
33 | (2) |
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The Desire to Explore Problems and Questions That are Not Confined to a Single Discipline |
|
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35 | (2) |
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The Need to Solve Social Problems |
|
|
37 | (1) |
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The Need to Produce Revolutionary Insights and Generative Technologies |
|
|
38 | (3) |
|
The Interdisciplinary Critique of the Disciplines |
|
|
41 | (4) |
|
Specialization Can Blind Us to the Broader Context |
|
|
42 | (1) |
|
Specialization Tends to Produce Tunnel Vision |
|
|
42 | (1) |
|
Disciplinarians Sometimes Fail to Appreciate Other Disciplinary Perspectives |
|
|
43 | (1) |
|
Some Worthwhile Topics Fall in the Gaps Between Disciplines |
|
|
43 | (1) |
|
Creative Breakthroughs Often Require Interdisciplinary Knowledge |
|
|
43 | (1) |
|
The Disciplines Are Often Unable to Address Complex Problems Comprehensively |
|
|
44 | (1) |
|
The Disciplines Are Products of a Bygone Age |
|
|
44 | (1) |
|
The Formation of the Disciplines and the Origins of Interdisciplinarity |
|
|
45 | (7) |
|
The Origins of the University and the Disciplines |
|
|
46 | (1) |
|
The Impact of the Enlightenment and Scientific Revolution on the Disciplines |
|
|
46 | (1) |
|
The Consolidation of the Disciplines in the Late Eighteenth and Early Nineteenth Centuries |
|
|
47 | (1) |
|
The Professionalization of Knowledge in the Late Nineteenth and Early Twentieth Centuries and the Rise of the Modern Disciplines |
|
|
47 | (1) |
|
The Emergence of Interdisciplinary Studies and Interdisciplinarity |
|
|
48 | (1) |
|
The General Education Movement |
|
|
49 | (1) |
|
The Cold War Era and Interdisciplinarity |
|
|
49 | (1) |
|
University Reforms in the 1960s and the Emergence of Interdisciplinary Studies |
|
|
50 | (1) |
|
Interdisciplinary Studies Becomes an Academic Field |
|
|
51 | (1) |
|
Assumptions of Interdisciplinarity |
|
|
52 | (4) |
|
The Reality Beyond the Academy Requires an Interdisciplinary Approach to Research and Education |
|
|
52 | (1) |
|
The Disciplines Are Foundational to Interdisciplinarity |
|
|
53 | (1) |
|
The Disciplines by Themselves Are Inadequate to Address Complex Problems |
|
|
53 | (2) |
|
Disciplinary Perspectives are Partial and Biased |
|
|
55 | (1) |
|
Cognitive Abilities Fostered by Interdisciplinarity |
|
|
56 | (2) |
|
Develop and Apply Perspective-Taking Techniques |
|
|
56 | (1) |
|
Develop Structural Knowledge of Complex Problems |
|
|
56 | (1) |
|
Create or Discover Common Ground Between Conflicting Insights |
|
|
56 | (1) |
|
Integrate Conflicting Insights From Two or More Disciplines |
|
|
57 | (1) |
|
Produce a Cognitive Advancement or More Comprehensive Understanding of the Problem |
|
|
57 | (1) |
|
Reflection on What Interdisciplinary Education Offers |
|
|
58 | (1) |
|
Traits and Skills of Interdisciplinarians |
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58 | (5) |
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58 | (3) |
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61 | (2) |
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Reflection on Traits and Skills of Interdisciplinarians |
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63 | (1) |
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63 | (1) |
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64 | (1) |
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65 | (2) |
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PART II Drawing on Disciplinary Insights |
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67 | (192) |
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3 Beginning the Research Process |
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69 | (24) |
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69 | (1) |
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What the Interdisciplinary Research Process Is |
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69 | (4) |
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A Process of Decision Making |
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69 | (1) |
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A Decision-Making Process |
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70 | (1) |
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A Decision-Making Process That Is Heuristic |
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70 | (1) |
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A Decision-Making Process That Is Iterative |
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71 | (1) |
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A Decision-Making Process That Is Reflexive |
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71 | (1) |
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Two Additional Characteristics of the IRP |
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71 | (2) |
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An Integrated Model of the IRP |
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73 | (3) |
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73 | (1) |
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Cautions Concerning These STEPS |
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74 | (2) |
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Step 1 Define the Problem or State the Research Question |
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76 | (8) |
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Select a Problem or Pose a Question That Is Complex and Requires Insights From More Than One Discipline |
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76 | (1) |
|
Define the Scope of the Problem or Question |
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77 | (1) |
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Avoid Three Tendencies That Run Counter to the IRP |
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78 | (1) |
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78 | (1) |
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78 | (1) |
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79 | (1) |
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Follow Three Guidelines for Stating the Problem or Posing the Question |
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80 | (1) |
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Examples of Statements of an Interdisciplinary Problem or Question |
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81 | (3) |
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84 | (1) |
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Step 2 Justify Using an Interdisciplinary Approach |
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84 | (9) |
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The Problem or Question Is Complex |
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85 | (1) |
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Important Insights or Theories of the Problem Are Offered by Two or More Disciplines |
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85 | (1) |
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86 | (1) |
|
No Single Discipline Has Been Able to Explain the Problem Comprehensively or Resolve It |
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86 | (1) |
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The Problem Is an Unresolved Societal Need or Issue |
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86 | (1) |
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Examples of Statements That Justify Using an Interdisciplinary Approach |
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87 | (2) |
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89 | (1) |
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90 | (1) |
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91 | (2) |
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4 Introducing the Disciplines |
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93 | (50) |
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93 | (1) |
|
The Structure of Knowledge and Its Reflection in the Organization of the Academy |
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93 | (3) |
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94 | (1) |
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94 | (1) |
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Categories of Disciplines |
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94 | (2) |
|
The Concept of Disciplinary Perspective |
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96 | (9) |
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96 | (3) |
|
Misconceptions About the Term Disciplinary Perspective |
|
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99 | (1) |
|
Other Problems With the Concept of Disciplinary Perspective |
|
|
99 | (1) |
|
The Concept of Disciplinary Perspective Clarified |
|
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100 | (1) |
|
A Definition of Disciplinary Perspective |
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101 | (1) |
|
Using Disciplinary Perspectives |
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102 | (3) |
|
The Defining Elements of a Discipline's Perspective |
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105 | (33) |
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105 | (2) |
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107 | (4) |
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111 | (1) |
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111 | (1) |
|
The Nature and Limits of the Truth Claims Made by Major Epistemological Approaches |
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|
112 | (1) |
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113 | (4) |
|
Epistomologies of Various Theories and Schools of Thought |
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117 | (2) |
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119 | (1) |
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120 | (1) |
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120 | (5) |
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125 | (1) |
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126 | (1) |
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126 | (1) |
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127 | (1) |
|
The Importance of Theory to Interdisciplinary Work |
|
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127 | (1) |
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128 | (1) |
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|
|
128 | (1) |
|
The Importance of Disciplinary Methods to Interdisciplinary Work |
|
|
128 | (2) |
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130 | (7) |
|
The Correlation Between Epistemologies and Method |
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137 | (1) |
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137 | (1) |
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138 | (1) |
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139 | (2) |
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141 | (2) |
|
5 Identifying Relevant Disciplines |
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143 | (24) |
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143 | (1) |
|
Step 3 Identify Relevant Disciplines |
|
|
143 | (1) |
|
Identify Potentially Relevant Disciplines |
|
|
143 | (6) |
|
Identify Potentially Relevant Disciplines Before Conducting the Full-Scale Literature Search |
|
|
144 | (1) |
|
Identify Phenomena Typically of Interest to Disciplines |
|
|
145 | (1) |
|
Draw on Disciplinary Perspectives in a General Sense |
|
|
145 | (1) |
|
An Example of the Standard Way to Proceed |
|
|
145 | (2) |
|
Synthesis of the Perspectival and Classification Approaches |
|
|
147 | (1) |
|
Summary of How to Identify Disciplines Potentially Relevant to the Problem |
|
|
148 | (1) |
|
Map the Problem to Reveal Its Disciplinary Parts |
|
|
149 | (10) |
|
|
|
149 | (1) |
|
The Concept or Principle Map |
|
|
150 | (2) |
|
|
|
152 | (1) |
|
Systems Thinking and the System Map |
|
|
152 | (4) |
|
Benefits to Students of Using Systems Thinking and the System Map |
|
|
156 | (1) |
|
The Similarity of Systems Thinking to Problem-Based and Inquiry-Based Learning |
|
|
157 | (1) |
|
How Systems Thinking Promotes Interdisciplinary Learning and Facilitates the Research Process |
|
|
158 | (1) |
|
Reducing the Number of Potentially Relevant Disciplines to Those That Are Most Relevant |
|
|
159 | (5) |
|
|
|
159 | (1) |
|
Three Questions to Ask to Distinguish Between Potentially Relevant and Most Relevant Disciplines |
|
|
159 | (1) |
|
Applying These Questions to the Disciplines Potentially Relevant to Various Topics |
|
|
160 | (3) |
|
|
|
163 | (1) |
|
Applying These Questions to the Problem of Human Cloning |
|
|
163 | (1) |
|
|
|
164 | (1) |
|
|
|
165 | (1) |
|
|
|
166 | (1) |
|
6 Conducting the Literature Search |
|
|
167 | (26) |
|
|
|
167 | (1) |
|
Step 4 Conduct the Literature Search |
|
|
167 | (1) |
|
Defining Literature Search |
|
|
167 | (1) |
|
Reasons for Conducting the Literature Search |
|
|
168 | (2) |
|
Special Challenges Confronting Interdisciplinarians |
|
|
170 | (2) |
|
There Is Simply More Ground to Be Covered |
|
|
170 | (1) |
|
Interdisciplinary Researchers Risk Being Seduced by What Disciplinary Experts Say |
|
|
170 | (1) |
|
Interdisciplinarians Must Place the Insights and Theories of Each Relevant Discipline Within the Context of Its Unique Perspective |
|
|
171 | (1) |
|
The Methods of Library and Database Cataloguing Disadvantage Interdisciplinary Researchers |
|
|
171 | (1) |
|
Conducting the Interdisciplinary Literature Search |
|
|
172 | (18) |
|
|
|
173 | (1) |
|
The Organization and Classification of Books in Libraries |
|
|
173 | (3) |
|
|
|
176 | (3) |
|
|
|
179 | (3) |
|
Mistakes Commonly Made When Beginning the Literature Search |
|
|
182 | (1) |
|
The Full-Scale Literature Search |
|
|
183 | (1) |
|
|
|
184 | (1) |
|
Two Challenges of the Full-Scale Literature Search |
|
|
184 | (4) |
|
Building on the Connections Discovered by Previous Scholars |
|
|
188 | (1) |
|
Consulting Disciplinary Experts |
|
|
188 | (1) |
|
Other Sources of Knowledge |
|
|
189 | (1) |
|
|
|
190 | (1) |
|
|
|
191 | (1) |
|
|
|
191 | (2) |
|
7 Developing Adequacy in Relevant Disciplines |
|
|
193 | (32) |
|
|
|
193 | (1) |
|
Step 5 Develop Adequacy in Each Relevant Discipline |
|
|
193 | (1) |
|
Comprehending Enough About Each Discipline |
|
|
193 | (5) |
|
How Much Knowledge Is Required From Each Discipline? |
|
|
194 | (1) |
|
|
|
194 | (1) |
|
A Solo Interdisciplinarian Example |
|
|
194 | (1) |
|
Examples of the Need for Varying Degrees of Adequacy |
|
|
195 | (1) |
|
|
|
196 | (1) |
|
Developing Adequacy in Relevant Disciplines Involves Borrowing |
|
|
196 | (1) |
|
What Kind of Knowledge Is Required From Each Discipline? |
|
|
197 | (1) |
|
Which Disciplinary Elements Are Applicable to the Problem? |
|
|
197 | (1) |
|
What Are the Characteristics of the Problem? |
|
|
197 | (1) |
|
What Is the Goal of the Research Project? |
|
|
198 | (1) |
|
Developing Adequacy in Theories |
|
|
198 | (6) |
|
The Reason to Understand Theories |
|
|
198 | (1) |
|
Concepts and How They Relate to Theory |
|
|
199 | (1) |
|
|
|
199 | (1) |
|
First, Identify Theories Within a Single Discipline |
|
|
199 | (3) |
|
Second, Identify Theories Within Each of the Other Relevant Disciplines |
|
|
202 | (1) |
|
When to Use a Deductive Approach to Theory Selection |
|
|
203 | (1) |
|
Developing Adequacy in Disciplinary Methods |
|
|
204 | (15) |
|
Defining Disciplinary Method |
|
|
204 | (2) |
|
Methods Used in the Natural Sciences, the Social Sciences, and the Humanities |
|
|
206 | (1) |
|
|
|
206 | (1) |
|
|
|
206 | (1) |
|
|
|
206 | (1) |
|
The Interdisciplinary Position on Methods |
|
|
207 | (1) |
|
Adequacy in Disciplines Must Include Understanding Disciplinary Research Methods |
|
|
207 | (1) |
|
Adequacy in Disciplines Includes Knowing the Interdisciplinary Position on the Quantitative Versus Qualitative Methods Debate |
|
|
208 | (1) |
|
Two Misconceptions About Qualitative Research |
|
|
209 | (1) |
|
Theoretical Implications of Using Qualitative Research Methods |
|
|
209 | (1) |
|
How a Discipline's Preferred Methods Correlates to Its Preferred Theories |
|
|
210 | (1) |
|
|
|
211 | (1) |
|
When Conducting Basic Research in the Sciences |
|
|
211 | (1) |
|
When Conducting Basic Research in the Humanities |
|
|
212 | (3) |
|
How the IRP Relates to the Disciplinary Method(s) Used in Basic Research |
|
|
215 | (1) |
|
The Concept of Triangulation in Research Methodology |
|
|
216 | (1) |
|
Deciding Which Disciplinary Methods to Use in Conducting Basic Research |
|
|
217 | (2) |
|
Providing In-Text Evidence of Disciplinary Adequacy |
|
|
219 | (1) |
|
|
|
220 | (1) |
|
|
|
221 | (2) |
|
|
|
223 | (2) |
|
8 Analyzing the Problem and Evaluating Insights |
|
|
225 | (34) |
|
|
|
225 | (1) |
|
Step 6 Analyze the Problem and Evaluate Each Insight or Theory |
|
|
225 | (1) |
|
Analyzing the Problem From Each Disciplinary Perspective |
|
|
225 | (8) |
|
How to Analyze a Problem From Each Disciplinary Perspective |
|
|
226 | (2) |
|
Examples of Analyzing Problems From Disciplinary Perspectives |
|
|
228 | (4) |
|
Reflections on Analyzing Problems From Disciplinary Perspectives |
|
|
232 | (1) |
|
The Problem of Personal Bias |
|
|
233 | (1) |
|
|
|
234 | (7) |
|
Disciplinary Perspective in General |
|
|
234 | (5) |
|
The Theories Used in Generating Insights |
|
|
239 | (1) |
|
Stating the Theory, Detecting Its Assumptions, and Identifying Its Explanatory Strengths and Limitations |
|
|
239 | (2) |
|
Asking the "5 W" Questions to Evaluate the Appropriateness of Each Theory to the Problem |
|
|
241 | (14) |
|
The Data Used as Evidence for Insights |
|
|
244 | (2) |
|
Examples of How Supportive Evidence Reflects Disciplinary Perspective |
|
|
246 | (1) |
|
Reflecting on These Examples |
|
|
246 | (1) |
|
|
|
247 | (4) |
|
The Phenomena Embraced by Insights |
|
|
251 | (4) |
|
Checklist for Evaluating Previous Research |
|
|
255 | (1) |
|
|
|
255 | (1) |
|
|
|
256 | (1) |
|
|
|
256 | (3) |
|
PART III Integrating Insights |
|
|
259 | (180) |
|
9 Understanding Integration |
|
|
261 | (32) |
|
|
|
261 | (1) |
|
|
|
261 | (2) |
|
A Definition of Integration or Synthesis |
|
|
262 | (1) |
|
The Controversy Concerning Integration |
|
|
263 | (7) |
|
|
|
264 | (1) |
|
Disciplinary Fragmentation Epistemological Barriers Conflicting Perspectives and Ideologies |
|
|
265 | (1) |
|
A Variety of Possible Results |
|
|
265 | (1) |
|
Preference for Theory Competition and Alternative Integrations |
|
|
266 | (1) |
|
|
|
266 | (1) |
|
Theories Supportive of Integration From Cognitive Psychology |
|
|
267 | (3) |
|
The Development of New Models of the IRP That Feature Techniques Demonstrated to Achieve Integration |
|
|
270 | (1) |
|
The Publication of Groundbreaking Integrative Work on a Wide Range of Complex Problems |
|
|
270 | (1) |
|
The Insistence on the Centrality of Integration by Leading Interdisciplinary and Transdisciplinary Organizations |
|
|
271 | (1) |
|
The Advantages of Integration |
|
|
271 | (1) |
|
The Readily Available Tests for Selecting the Best Comprehensive Understanding |
|
|
272 | (2) |
|
The Goal of Full Integration |
|
|
273 | (1) |
|
Conditions Necessary to Perform Integration |
|
|
274 | (7) |
|
Overcoming Monodisciplinarity |
|
|
274 | (1) |
|
|
|
274 | (2) |
|
Balancing Conflicting Views |
|
|
276 | (1) |
|
|
|
277 | (1) |
|
Triangulating Depth, Breadth, and Integration |
|
|
278 | (1) |
|
|
|
278 | (1) |
|
|
|
279 | (1) |
|
Interdisciplinary Integration |
|
|
280 | (1) |
|
Cultivating Seven Qualities of Mind |
|
|
280 | (1) |
|
The Model of Integration Used in This Book |
|
|
281 | (9) |
|
What the Model Integrates |
|
|
281 | (1) |
|
|
|
281 | (1) |
|
|
|
282 | (1) |
|
|
|
282 | (2) |
|
|
|
284 | (1) |
|
Summary of How the Broad Model Integrates |
|
|
285 | (1) |
|
What the Result of Integration Looks Like |
|
|
285 | (1) |
|
Integration Accommodates Epistemological Differences |
|
|
286 | (1) |
|
Integration Is New and More Comprehensive |
|
|
287 | (1) |
|
Integration Is "Larger" Than the Sum of Its Parts |
|
|
288 | (1) |
|
The Defining Characteristics of the Result of Integration Summarized |
|
|
288 | (1) |
|
Three Fundamental Questions Raised by This Discussion of the Broad Model |
|
|
289 | (1) |
|
|
|
290 | (1) |
|
|
|
290 | (1) |
|
|
|
291 | (2) |
|
10 Identifying Conflicts Between Insights |
|
|
293 | (28) |
|
|
|
293 | (1) |
|
Step 7 Identify Conflicts Between Insights or Theories and Their Sources |
|
|
293 | (1) |
|
The Importance of Identifying Conflicts Between Insights |
|
|
293 | (7) |
|
Where Conflicting Insights Are Located |
|
|
294 | (1) |
|
Conflicting Insights Produced by Authors From the Same Discipline |
|
|
294 | (1) |
|
Conflicting Insights Produced by Authors From Different Disciplines |
|
|
295 | (1) |
|
|
|
295 | (2) |
|
Concepts Embedded in Insights |
|
|
297 | (1) |
|
|
|
298 | (2) |
|
Organizing Disciplinary Insights |
|
|
300 | (1) |
|
Theories as Sources of Insights and Conflict Between Insights |
|
|
300 | (16) |
|
Theories as Sources of Insights, Concepts, and Assumptions |
|
|
301 | (1) |
|
Theories as Sources of Insights |
|
|
301 | (1) |
|
Theories as Sources of Concepts |
|
|
302 | (1) |
|
Theories as Sources of Assumptions |
|
|
302 | (1) |
|
Organizing Information About Theories |
|
|
303 | (3) |
|
Theories From the Same Discipline Can Be Sources of Conflict Between Insights |
|
|
306 | (3) |
|
Theories From the Same Discipline Can Be Sources of Conflicting Assumptions |
|
|
309 | (4) |
|
Theories From Different Disciplines Can Be Sources of Conflict Between Insights |
|
|
313 | (3) |
|
A Note to Readers About Communicating Conflicts and Their Sources |
|
|
316 | (3) |
|
|
|
319 | (1) |
|
|
|
320 | (1) |
|
11 Creating Common Ground Between Concepts |
|
|
321 | (34) |
|
|
|
321 | (1) |
|
Step 8 Create Common Ground Between Concepts and Theories |
|
|
321 | (1) |
|
The Theory of Common Ground as the Basis for Collaborative Communication and Interdisciplinary Integration |
|
|
322 | (10) |
|
A Definition of Interdisciplinary Common Ground |
|
|
322 | (1) |
|
Common Ground Is Necessary for Collaborative Communication |
|
|
323 | (1) |
|
Common Ground Requires Unconventional Thinking |
|
|
324 | (2) |
|
Common Ground Is Achieved Through the Use of Language |
|
|
326 | (1) |
|
|
|
326 | (1) |
|
Common Ground Must Be Created Whenever Concepts or Theories Conflict |
|
|
327 | (1) |
|
Common Ground Is Created by Modifying Concepts or Theories Directly or Through Their Assumptions |
|
|
327 | (1) |
|
Creating Common Ground Is Integral to Preparing Concepts and Theories for Integration |
|
|
328 | (1) |
|
Creating Common Ground Requires Using Intuition |
|
|
329 | (1) |
|
An Example of How Intuition Helps to Achieve Common Ground |
|
|
330 | (1) |
|
Creating Common Ground Plays Out Differently in Contexts of Narrow Versus Wide Interdisciplinarity |
|
|
331 | (1) |
|
Creating Common Ground Is the Interdisciplinarian's Responsibility |
|
|
332 | (1) |
|
Modifying Concepts and Assumptions |
|
|
332 | (20) |
|
|
|
333 | (1) |
|
When to Seek Common Ground |
|
|
333 | (1) |
|
Decide How Comprehensive the Study Will Be |
|
|
333 | (1) |
|
Decide What Common Ground Will Be Created From |
|
|
334 | (1) |
|
A Best Practice When Working With Concepts and Assumptions |
|
|
335 | (1) |
|
Techniques Demonstrated for Modifying Concepts and Assumptions |
|
|
335 | (1) |
|
1 The Technique of Redefinition |
|
|
336 | (4) |
|
2 The Technique of Extension |
|
|
340 | (3) |
|
3 The Technique of Transformation |
|
|
343 | (3) |
|
4 The Technique of Organization |
|
|
346 | (1) |
|
The Value of These Techniques |
|
|
347 | (1) |
|
Creating Common Ground When Assumed Values and Rights Conflict |
|
|
348 | (1) |
|
Arguments for the Validity of These Types |
|
|
349 | (1) |
|
How to Know If Insights Conflict Over Ethics |
|
|
349 | (1) |
|
Creating Common Ground When Values and Ethical Positions Conflict |
|
|
350 | (2) |
|
|
|
352 | (1) |
|
|
|
352 | (1) |
|
|
|
353 | (2) |
|
12 Creating Common Ground Between Theories |
|
|
355 | (27) |
|
|
|
355 | (1) |
|
|
|
355 | (2) |
|
A Definition of Disciplinary Theory |
|
|
356 | (1) |
|
When Working With Theories Is Necessary |
|
|
356 | (1) |
|
The Relationship of Models, Variables, and Causal Processes to Theories |
|
|
357 | (4) |
|
|
|
357 | (1) |
|
Variables and Relationships |
|
|
358 | (1) |
|
Independent and Dependent Variables |
|
|
358 | (1) |
|
Why a More Comprehensive Theory Includes Variables From Other Relevant Theories |
|
|
359 | (1) |
|
Theories May Contain Macro- and/or Micro-Level Variables Affecting the Construction of a More Comprehensive Theory |
|
|
359 | (2) |
|
|
|
361 | (3) |
|
When Theories Differ Only Minimally and Focus Instead on Process |
|
|
361 | (3) |
|
Modifying a Set of Theories |
|
|
364 | (5) |
|
Situation A One or More Theories in the Set Have a Broader Range of Applicability Than Do Others |
|
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364 | (1) |
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Identify All Variables or Causal Factors Addressed by Each Theory |
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364 | (1) |
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Reduce These Variables to the Fewest Number Possible by Categorizing Them Under a Few Broad Headings |
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365 | (1) |
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Determine How Many of These Categories Are Included in Each Theory |
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366 | (1) |
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If No Theory Encompasses All Categories, Determine Which Theory Can Most Readily Be Extended to Do So |
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366 | (2) |
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Modify the Theory by Extending Its Range of Applicability |
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368 | (1) |
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369 | (10) |
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Situation B None of the Theories in the Set Borrow Elements From Other Disciplines |
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370 | (1) |
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Modifying Concepts Embedded in Theories |
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371 | (1) |
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Modifying Assumptions Underlying Theories |
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372 | (5) |
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Modifying Concepts and Assumptions |
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377 | (2) |
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379 | (1) |
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380 | (1) |
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380 | (2) |
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13 Constructing a More Comprehensive Understanding or Theory |
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382 | (27) |
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382 | (1) |
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Step 9 Construct a More Comprehensive Understanding |
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382 | (1) |
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A Definition of More Comprehensive Understanding and More Comprehensive Theory Unpacking This Definition |
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383 | (4) |
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383 | (1) |
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Constructing the More Comprehensive Understanding From Modified Concepts |
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384 | (1) |
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384 | (2) |
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386 | (1) |
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Constructing a More Comprehensive Theory From a Modified Theory |
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387 | (20) |
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Six Strategies to Achieve Causal or Propositional Integration |
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388 | (1) |
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Sequential or End-to-end Causal Integration |
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388 | (1) |
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Horizontal or Side-by-Side Causal Integration |
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389 | (1) |
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390 | (5) |
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Cross-level or Multilevel Causal Integration |
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395 | (8) |
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Spatial and Analytical Integration |
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403 | (4) |
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407 | (1) |
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407 | (1) |
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408 | (1) |
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14 Reflecting on, Testing, and Communicating the Understanding |
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409 | (30) |
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409 | (1) |
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Step 10 Reflect on, Test, and Communicate the Understanding |
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409 | (1) |
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Reflecting on the More Comprehensive Understanding or Theory |
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409 | (5) |
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Reflect on What Has Actually Been Learned From the Project in an Overall Sense |
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410 | (1) |
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Reflect on STEPS Omitted or Compressed |
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411 | (1) |
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Reflect on One's Own Biases |
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411 | (1) |
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Interrogate One's Own Biases |
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412 | (1) |
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Check One's Work for Biases |
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413 | (1) |
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Reflect on One's Adherence to a Theoretical Approach |
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413 | (1) |
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Reflect on One's Limited Understanding of the Relevant Disciplines, Theories, and Methods |
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414 | (1) |
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Testing the Quality of Interdisciplinary Work |
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414 | (4) |
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Learning Outcomes Claimed for Interdisciplinarity |
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415 | (1) |
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Cognitive Abilities Attributable to Interdisciplinary Learning Drawn From Research on Cognition and Instruction |
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415 | (1) |
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Develop and Apply Perspective-Taking Techniques |
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416 | (1) |
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Develop Structural Knowledge of Problems Appropriate to Interdisciplinary Inquiry |
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416 | (1) |
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Create Common Ground Between Conflicting Disciplinary Insights |
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417 | (1) |
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Integrate Conflicting Disciplinary Insights |
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417 | (1) |
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Produce a Cognitive Advancement or Interdisciplinary Understanding of a Problem |
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417 | (1) |
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Four Core Premises That Underlie the Concept of Cognitive Advancement |
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417 | (1) |
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Testing or Assessing the More Comprehensive Understanding |
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418 | (7) |
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419 | (1) |
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419 | (2) |
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421 | (1) |
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The Boix Mansilla et al. Test |
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422 | (2) |
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424 | (1) |
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Communicating the Results of Integration |
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425 | (11) |
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426 | (1) |
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426 | (1) |
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427 | (2) |
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429 | (1) |
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429 | (2) |
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431 | (1) |
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A New Process to Achieve New Outcomes |
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431 | (1) |
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Examples of New Processes |
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432 | (1) |
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433 | (1) |
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A Critique of an Existing Policy and/or a Proposed New Policy |
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433 | (1) |
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434 | (1) |
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A New Question or Avenue of Scientific Inquiry |
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435 | (1) |
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The Value of Communicating Back to Disciplines |
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435 | (1) |
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436 | (1) |
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436 | (1) |
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437 | (2) |
| Conclusion |
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439 | (6) |
| Appendix |
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445 | (14) |
| Glossary of Key Terms |
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459 | (17) |
| References |
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476 | (20) |
| Author Index |
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496 | (4) |
| Subject Index |
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500 | |
