| Preface |
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xxi | |
| Acknowledgments |
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xxxii | |
| About the Author |
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xxxiii | |
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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) |
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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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21 | (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) |
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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) |
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Interdisciplinarity Is Used to Describe a Research Process |
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24 | (1) |
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Interdisciplinarity Is Used to Describe the Kind of Knowledge Produced |
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25 | (1) |
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Interdisciplinarity Is Used to Describe Change in Knowledge Production |
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25 | (1) |
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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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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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29 | (1) |
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29 | (1) |
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30 | (2) |
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2 Mapping the Drivers of Interdisciplinarity |
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32 | (35) |
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32 | (1) |
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The Primary Drivers of Interdisciplinary Research and Education |
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33 | (8) |
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The Inherent Complexity of Nature and Society |
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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 |
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37 | (1) |
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The Need to Produce Revolutionary Insights and Generative Technologies |
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38 | (3) |
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The Interdisciplinary Critique of the Disciplines |
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41 | (4) |
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Specialization Can Blind Us to the Broader Context |
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42 | (1) |
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Specialization Tends to Produce Tunnel Vision |
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42 | (1) |
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Disciplinarians Sometimes Fail to Appreciate Other Disciplinary Perspectives |
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43 | (1) |
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Some Worthwhile Topics Fall in the Gaps Between Disciplines |
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43 | (1) |
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Creative Breakthroughs Often Require Interdisciplinary Knowledge |
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43 | (1) |
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The Disciplines Are Often Unable to Address Complex Problems Comprehensively |
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44 | (1) |
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The Disciplines Are Products of a Bygone Age |
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44 | (1) |
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The Formation of the Disciplines and the Origins of Interdisciplinarity |
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45 | (7) |
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The Origins of the University and the Disciplines |
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46 | (1) |
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The Impact of the Enlightenment and Scientific Revolution on the Disciplines |
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46 | (1) |
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The Consolidation of the Disciplines in the Late Eighteenth and Early Nineteenth Centuries |
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47 | (1) |
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The Professionalization of Knowledge in the Late Nineteenth and Early Twentieth Centuries and the Rise of the Modern Disciplines |
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47 | (1) |
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The Emergence of Interdisciplinary Studies and Interdisciplinarity |
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48 | (1) |
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The General Education Movement |
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49 | (1) |
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The Cold War Era and Interdisciplinarity |
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49 | (1) |
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University Reforms in the 1960s and the Emergence of Interdisciplinary Studies |
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50 | (1) |
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Interdisciplinary Studies Becomes an Academic Field |
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51 | (1) |
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Assumptions of Interdisciplinarity |
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52 | (4) |
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The Reality Beyond the Academy Requires an Interdisciplinary Approach to Research and Education |
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52 | (1) |
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The Disciplines Are Foundational to Interdisciplinarity |
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53 | (1) |
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The Disciplines by Themselves Are Inadequate to Address Complex Problems |
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53 | (2) |
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Disciplinary Perspectives are Partial and Biased |
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55 | (1) |
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Cognitive Abilities Fostered by Interdisciplinarity |
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56 | (2) |
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Develop and Apply Perspective-Taking Techniques |
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56 | (1) |
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Develop Structural Knowledge of Complex Problems |
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56 | (1) |
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Create or Discover Common Ground Between Conflicting Insights |
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56 | (1) |
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Integrate Conflicting Insights From Two or More Disciplines |
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57 | (1) |
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Produce a Cognitive Advancement or More Comprehensive Understanding of the Problem |
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57 | (1) |
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Reflection on What Interdisciplinary Education Offers |
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58 | (1) |
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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 | (16) |
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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 | (1) |
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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) |
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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 | (1) |
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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) |
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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) |
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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) |
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The Concept of Disciplinary Perspective |
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96 | (9) |
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96 | (1) |
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Misconceptions About the Term Disciplinary Perspective |
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96 | (3) |
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Other Problems With the Concept of Disciplinary Perspective |
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99 | (1) |
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The Concept of Disciplinary Perspective Clarified |
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100 | (1) |
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A Definition of Disciplinary Perspective |
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101 | (1) |
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Using Disciplinary Perspectives |
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102 | (3) |
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The Defining Elements of a Discipline's Perspective |
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105 | (23) |
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105 | (2) |
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107 | (4) |
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111 | (1) |
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111 | (1) |
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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) |
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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) |
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The Importance of Theory to Interdisciplinary Work |
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127 | (1) |
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128 | (1) |
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128 | (10) |
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The Importance of Disciplinary Methods to Interdisciplinary Work |
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128 | (2) |
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130 | (7) |
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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) |
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5 Identifying Relevant Disciplines |
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143 | (24) |
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143 | (1) |
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Step 3 Identify Relevant Disciplines |
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143 | (1) |
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Identify Potentially Relevant Disciplines |
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143 | (6) |
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Identify Potentially Relevant Disciplines Before Conducting the Full-Scale Literature Search |
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144 | (1) |
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Identify Phenomena Typically of Interest to Disciplines |
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145 | (1) |
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Draw on Disciplinary Perspectives in a General Sense |
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145 | (1) |
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An Example of the Standard Way to Proceed |
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145 | (2) |
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Synthesis of the Perspectival and Classification Approaches |
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147 | (1) |
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Summary of How to Identify Disciplines Potentially Relevant to the Problem |
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148 | (1) |
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Map the Problem to Reveal Its Disciplinary Parts |
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149 | (10) |
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149 | (1) |
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The Concept or Principle Map |
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150 | (2) |
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152 | (1) |
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Systems Thinking and the System Map |
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152 | (4) |
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Benefits to Students of Using Systems Thinking and the System Map |
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156 | (1) |
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The Similarity of Systems Thinking to Problem-Based and Inquiry-Based Learning |
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157 | (1) |
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How Systems Thinking Promotes Interdisciplinary Learning and Facilitates the Research Process |
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158 | (1) |
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Reducing the Number of Potentially Relevant Disciplines to Those That Are Most Relevant |
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159 | (5) |
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159 | (1) |
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Three Questions to Ask to Distinguish Between Potentially Relevant and Most Relevant Disciplines |
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159 | (1) |
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Applying These Questions to the Disciplines Potentially Relevant to Various Topics |
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160 | (3) |
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163 | (1) |
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Applying These Questions to the Problem of Human Cloning |
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163 | (1) |
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164 | (1) |
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165 | (1) |
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166 | (1) |
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6 Conducting the Literature Search |
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167 | (26) |
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167 | (1) |
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Step 4 Conduct the Literature Search |
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167 | (1) |
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Defining Literature Search |
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167 | (1) |
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Reasons for Conducting the Literature Search |
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168 | (2) |
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Special Challenges Confronting Interdisciplinarians |
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170 | (2) |
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There Is Simply More Ground to Be Covered |
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170 | (1) |
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Interdisciplinary Researchers Risk Being Seduced by What Disciplinary Experts Say |
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170 | (1) |
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Interdisciplinarians Must Place the Insights and Theories of Each Relevant Discipline Within the Context of Its Unique Perspective |
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171 | (1) |
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The Methods of Library and Database Cataloguing Disadvantage Interdisciplinary Researchers |
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171 | (1) |
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Conducting the Interdisciplinary Literature Search |
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172 | (18) |
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173 | (1) |
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The Organization and Classification of Books in Libraries |
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173 | (3) |
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176 | (3) |
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179 | (3) |
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Mistakes Commonly Made When Beginning the Literature Search |
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182 | (1) |
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The Full-Scale Literature Search |
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183 | (1) |
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184 | (1) |
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Two Challenges of the Pull-Scale Literature Search |
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184 | (4) |
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Building on the Connections Discovered by Previous Scholars |
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188 | (1) |
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Consulting Disciplinary Experts |
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188 | (1) |
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Other Sources of Knowledge |
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189 | (1) |
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190 | (1) |
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191 | (1) |
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191 | (2) |
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7 Developing Adequacy in Relevant Disciplines |
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193 | (32) |
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193 | (1) |
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Step 5 Develop Adequacy in Each Relevant Discipline |
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193 | (1) |
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Comprehending Enough About Each Discipline |
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193 | (4) |
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How Much Knowledge Is Required From Each Discipline? |
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194 | (1) |
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194 | (1) |
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A Solo Inter disciplinarian Example |
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194 | (1) |
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Examples of the Need for Varying Degrees of Adequacy |
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195 | (1) |
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196 | (1) |
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Developing Adequacy in Relevant Disciplines Involves Borrowing |
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196 | (1) |
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What Kind of Knowledge Is Required From Each Discipline? |
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197 | (1) |
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Which Disciplinary Elements Are Applicable to the Problem? |
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197 | (1) |
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What Are the Characteristics of the Problem? |
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197 | (1) |
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What Is the Goal of the Research Project? |
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198 | (1) |
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Developing Adequacy in Theories |
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198 | (6) |
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The Reason to Understand Theories |
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198 | (1) |
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Concepts and How They Relate to Theory |
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199 | (1) |
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199 | (1) |
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First, Identify Theories Within a Single Discipline |
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199 | (3) |
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Second, Identify Theories Within Each of the Other Relevant Disciplines |
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202 | (1) |
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When to Use a Deductive Approach to Theory Selection |
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203 | (1) |
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Developing Adequacy in Disciplinary Methods |
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204 | (6) |
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Defining Disciplinary Method |
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204 | (2) |
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Methods Used in the Natural Sciences, the Social Sciences, and the Humanities |
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206 | (1) |
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206 | (1) |
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206 | (1) |
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206 | (1) |
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The Interdisciplinary Position on Methods |
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207 | (1) |
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Adequacy in Disciplines Must Include Understanding Disciplinary Research Methods |
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207 | (1) |
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Adequacy in Disciplines Includes Knowing the Interdisciplinary Position on the Quantitative Versus Qualitative Methods Debate |
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208 | (1) |
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Two Misconceptions About Qualitative Research |
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209 | (1) |
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Theoretical Implications of Using Qualitative Research Methods |
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209 | (1) |
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How a Discipline's Preferred Methods Correlates to Its Preferred Theories |
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210 | (1) |
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211 | (8) |
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When Conducting Basic Research in the Sciences |
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211 | (1) |
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When Conducting Basic Research in the Humanities |
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212 | (3) |
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How the IRP Relates to the Disciplinary Method(s) Used in Basic Research |
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215 | (1) |
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The Concept of Triangulation in Research Methodology |
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216 | (1) |
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Deciding Which Disciplinary Methods to Use in Conducting Basic Research |
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217 | (2) |
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Providing In-Text Evidence of Disciplinary Adequacy |
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219 | (1) |
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220 | (1) |
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221 | (2) |
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223 | (2) |
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8 Analyzing the Problem and Evaluating Insights |
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225 | (34) |
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225 | (1) |
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Step 6 Analyze the Problem and Evaluate Each Insight or Theory |
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225 | (1) |
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Analyzing the Problem From Each Disciplinary Perspective |
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225 | (8) |
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How to Analyze a Problem From Each Disciplinary Perspective |
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226 | (2) |
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Examples of Analyzing Problems From Disciplinary Perspectives |
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228 | (4) |
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Reflections on Analyzing Problems From Disciplinary Perspectives |
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232 | (1) |
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The Problem of Personal Bias |
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233 | (1) |
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234 | (7) |
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Disciplinary Perspective in General |
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234 | (5) |
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The Theories Used in Generating Insights |
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239 | (1) |
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Stating the Theory, Detecting Its Assumptions, and Identifying Its Explanatory Strengths and Limitations |
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239 | (2) |
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Asking the "5 W" Questions to Evaluate the Appropriateness of Each Theory to the Problem |
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241 | (14) |
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The Data Used as Evidence for Insights |
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244 | (2) |
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Examples of How Supportive Evidence Reflects Disciplinary Perspective |
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246 | (1) |
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Reflecting on These Examples |
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246 | (1) |
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247 | (4) |
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The Phenomena Embraced by Insights |
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251 | (4) |
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Checklist for Evaluating Previous Research |
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255 | (1) |
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255 | (1) |
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256 | (1) |
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256 | (3) |
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PART III Integrating Insights |
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259 | (180) |
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9 Understanding Integration |
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261 | (32) |
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261 | (1) |
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261 | (1) |
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A Definition of Integration or Synthesis |
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262 | (1) |
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The Controversy Concerning Integration |
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263 | (7) |
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264 | (1) |
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Disciplinary Fragmentation |
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264 | (1) |
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265 | (1) |
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Conflicting Perspectives and Ideologies |
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265 | (1) |
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A Variety of Possible Results |
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265 | (1) |
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Preference for Theory Competition and Alternative Integrations |
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266 | (1) |
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266 | (1) |
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Theories Supportive of Integration From Cognitive Psychology |
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267 | (3) |
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The Development of New Models of the IRP That Feature Techniques Demonstrated to Achieve Integration |
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270 | (1) |
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The Publication of Groundbreaking Integrative Work on a Wide Range of Complex Problems |
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270 | (1) |
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The Insistence on the Centrality of Integration by Leading Interdisciplinary and Transdisciplinary Organizations |
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271 | (1) |
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The Advantages of Integration |
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271 | (1) |
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The Readily Available Tests for Selecting the Best Comprehensive Understanding |
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272 | (2) |
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The Goal of Full Integration |
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273 | (1) |
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Conditions Necessary to Perform Integration |
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274 | (7) |
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Overcoming Monodisciplinarity |
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274 | (1) |
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274 | (2) |
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Balancing Conflicting Views |
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276 | (1) |
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277 | (1) |
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Triangulating Depth, Breadth, and Integration |
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278 | (1) |
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278 | (1) |
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279 | (1) |
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Interdisciplinary Integration |
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280 | (1) |
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Cultivating Seven Qualities of Mind |
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280 | (1) |
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The Model of Integration Used in This Book |
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281 | (9) |
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What the Model Integrates |
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281 | (1) |
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281 | (1) |
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282 | (1) |
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282 | (2) |
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284 | (1) |
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Summary of How the Broad Model Integrates |
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285 | (1) |
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What the Result of Integration Looks Like |
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285 | (1) |
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Integration Accommodates Epistemological Differences |
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286 | (1) |
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Integration Is New and More Comprehensive |
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287 | (1) |
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Integration Is "Larger" Than the Sum of Its Parts |
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288 | (1) |
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The Defining Characteristics of the Result of Integration Summarized |
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288 | (1) |
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Three Fundamental Questions Raised by This Discussion of the Broad Model |
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289 | (1) |
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290 | (1) |
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290 | (1) |
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291 | (2) |
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10 Identifying Conflicts Between Insights |
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293 | (28) |
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293 | (1) |
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Step 7 Identify Conflicts Between Insights or Theories and Their Sources |
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293 | (1) |
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The Importance of Identifying Conflicts Between Insights |
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293 | (23) |
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Where Conflicting Insights Are Located |
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294 | (1) |
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Conflicting Insights Produced by Authors From the Same Discipline |
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294 | (1) |
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Conflicting Insights Produced by Authors From Different Disciplines |
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295 | (1) |
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295 | (2) |
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Concepts Embedded in Insights |
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297 | (1) |
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298 | (2) |
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Organizing Disciplinary Insights |
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300 | (1) |
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Theories as Sources of Insights and Conflict Between Insights |
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300 | (1) |
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Theories as Sources of Insights, Concepts, and Assumptions |
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301 | (1) |
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Theories as Sources of Insights |
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301 | (1) |
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Theories as Sources of Concepts |
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302 | (1) |
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Theories as Sources of Assumptions |
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302 | (1) |
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Organizing Information About Theories |
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303 | (3) |
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Theories From the Same Discipline Can Be Sources of Conflict Between Insights |
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306 | (3) |
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Theories From the Same Discipline Can Be Sources of Conflicting Assumptions |
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309 | (4) |
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Theories From Different Disciplines Can Be Sources of Conflict Between Insights |
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313 | (3) |
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A Note to Readers About Communicating Conflicts and Their Sources |
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316 | (3) |
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319 | (1) |
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320 | (1) |
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11 Creating Common Ground Between Concepts |
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321 | (34) |
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321 | (1) |
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Step 8 Create Common Ground Between Concepts and Theories |
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321 | (1) |
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The Theory of Common Ground as the Basis for Collaborative Communication and Interdisciplinary Integration |
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322 | (10) |
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A Definition of Interdisciplinary Common Ground |
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322 | (1) |
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Common Ground Is Necessary for Collaborative Communication |
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323 | (1) |
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Common Ground Requires Unconventional Thinking |
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324 | (2) |
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Common Ground Is Achieved Through the Use of Language |
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326 | (1) |
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326 | (1) |
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Common Ground Must Be Created Whenever Concepts or Theories Conflict |
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327 | (1) |
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Common Ground Is Created by Modifying Concepts or Theories Directly or Through Their Assumptions |
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327 | (1) |
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Creating Common Ground Is Integral to Preparing Concepts and Theories for Integration |
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328 | (1) |
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Creating Common Ground Requires Using Intuition |
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329 | (1) |
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An Example of How Intuition Helps to Achieve Common Ground |
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330 | (1) |
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Creating Common Ground Plays Out Differently in Contexts of Narrow Versus Wide Interdisciplinarity |
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331 | (1) |
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Creating Common Ground Is the Interdisciplinarian's Responsibility |
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332 | (1) |
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Modifying Concepts and Assumptions |
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332 | (20) |
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333 | (1) |
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When to Seek Common Ground |
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333 | (1) |
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Decide How Comprehensive the Study Will Be |
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333 | (1) |
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Decide What Common Ground Will Be Created From |
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334 | (1) |
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A Best Practice When Working With Concepts and Assumptions |
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335 | (1) |
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Techniques Demonstrated for Modifying Concepts and Assumptions |
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335 | (1) |
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1 The Technique of Redefinition |
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336 | (4) |
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2 The Technique of Extension |
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340 | (3) |
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3 The Technique of Transformation |
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343 | (3) |
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4 The Technique of Organization |
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346 | (1) |
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The Value of These Techniques |
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347 | (1) |
|
Creating Common Ground When Assumed Values and Rights Conflict |
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348 | (1) |
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Arguments for the Validity of These Types |
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349 | (1) |
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How to Know If Insights Conflict Over Ethics |
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349 | (1) |
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Creating Common Ground When Values and Ethical Positions Conflict |
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350 | (2) |
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352 | (1) |
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352 | (1) |
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353 | (2) |
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12 Creating Common Ground Between Theories |
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355 | (27) |
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355 | (1) |
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355 | (2) |
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A Definition of Disciplinary Theory |
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356 | (1) |
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When Working With Theories Is Necessary |
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356 | (1) |
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The Relationship of Models, Variables, and Causal Processes to Theories |
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357 | (7) |
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357 | (1) |
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Variables and Relationships |
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358 | (1) |
|
Independent and Dependent Variables |
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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) |
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361 | (1) |
|
When Theories Differ Only Minimally and Focus Instead on Process |
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|
361 | (3) |
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Modifying a Set of Theories |
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364 | (15) |
|
Situation A One or More Theories in the Set Have a Broader Range of Applicability Than Do Others |
|
|
364 | (1) |
|
Identify All Variables or Causal Factors Addressed by Each Theory |
|
|
364 | (1) |
|
Reduce These Variables to the Fewest Number Possible by Categorizing Them Under a Few Broad Headings |
|
|
365 | (1) |
|
Determine How Many of These Categories Are Included in Each Theory |
|
|
366 | (1) |
|
If No Theory Encompasses All Categories, Determine Which Theory Can Most Readily Be Extended to Do So |
|
|
366 | (2) |
|
Modify the Theory by Extending Its Range of Applicability |
|
|
368 | (1) |
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369 | (1) |
|
Situation B None of the Theories in the Set Borrow Elements From Other Disciplines |
|
|
370 | (1) |
|
Modifying Concepts Embedded in Theories |
|
|
371 | (1) |
|
Modifying Assumptions Underlying Theories |
|
|
372 | (5) |
|
Modifying Concepts and Assumptions |
|
|
377 | (2) |
|
|
|
379 | (1) |
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|
|
380 | (1) |
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|
380 | (2) |
|
13 Constructing a More Comprehensive Understanding or Theory |
|
|
382 | (27) |
|
|
|
382 | (1) |
|
Step 9 Construct a More Comprehensive Understanding |
|
|
382 | (1) |
|
A Definition of More Comprehensive Understanding and More Comprehensive Theory |
|
|
382 | (2) |
|
Unpacking This Definition |
|
|
383 | (1) |
|
|
|
383 | (1) |
|
Constructing the More Comprehensive Understanding From Modified Concepts |
|
|
384 | (3) |
|
|
|
384 | (2) |
|
|
|
386 | (1) |
|
Constructing a More Comprehensive Theory From a Modified Theory |
|
|
387 | (20) |
|
Six Strategies to Achieve Causal or Propositional Integration |
|
|
388 | (1) |
|
Sequential or End-to-end Causal Integration |
|
|
388 | (1) |
|
Horizontal or Side-by-Side Causal Integration |
|
|
389 | (1) |
|
|
|
390 | (5) |
|
Cross-level or Multilevel Causal Integration |
|
|
395 | (8) |
|
Spatial and Analytical Integration |
|
|
403 | (4) |
|
|
|
407 | (1) |
|
|
|
407 | (1) |
|
|
|
408 | (1) |
|
14 Reflecting on, Testing, and Communicating the Understanding |
|
|
409 | (30) |
|
|
|
409 | (1) |
|
Step 10 Reflect on, Test, and Communicate the Understanding |
|
|
409 | (1) |
|
Reflecting on the More Comprehensive Understanding or Theory |
|
|
409 | (5) |
|
Reflect on What Has Actually Been Learned From the Project in an Overall Sense |
|
|
410 | (1) |
|
Reflect on STEPS Omitted or Compressed |
|
|
411 | (1) |
|
Reflect on One's Own Biases |
|
|
411 | (1) |
|
Interrogate One's Own Biases |
|
|
412 | (1) |
|
Check One's Work for Biases |
|
|
413 | (1) |
|
Reflect on One's Adherence to a Theoretical Approach |
|
|
413 | (1) |
|
Reflect on One's Limited Understanding of the Relevant Disciplines, Theories, and Methods |
|
|
414 | (1) |
|
Testing the Quality of Interdisciplinary Work |
|
|
414 | (4) |
|
Learning Outcomes Claimed for Interdisciplinarity |
|
|
415 | (1) |
|
Cognitive Abilities Attributable to Interdisciplinary Learning Drawn From Research on Cognition and Instruction |
|
|
415 | (1) |
|
Develop and Apply Perspective-Taking Techniques |
|
|
416 | (1) |
|
Develop Structural Knowledge of Problems Appropriate to Interdisciplinary Inquiry |
|
|
416 | (1) |
|
Create Common Ground Between Conflicting Disciplinary Insights |
|
|
417 | (1) |
|
Integrate Conflicting Disciplinary Insights |
|
|
417 | (1) |
|
Produce a Cognitive Advancement or Interdisciplinary Understanding of a Problem |
|
|
417 | (1) |
|
Four Core Premises That Underlie the Concept of Cognitive Advancement |
|
|
417 | (1) |
|
Testing or Assessing the More Comprehensive Understanding |
|
|
418 | (7) |
|
|
|
419 | (1) |
|
|
|
419 | (2) |
|
|
|
421 | (1) |
|
The Boix Mansilla et al. Test |
|
|
422 | (2) |
|
|
|
424 | (1) |
|
Communicating the Results of Integration |
|
|
425 | (11) |
|
|
|
426 | (1) |
|
|
|
426 | (1) |
|
|
|
427 | (2) |
|
|
|
429 | (1) |
|
|
|
429 | (2) |
|
|
|
431 | (1) |
|
A New Process to Achieve New Outcomes |
|
|
431 | (1) |
|
Examples of New Processes |
|
|
432 | (1) |
|
|
|
433 | (1) |
|
A Critique of an Existing Policy and/or a Proposed New Policy |
|
|
433 | (1) |
|
|
|
434 | (1) |
|
A New Question or Avenue of Scientific Inquiry |
|
|
435 | (1) |
|
The Value of Communicating Back to Disciplines |
|
|
435 | (1) |
|
|
|
436 | (1) |
|
|
|
436 | (1) |
|
|
|
437 | (2) |
| Conclusion |
|
439 | (6) |
| Appendix |
|
445 | (14) |
| Glossary of Key Terms |
|
459 | (17) |
| References |
|
476 | (20) |
| Author Index |
|
496 | (4) |
| Subject Index |
|
500 | |
