| Preface |
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xv | |
| Acknowledgments |
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xxvii | |
| About the Authors |
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xxviii | |
| Part I About Interdisciplinary Studies And Disciplines |
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Chapter 1 Introducing Interdisciplinary Studies |
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2 | (30) |
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3 | (1) |
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3 | (1) |
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3 | (1) |
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Defining Interdisciplinary Studies |
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4 | (6) |
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The "Inter" Part of Interdisciplinary Studies |
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4 | (1) |
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The "Disciplinary" Part of Interdisciplinary Studies |
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4 | (2) |
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The "Studies" Part of Interdisciplinary Studies |
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6 | (3) |
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A Definition of Interdisciplinary Studies |
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9 | (1) |
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The Intellectual Essence of Interdisciplinarity |
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10 | (14) |
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Assumptions of Interdisciplinarity |
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11 | (3) |
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Theories of Interdisciplinary Studies |
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14 | (9) |
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Epistemology of Interdisciplinary Studies |
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23 | (1) |
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Distinguishing Interdisciplinarity From Multidisciplinarity, Transdisciplinarity, and Integrative Studies |
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24 | (4) |
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Interdisciplinary Studies Is Not Multidisciplinary Studies |
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24 | (3) |
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Interdisciplinary Studies Is Not Transdisciplinary Studies |
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27 | (1) |
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Interdisciplinary Studies and Integrative Studies |
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27 | (1) |
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The Differences Between Multidisciplinarity, Interdisciplinarity, Transdisciplinarity, and Integrative Studies Summarized |
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28 | (1) |
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28 | (1) |
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29 | (1) |
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29 | (3) |
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Chapter 2 Introducing the Disciplines and Their Perspectives |
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32 | (42) |
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33 | (1) |
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33 | (1) |
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33 | (1) |
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Defining Disciplinary Perspective |
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34 | (1) |
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How Knowledge Is Typically Reflected in the Organization of the Academy |
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35 | (3) |
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About Disciplines and Disciplinarity |
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35 | (1) |
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The Changing Character of Disciplines |
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36 | (2) |
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Categories of Disciplines |
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38 | (1) |
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Disciplinary Perspectives |
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38 | (3) |
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When Disciplinary Perspectives Are Used |
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40 | (1) |
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Unpacking the Defining Elements of a Discipline's Perspective |
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41 | (28) |
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41 | (6) |
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47 | (6) |
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53 | (5) |
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58 | (1) |
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59 | (1) |
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60 | (9) |
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69 | (1) |
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69 | (2) |
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71 | (3) |
| Part II Drawing On Disciplinary Insights |
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Chapter 3 Beginning the Research Process |
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74 | (28) |
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75 | (1) |
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75 | (1) |
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75 | (1) |
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The Integrated Model of the Interdisciplinary Research Process |
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75 | (3) |
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Key Characteristics of Interdisciplinary Research |
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78 | (5) |
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It Involves Decision Making |
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78 | (1) |
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78 | (1) |
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79 | (1) |
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80 | (1) |
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81 | (1) |
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Two Cautions Concerning the Steps |
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81 | (2) |
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Step 1: Define the Problem or State the Research Question |
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83 | (10) |
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Select a Problem or Pose a Question That Is Complex and Requires Drawing on Insights From More Than One Discipline |
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84 | (2) |
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Define the Scope of the Problem or Question |
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86 | (1) |
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Avoid Three Tendencies That Run Counter to the IRP |
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87 | (2) |
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Follow Three Guidelines for Stating the Problem or Posing the Question |
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89 | (3) |
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92 | (1) |
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92 | (1) |
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Step 2: Justify Using an Interdisciplinary Approach |
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93 | (5) |
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Determine That the Problem Is Complex |
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94 | (1) |
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Determine That Important Insights Concerning the Problem Are Offered by Two or More Disciplines |
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94 | (1) |
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Determine That No Single Discipline Has Been Able to Explain the Problem Comprehensively or Resolve It Satisfactorily |
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95 | (1) |
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Determine That the Problem Is an Unresolved Societal Need or Issue |
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95 | (3) |
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98 | (1) |
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98 | (1) |
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99 | (3) |
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Chapter 4 Identifying Relevant Disciplines |
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102 | (24) |
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103 | (1) |
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103 | (1) |
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103 | (1) |
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Select Potentially Relevant Disciplines |
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104 | (3) |
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104 | (1) |
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Draw on Disciplinary Perspectives fin a General Sense) |
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105 | (1) |
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An Example of How to Select Potentially Relevant Disciplines |
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105 | (2) |
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Map the Problem to Reveal Its Disciplinary Parts |
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107 | (11) |
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Systems Thinking and the System Map |
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108 | (6) |
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114 | (1) |
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The Concept or Principle Map |
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114 | (1) |
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114 | (4) |
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Reduce the Number of Potentially Relevant Disciplines to Those That Are Most Relevant |
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118 | (5) |
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Three Questions to Ask to Distinguish Between Potentially Relevant and Most Relevant Disciplines |
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118 | (5) |
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123 | (1) |
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124 | (1) |
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125 | (1) |
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Chapter 5 Conducting the Literature Search |
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126 | (22) |
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127 | (1) |
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127 | (1) |
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127 | (1) |
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Meaning of Literature Search |
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128 | (1) |
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Reasons for Conducting the Literature Search |
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128 | (2) |
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Special Challenges Confronting Interdisciplinarians |
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130 | (2) |
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More Literature Must Be Searched |
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130 | (1) |
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Researchers Risk Being Seduced by What Disciplinary Experts Say |
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130 | (1) |
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Library and Database Cataloging Methods Disadvantage Interdisciplinary Researchers |
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131 | (1) |
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The Initial Literature Search |
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132 | (9) |
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Searching Your Library's Collection |
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133 | (2) |
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Searching Indexes, Databases, and Other Collections |
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135 | (2) |
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Searching on the Internet |
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137 | (1) |
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137 | (3) |
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Mistakes to Avoid When Beginning the Literature Search |
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140 | (1) |
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The Full-Scale Literature Search |
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141 | (4) |
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Disciplinary Sources of Knowledge |
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142 | (2) |
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Nondisciplinary Sources of Knowledge |
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144 | (1) |
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145 | (1) |
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146 | (1) |
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147 | (1) |
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Chapter 6 Developing Adequacy in Relevant Disciplines |
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148 | (34) |
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149 | (1) |
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149 | (1) |
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149 | (1) |
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150 | (5) |
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Adequacy Calls for Knowing the Goal of the Research Project |
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150 | (1) |
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Adequacy Involves Borrowing From Each Relevant Discipline |
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150 | (1) |
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Adequacy Involves Understanding Which Disciplinary Elements Are Applicable to the Problem |
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151 | (1) |
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Adequacy Involves Appreciating Debates Within Disciplines |
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152 | (1) |
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The Degree of Needed Adequacy Varies |
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152 | (2) |
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154 | (1) |
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Develop Adequacy in Theories |
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155 | (7) |
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The Reason to Understand Theories |
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155 | (1) |
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Concepts and How They Relate to Theory |
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155 | (1) |
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156 | (6) |
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Develop Adequacy in Disciplinary Methods |
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162 | (5) |
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Disciplinary Method Defined |
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162 | (1) |
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Methods Used in the Natural Sciences, the Social Sciences, and the Humanities |
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163 | (1) |
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The Interdisciplinary Position on Methods Used in Disciplinary Research |
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164 | (3) |
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Use and Evaluate Disciplinary Methods in Basic Research |
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167 | (9) |
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Identify Strengths and Limitations of Different Methods |
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168 | (2) |
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Decide Which Disciplinary Methods to Use in Conducting Basic Research: An Example |
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170 | (2) |
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How a Discipline's Preferred Methods Correlate to Its Preferred Theories |
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172 | (3) |
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The Concept of Triangulation in Research Methodology |
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175 | (1) |
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Provide In-Text Evidence of Disciplinary Adequacy |
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176 | (1) |
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177 | (1) |
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177 | (2) |
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179 | (3) |
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Chapter 7 Analyzing the Problem and Evaluating Insights |
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182 | (38) |
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183 | (1) |
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183 | (1) |
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183 | (1) |
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Analyze the Problem From Each Discipline's Perspective |
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184 | (8) |
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How to Analyze a Problem From Each Discipline's Perspective |
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184 | (2) |
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Examples of Analyzing Problems From Disciplinary Perspectives |
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186 | (5) |
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Benefits of Analyzing Problems From Disciplinary Perspectives |
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191 | (1) |
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Evaluate the Insights Produced by Each Discipline |
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192 | (23) |
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Strategy 1: Evaluate Insights Using Disciplinary Perspective |
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193 | (4) |
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Strategy 2: Evaluate Theories Used in Generating Insights |
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197 | (6) |
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Strategy 3: Evaluate Insights Using the Evidence (Data) for Insights |
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203 | (3) |
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Strategy 4: Evaluate Insights Using the Methods Authors Employ |
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206 | (2) |
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Strategy 5: Evaluate Insights Using the Phenomena Embraced by Insights |
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208 | (7) |
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Checklist for Evaluating Previous Research |
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215 | (1) |
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216 | (1) |
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216 | (1) |
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217 | (3) |
| Part III Integrating Insights |
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Chapter 8 Understanding Integration |
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220 | (24) |
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221 | (1) |
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221 | (1) |
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221 | (1) |
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What Interdisciplinary Integration Is |
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222 | (2) |
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A Definition of Integration |
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222 | (2) |
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224 | (1) |
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The Controversy Concerning Integration |
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224 | (10) |
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224 | (3) |
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227 | (6) |
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The Importance of Perspective Taking |
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233 | (1) |
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The Importance of Cultivating Certain Qualities of Mind |
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233 | (1) |
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Integration in the Broad Model |
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234 | (5) |
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What the Model Integrates |
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234 | (1) |
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235 | (1) |
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What the Result of Integration Looks Like |
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236 | (3) |
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Questions Raised by This Discussion of Integration |
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239 | (1) |
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What Does Integration Change? |
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239 | (1) |
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Must Integration Result in a Clear-Cut Solution to a Problem for a Study to be "Successful" and Truly Interdisciplinary? |
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239 | (1) |
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Will Integration Always Resolve All Conflict? |
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239 | (1) |
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240 | (1) |
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240 | (1) |
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241 | (3) |
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Chapter 9 Identifying Conflicts Among Insights and Their Sources |
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244 | (24) |
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245 | (1) |
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245 | (1) |
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245 | (1) |
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Identify Conflicting Insights |
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246 | (2) |
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Conflicts Within a Discipline |
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246 | (1) |
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Conflicts Across Disciplines |
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247 | (1) |
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Locate Sources of Conflict Among Insights |
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248 | (16) |
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Concepts as Sources of Conflict Among Insights |
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249 | (1) |
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Assumptions as Sources of Conflict Among Insights |
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250 | (2) |
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Theories as Sources of Conflict Among Insights |
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252 | (12) |
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Communicate Your Research to the Appropriate Audience |
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264 | (2) |
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266 | (1) |
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267 | (1) |
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Chapter 10 Creating Common Ground Among Insights: Concepts and/or Assumptions |
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268 | (32) |
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269 | (1) |
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269 | (1) |
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269 | (1) |
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About Interdisciplinary Common Ground |
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270 | (6) |
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271 | (1) |
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Common Ground Is Created Regularly |
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272 | (1) |
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Common Ground Is Necessary for Collaborative Communication |
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272 | (1) |
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Creating Common Ground Plays Out Differently in Contexts of Narrow Versus Wide Interdisciplinarity |
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273 | (1) |
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Creating Common Ground Is Essential to Integration |
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273 | (1) |
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Creating Common Ground Requires Using Intuition |
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274 | (2) |
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Create Common Ground Among Conflicting Concepts and/or Assumptions |
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276 | (20) |
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277 | (2) |
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Techniques Used to Modify Concepts and Assumptions |
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279 | (11) |
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Create Common Ground Among Conflicting Ethical Positions |
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290 | (6) |
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296 | (1) |
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297 | (1) |
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297 | (3) |
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Chapter 11 Creating Common Ground Among Insights: Theories |
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300 | (26) |
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301 | (1) |
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301 | (1) |
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301 | (1) |
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Defining Disciplinary Theory |
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302 | (1) |
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Models, Variables, Concepts, and Causal Relationships |
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303 | (4) |
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303 | (1) |
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304 | (1) |
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305 | (1) |
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Causal Relationships (or Links) |
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305 | (1) |
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Causal Relationships and Variables |
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305 | (2) |
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Create Common Ground Among Theories |
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307 | (17) |
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Situation A: One or More Theories Have a Broader Range of Situation B: None of the Relevant Theories Borrow Enough Elements From Other Disciplines |
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313 | (8) |
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Situation C: When Theories (Mostly) Address Different Phenomena |
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321 | (3) |
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324 | (1) |
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324 | (1) |
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325 | (1) |
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Chapter 12 Constructing a More Comprehensive Understanding or Theory |
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326 | (30) |
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327 | (1) |
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327 | (1) |
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327 | (1) |
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Definition of "More Comprehensive Understanding" |
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328 | (1) |
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329 | (5) |
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Construct the More Comprehensive Understanding From Construct a More Comprehensive Theory From a Modified Theory |
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334 | (20) |
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Strategies to Achieve Causal or Propositional Integration |
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335 | (19) |
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354 | (1) |
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355 | (1) |
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355 | (1) |
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Chapter 13 Reflecting on, Testing, and Communicating the Understanding or Theory |
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356 | (34) |
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357 | (1) |
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357 | (1) |
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357 | (1) |
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Reflect on the More Comprehensive Understanding or Theory |
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358 | (6) |
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Reflect on What Has Actually Been Learned From the Project |
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359 | (1) |
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Reflect on Steps Omitted or Compressed |
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360 | (1) |
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Reflect on One's Own Biases |
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361 | (3) |
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Reflect on One's Limited Understanding of the Relevant Disciplines, Theories, and Methods |
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364 | (1) |
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Test the Quality of Interdisciplinary Work |
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364 | (3) |
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Learning Outcomes Claimed for Interdisciplinarity |
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365 | (1) |
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Cognitive Abilities Attributable to Interdisciplinary Learning |
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365 | (2) |
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Test the More Comprehensive Understanding or Theory |
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367 | (8) |
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367 | (1) |
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The Tress et al. (2006) Test |
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368 | (1) |
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369 | (1) |
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The Boix Mansilla et al. (2009) Test |
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370 | (3) |
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373 | (2) |
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Communicate the Results of Integration |
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375 | (12) |
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376 | (1) |
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376 | (3) |
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379 | (2) |
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A New Process to Achieve New Outcomes |
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381 | (2) |
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383 | (1) |
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A Critique of an Existing Policy and/or a Proposed New Policy |
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384 | (2) |
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A New Question or Avenue of Scientific Inquiry |
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386 | (1) |
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The Value of Communicating Back to Disciplines |
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387 | (1) |
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387 | (1) |
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388 | (1) |
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388 | (2) |
| Conclusion |
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390 | (6) |
| Appendix |
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396 | (16) |
| Glossary of Key Terms |
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412 | (4) |
| References |
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416 | (10) |
| Index |
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426 | |
