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Introduction to Interdisciplinary Studies 3rd Revised edition [Pehme köide]

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  • Formaat: Paperback / softback, 448 pages, kõrgus x laius: 231x187 mm, kaal: 700 g
  • Ilmumisaeg: 05-Feb-2020
  • Kirjastus: SAGE Publications Inc
  • ISBN-10: 1544379404
  • ISBN-13: 9781544379401
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Introduction to Interdisciplinary Studies 3rd Revised editionSuurem pilt
  • Formaat: Paperback / softback, 448 pages, kõrgus x laius: 231x187 mm, kaal: 700 g
  • Ilmumisaeg: 05-Feb-2020
  • Kirjastus: SAGE Publications Inc
  • ISBN-10: 1544379404
  • ISBN-13: 9781544379401
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781544379401.html
Märksõnad:
Introduction to Interdisciplinary Studies provides a comprehensive introduction to interdisciplinary studies with an approach that is conceptual and practical. Completely updated to reflect advances in the literature on research, learning, and assessment, the book describes the role of both disciplines and interdisciplinarity within the academy, and how these have evolved. Authors Allen F. Repko, Rick Szostak, and Michelle Phillips Buchberger effectively show students how to think like interdisciplinarians in order to facilitate their working with topics, complex problems, or themes that span multiple disciplines. 

New to the Third Edition are guiding questions at the start of each chapter, a discussion of the public policy issue of "basic income" as an example at the end of each chapter, application of interdisciplinary techniques in daily life, enhanced discussion of ethical decision-making, and updated examples and references throughout.

FREE SAGE edge online resources gives instructors and students the edge they need to succeed with an array of teaching and learning tools in one easy-to-navigate website. 

Arvustused

Written clearly and concisely, this book should be welcomed by instructors and students alike.  Filled with "real world" examples on most every page, this user-friendly book is the blueprint for understanding interdisciplinary research.   -- Michael Rubinoff * Review * The new edition continues to offer the most comprehensive foundation for understanding key concepts in interdisciplinary studies with both a scholarly and practical approach. Students also have opportunities to build their own cognitive toolkits through applications and exercises. A welcome addition includes a threaded example demonstrating interdisciplinary thinking in action.  -- Rhonda Davis * Review * This textbook is a great guidance tool for teaching the value of interdisciplinary scholarship and a method for the integration of disciplines, perspectives and ideas.  The text is useful for instructors and students in finding a pedagogical plan toward interdisciplinary study and research.  The third edition offers improved clarity and examples to important sections. It provides a deeper explanation of the history and ethics applied to interdisciplinary analysis.   -- Lisa Turner de Vera * review * The third edition has clear language, well-constructed figures, and photographs. The textbook provides excellent cases, research, and examples for student learning that will garner student interest and engagement, particularly the discussion on basic income in each chapter.  The variety of application exercises and discussion prompts not only give students the opportunity to practice critical thinking, self-reflection, and improve their metacognitive skills but also allow for flexibility for the instructor.  -- Sylvia Rogers * Review * Repko, Szostak, and Buchberger have revised Introduction to Interdisciplinary Studies in such a way that makes this text so much more meaningful and useful for the professor and the student.  The end of chapter critical thinking and application exercises were a highlight of the previous text, but the new revised edition even adds more ideas and application scenarios that are extremely thought provoking.  As one introductory interdisciplinary student exclaimed last semester, "Why isnt all of education like this?"  -- Lorene Heuvelman-Hutchinson * review *

Preface xvii
Acknowledgments xxxiii
About the Authors xxxv
PART I UNDERSTANDING INTERDISCIPLINARY STUDIES
1(176)
Chapter 1 Interdisciplinary Studies in the Real World
2(24)
Chapter Objectives
2(1)
Learning Outcomes
3(1)
Why Interdisciplinary Studies Matters
4(1)
What Is Driving Interdisciplinary Studies Today?
4(14)
The Complexity of Nature, Society, and Ourselves
5(1)
The Complexity of the Globalized Workplace
5(2)
The Need for Systems Thinking and Contextual Thinking
7(3)
The Changing Nature of University Research
10(2)
Interdisciplinary Borderlands
12(1)
The Public World and Its Pressing Needs
13(1)
Community Development
14(1)
Successful Intelligence and Integrative Thinking
15(2)
A Knowledge Society Needs Both Disciplinarity and Interdisciplinarity
17(1)
The Academic Benefits of Pursuing an Interdisciplinary Studies Degree
18(2)
Interdisciplinary Studies and Your Career Development
20(2)
A Threaded Example: Basic Income
22(1)
Critical Thinking Questions
23(1)
Applications and Exercises
24(2)
Chapter 2 The Rise of the Modern Disciplines and Interdisciplinarity
26(30)
Chapter Objectives
27(1)
Learning Outcomes
27(1)
Why the Past Matters
28(1)
The Rise of the Modern Disciplines
29(5)
The Origin of the Concept of Disciplinarity
30(1)
The Professionalization of Knowledge
31(2)
Concerns About Overspecialization
33(1)
The Rise of Interdisciplinarity
34(16)
The Quest for an Integrated Educational Experience
34(1)
Interdisciplinarity in the 1960s and 1970s
35(3)
Interdisciplinarity Acquires Academic Legitimacy in the 1980s and 1990s
38(2)
Interdisciplinary Practice in the New Millennium
40(1)
Natural Science
40(2)
The Social Sciences
42(2)
The New Humanities
44(2)
The Fine and Performing Arts
46(1)
Problems at the Human-Nature Interface
47(1)
The Growth of Interdisciplinarity
48(2)
Interdisciplinarity's Criticism of the Disciplines
50(4)
Specialization Can Blind Us to the Broader Context
50(1)
Specialization Tends to Produce Tunnel Vision
50(1)
Specialization Tends to Discount or Ignore Other Perspectives
51(1)
Specialization Can Hinder Creative Breakthroughs
51(1)
Specialization Fails to Address Complex Problems Comprehensively
52(1)
Specialization Imposes a Past Approach on the Present
53(1)
Summary of the Interdisciplinary Criticism of Disciplinary Specialization
53(1)
Revisiting the Basic Income
54(1)
Critical Thinking Questions
55(1)
Applications and Exercises
55(1)
Chapter 3 Interdisciplinary Studies Defined
56(30)
Chapter Objectives
56(1)
Learning Outcomes
57(1)
Why Definitions Matter
57(1)
Defining Interdisciplinary Studies
58(7)
Widely Recognized Definitions of Interdisciplinary Studies
59(2)
Commonalities Shared by These Definitions
61(1)
The Purpose of Interdisciplinary Studies
62(1)
The Process of Interdisciplinary Studies
62(1)
The Product of Interdisciplinary Studies
62(1)
An Integrated Definition of Interdisciplinary Studies
63(1)
The Premise of Interdisciplinary Studies
64(1)
Differences Between Disciplinarity, Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity
65(7)
The Fable of the Elephant House
65(1)
Disciplinarity
66(1)
Multidisciplinarity
67(1)
Interdisciplinarity
68(1)
Two Metaphors
68(2)
The Difference Between Multidisciplinarity and Interdisciplinarity Summarized
70(1)
Transdisciplinarity
71(1)
Two Conceptions of Interdisciplinarity
72(4)
Critical Interdisciplinarity
73(1)
Instrumental Interdisciplinarity
74(2)
Useful Metaphors of Interdisciplinary Studies
76(6)
The Metaphor of Boundary Crossing
77(1)
The Metaphor of Bridge Building
78(2)
The Metaphor of Bilingualism
80(2)
Basic Income Revisited
82(1)
Critical Thinking Questions
83(1)
Applications and Exercises
83(3)
Chapter 4 The Interdisciplinary Studies "Cognitive Toolkit"
86(24)
Chapter Objectives
86(1)
Learning Outcomes
87(1)
How She Did It
87(1)
Intellectual Capacities
88(4)
Values
92(3)
Traits
95(3)
Skills
98(2)
Ethical Analysis
100(2)
Ways to Apply Your Interdisciplinary "Toolkit"
102(4)
Writing an Intellectual Autobiography
102(1)
Preparing a Portfolio
103(2)
Performing Service Learning
105(1)
Basic Income
106(1)
Critical Thinking Questions
107(1)
Applications and Exercises
108(2)
Chapter 5 Academic Disciplines
110(44)
Chapter Objectives
110(1)
Learning Outcomes
111(1)
Disciplines and Disciplinarity Defined
112(4)
Commonalities Shared by These Definitions
113(1)
The Purpose of Disciplines
114(1)
The Content of Disciplines
115(1)
An Integrated Definition of Discipline and Disciplinarity
116(1)
The Epistemic, Social, and Organizational Dimensions of Disciplines
116(8)
Disciplines as Epistemic Communities
116(2)
Disciplines as Social Communities
118(2)
Disciplines as Organizational Units
120(2)
A Taxonomy of Disciplines, Applied Fields, and Professions
122(2)
The Concept of Disciplinary Perspective
124(9)
Perspective Taking in Interdisciplinary Studies
124(1)
Types of Disciplinary Perspective
125(1)
Disciplinary Perspective Defined
126(2)
What Disciplinary Perspective Is Used For
128(1)
Disciplinary Perspective in an Overall Sense
129(3)
Three Misconceptions About Disciplinary Perspective
132(1)
The Defining Elements of a Discipline
133(14)
Phenomena
134(2)
Epistemology
136(1)
Epistemologies of the Natural Sciences
137(1)
Epistemologies of the Social Sciences
138(1)
Epistemologies of the Humanities
139(1)
Assumptions
140(1)
Assumptions of the Natural Sciences
141(1)
Assumptions of the Social Sciences
142(1)
Assumptions of the Humanities
142(2)
Concepts
144(1)
Theory
144(2)
Methods
146(1)
Typical Methods
147(4)
Induction and Deduction
147(2)
Quantitative and Qualitative Methods
149(1)
Data
150(1)
Disciplinary Perspective and Basic Income
151(1)
Critical Thinking Questions
151(1)
Applications and Exercises
152(2)
Chapter 6 The "DNA" of Interdisciplinary Studies
154(23)
Chapter Objectives
154(1)
Learning Outcomes
155(1)
Assumptions of Interdisciplinary Studies
156(5)
No. 1 The Complex Reality Beyond the University Makes Interdisciplinarity Necessary
156(1)
No. 2 The Disciplines Are Foundational to Interdisciplinarity
157(1)
No. 3 The Disciplines Are Inadequate to Address Complexity Comprehensively
158(2)
No. 4 Interdisciplinarity Is Able to Integrate Insights From Relevant Disciplines
160(1)
No. 5 The Disciplines and the Institutional Policies That Reinforce Them Often Present Major Barriers to Interdisciplinarity
160(1)
Theories Supportive of Interdisciplinary Studies
161(10)
Complexity Theory
161(2)
Perspective-Taking Theory
163(2)
Common Ground Theory
165(2)
Integration Theory
167(1)
Theories Supportive of Integration
168(3)
Interdisciplinary Integration Defined
171(1)
Epistemology of Interdisciplinary Studies
171(2)
Critical and Instrumental Modes of Interdisciplinarity
172(1)
Complexity
172(1)
How Interdisciplinary Studies "Sees"
173(1)
It Sees Complexity in the Familiar
173(1)
It Sees Complex Problems in Context
173(1)
It Sees Commonality Amid Difference and Conflict
174(1)
It Sees Contingency in Certainty
174(1)
Reflections on Basic Income
174(1)
Critical Thinking Questions
175(1)
Applications and Exercises
176(1)
PART II THINKING CRITICALLY ABOUT INTERDISCIPLINARY STUDIES
177(66)
Chapter 7 Thinking Critically About Disciplinary Perspectives
178(20)
Chapter Objectives
178(1)
Learning Outcomes
179(1)
What It Means to Think Critically About Disciplinary Perspectives
179(1)
Developing a Sophisticated Conception of Knowledge
180(5)
Reflect on Your Present Epistemic Position
181(1)
Assess Your Tolerance for Multiplicity
181(1)
Move Toward Critical Pluralism
182(1)
Why Some May Find the Transition to Critical Pluralism Difficult to Make
183(1)
How to Move From a Position of Dualism or Relativism to One of Critical Pluralism
184(1)
Why Interrogate Disciplinary Perspectives (or Practice Critical Pluralism)
185(5)
The Issues of Disciplinary Depth and Interdisciplinary Breadth
185(1)
Identifying Disciplines Relevant to the Problem
186(1)
Why Interdisciplinarians Interrogate Perspectives
186(1)
No. 1 Perspective Taking Is a Prerequisite for Turning Multidisciptinary Work Into Interdisciplinary Work
187(1)
No. 2 Perspective Taking Enables Us to See the Relevance of Other Perspectives
188(1)
No. 3 Perspective Taking Illumines Our Understanding of the Problem as a Whole
189(1)
No. 4 Perspective Taking Reduces the Possibility of Making Poor Decisions
189(1)
No. 5 Perspective Taking Exposes Strengths and Limitations of Disciplines
190(1)
How Interdisciplinarians Interrogate Disciplinary Perspectives
190(5)
1 What Is the Discipline's Perspective on This Particular Subject?
190(2)
2 How Does Each Perspective Illumine Our Understanding of the Subject as a Whole?
192(4)
3 What Are the Strengths and Limitations of Each Perspective?
196
Basic Income
195(1)
Critical Thinking Scenario
196(1)
Critical Thinking Questions
196(1)
Applications and Exercises
196(2)
Chapter 8 Thinking Critically About Disciplinary Insights
198(26)
Chapter Objectives
198(1)
Learning Outcomes
199(1)
Critical Thinking Attitudes
200(3)
Awareness of the Limitations of Expertise
200(1)
Self-Awareness
200(2)
Intellectual Courage
202(1)
Respect for Different Viewpoints
202(1)
Categories of Statements
203(5)
No. 1 What Are the Author's Conclusions?
203(1)
No. 2 What Are the Supporting Arguments?
204(1)
No. 3 What Assumptions Does the Author Make (and Are These Justified)?
204(2)
No. 4 What Evidence Does the Author Marshal?
206(1)
Other Types of Statements You Will Encounter
206(1)
Summary of This Discussion
207(1)
Critically Analyzing Disciplinary Insights
208(13)
A Distinctive Approach to Critically Analyzing Disciplinary Insights
208(1)
Standards for Evaluating Disciplinary Insights
209(1)
Clarity
210(1)
Depth and Breadth
211(1)
Logic
211(1)
Examples of Applying an Interdisciplinary Approach to Critically Analyzing Disciplinary Insights
212(1)
Example 1 An Analysis of Crime by an Economist
212(3)
Example 2 A Newspaper Article on Climate Change 2U Example 3: An Article by a Literary Theorist on a Nineteenth-Century Latin American Novelist
215(1)
Mapping Interdisciplinary Connections
215(2)
Returning to Example V. An Analysis of Crime
217(1)
What Mapping the Scholarly Enterprise Reveals
218(3)
Critical Thinking About Basic Income
221(1)
Critical Thinking Questions
221(1)
Applications and Exercises
221(3)
Chapter 9 Thinking Critically About Integration and Its Results
224(19)
Chapter Objectives
226
Learning Outcomes
225(1)
Approaches to Interdisciplinary Integration
226(7)
Integrative Approach 1: Contextualization
226(1)
History as Integrative Context
226(1)
Metaphysics as Integrative Context
227(1)
Epistemology as Integrative Context
227(1)
Example of Contextualization
228(2)
Strengths and Limitations of Contextualization
230(1)
Integrative Approach 2: Conceptualization
230(1)
Strengths and Limitations of Conceptualization
231(1)
Integrative Approach 3: Problem Centering
231(1)
Strengths and Limitations of the Problem-Centering Approach
232(1)
The Broad Model Approach to Integration
233(5)
Examples of How the Broad Model Integrates
235(1)
Working With Assumptions
235(2)
Working With Concepts
237(1)
Strategies for Integration
238(1)
The Result of Integration
239(1)
A More Comprehensive Understanding
239(1)
Reflecting on What Was Achieved
240(1)
Integration and Basic Income
240(1)
Critical Thinking Scenario
241(1)
Critical Thinking Questions
241(1)
Applications and Exercises
241(2)
PART III INTERDISCIPLINARY RESEARCH AND WRITING
243(74)
Chapter 10 An Interdisciplinary Research "Road Map"
244(26)
Chapter Objectives
244(1)
Learning Outcomes
245(1)
The Power and Usefulness of Research
246(1)
Disciplinary and Interdisciplinary Approaches to Research
247(2)
The Broad Model of the Interdisciplinary Research Process
249(2)
STEP 1 Define the Problem or State the Research Question
251(8)
What Is a Good Research Question?
251(1)
How Do You Develop a Good Research Question?
252(1)
The Research Question Identifies the Focus of the Study
252(1)
The Research Question Defines the Scope of the Study
252(1)
The Research Question Avoids Three Tendencies
253(2)
The Research Question Answers the "So What?" Question
255(1)
The Broad Model Rubric Applied to STEP 1
255(4)
Some Useful Group Exercises
259(1)
STEP 2 Justify Using an Interdisciplinary Approach
260(6)
Commonly Used Justifications
260(1)
The Problem or Research Question Is Complex
260(1)
Important Insights Into the Problem Are Offered by Two or More Disciplines
261(1)
No Singte Discipline Has Been Able to Address the Problem Comprehensively
261(1)
The Problem Is an Unresolved Issue or Unmet Societal Need
262(1)
The Broad Model Rubric Applied to STEP 2
263(1)
Evaluating Practitioner and Student Justifications
263(3)
Researching a Basic Income
266(1)
Critical Thinking Questions
267(1)
Applications and Exercises
267(3)
Chapter 11 Identifying Relevant Disciplines and Gathering Information About the Problem
270(24)
Chapter Objectives
271(1)
Learning Outcomes
271(1)
STEP 3 Identify Relevant Disciplines
272(9)
Action No. 1: Connect the Problem as a Whole to Phenomena Typically Studied by Disciplines and Interdisciplinary Fields
272(1)
Problem/Research Question No. V. What is the cause of teen apathy toward learning?
273(1)
Problem/Research Question No. 2: Should natural gas replace coal as a fuel source for electricity production?
273(1)
Problem/Research Question No. 3: What is the meaning of the growing popularity of action superheroes in media?
273(3)
Action No. 2: "Decompose" the Problem
276(1)
Action No. 3: Mapping the Problem
277(2)
Action No. 6: Reflect on the Problem
279(1)
"Rules of Thumb" to Help You Perform STEP 3
280(1)
STEP 4 Conduct a Literature Search
281(2)
Remember That Different Disciplines Employ Terminology Differently
281(1)
Categorize Publications According to Their Disciplinary Source
281(1)
Focus on Quality Rather Than Quantity
282(1)
Develop a Data Management System
282(1)
The Broad Model Rubric Applied to STEPS 3 and 4
283(9)
Examples
286(5)
Analysis of Examples
291(1)
Investigating Basic Income
292(1)
Critical Thinking Questions
293(1)
Critical Thinking Scenario
293(1)
Peer Evaluation and Edit Activity
293(1)
Chapter 12 Analyzing Insights and Reflecting on Process
294(23)
Chapter Objectives
295(1)
Learning Outcomes
295(1)
STEP 5 Critically Analyze the Disciplinary Insights Into the Problem
296(11)
Strategies for Critically Analyzing Disciplinary Insights
298(1)
Strategy No. 1: Identify the Key Elements of Each Insight
298(1)
Strategy No. 2: Organize This Information
298(1)
Strategy No. 3: Critically Analyze This Information
299(3)
The Broad Model Rubric Applied to STEP 5
302(5)
STEP 6 Reflect on How an Interdisciplinary Approach Has Enlarged Your Understanding of the Problem
307(8)
How Has the Project Challenged Your Bias Toward the Problem?
308(1)
How Has the Research Process Influenced Your Perception of Disciplinary Perspective and Expertise?
309(1)
How Has an Interdisciplinary Approach Enlarged Your Understanding of the Problem as a Whole?
309(1)
How Is an Interdisciplinary Approach Applicable Beyond the Classroom?
310(1)
The Broad Model Rubric Applied to STEP 6
311(4)
Basic Income Revisited
315(1)
Conclusion
315(1)
Critical Thinking Questions
316(3)
Appendixes 317(68)
Appendix A Intellectual Autobiography
319(8)
Appendix B Student Portfolios and Blogging
327(10)
Appendix C Service Learning, Internships, and Alternative Projects for Nontraditional Students
337(20)
Appendix D The Broad Model Rubric: Instructor Version and Sample Student Outline
357(12)
Appendix E Answer Key
369(16)
Glossary of Key Terms 385(4)
References 389(10)
Index 399
Allen F. Repko, PhD, is the former director of the interdisciplinary studies program in the School of Urban and Public Affairs at the University of Texas at Arlington, where he developed and taught the programs core curriculum for many years. The program is one of the largest in the United States. Repko has written extensively on all aspects of interdisciplinary studies, has twice served as coeditor of the interdisciplinary journal Issues in Integrative Studies, and has served on the board of the Association for Interdisciplinary Studies (AIS).







Rick Szostak, PhD, is professor and chair of economics at the University of Alberta, where he has taught for 34 years. He is the author of a dozen books and 50 articles, all of an interdisciplinary nature. Several of his publications address how to do interdisciplinary research, teach interdisciplinary courses, administer interdisciplinary programs, or organize information in order to facilitate interdisciplinarity. As an associate dean, he created the Office of Interdisciplinary Studies at the University of Alberta, the Science, Technology and Society program, an individualized major, and two courses about interdisciplinarity. He has twice served as coeditor of the interdisciplinary journal Issues in Integrative Studies. He was president of the Association for Interdisciplinary Studies (AIS) from 2011 to 2014. He can be contacted at rszostak@ualberta.ca.







 

 

Michelle Phillips Buchberger, PhD, is an assistant professor of integrative studies at Miami University. She previously proposed, developed and chaired the B.S. Interdisciplinary Studies program at Franklin University. She currently co-chairs the Alpha Iota Sigma international honors society for interdisciplinary studies and has presented and written on topics including teaching interdisciplinary studies online, working with nontraditional students, and creative thinking in interdisciplinary studies. She teaches several courses about interdisciplinarity, including theories and methods of interdisciplinary studies and integrative studies seminars, as well as Film Studies and Liberal Studies. She has a PhD in English Literature, which she also teaches. She can be contacted at buchbem@miamioh.edu.