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Introduction to Interdisciplinary Studies [Pehme köide]

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  • Formaat: Paperback / softback, 368 pages, kõrgus x laius: 231x187 mm, kaal: 600 g
  • Ilmumisaeg: 13-Jun-2013
  • Kirjastus: SAGE Publications Inc
  • ISBN-10: 1452256608
  • ISBN-13: 9781452256603
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Introduction to Interdisciplinary StudiesSuurem pilt
  • Formaat: Paperback / softback, 368 pages, kõrgus x laius: 231x187 mm, kaal: 600 g
  • Ilmumisaeg: 13-Jun-2013
  • Kirjastus: SAGE Publications Inc
  • ISBN-10: 1452256608
  • ISBN-13: 9781452256603
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781452256603.html
Märksõnad:
Written for use in entry-level interdisciplinary courses, this text is intended to train students in differentiating between disciplinary and interdisciplinary approaches to learning and research, following and critiquing interdisciplinary arguments, understanding the interdisciplinary process, and assessing the quality of their own interdisciplinary work. Pedagogically, the authors adopt a neo-Piagetian approach to teaching within the text that emphasizes the active involvement of learners and the deep learning that occurs when students are challenged to produce their own work. Annotation ©2013 Book News, Inc., Portland, OR (booknews.com)

This comprehensive new introduction to interdisciplinary studies draws on recent advances in the field's burgeoning literature on learning and assessment.

This comprehensive new introduction to interdisciplinary studies draws on recent advances in the field's burgeoning literature on learning and assessment. It is the first book to present these foundational principles in a textbook designed specifically for the introductory course. The book introduces students to the principles of the field, prepares them to produce quality work, and facilitates their working with topics, problems, or themes that span multiple disciplines. Its approach is succinct, conceptual, and practical.

Arvustused

This text is comprehensive in approach, yet broken into three major parts that are easy for students to follow and to use to build their own work (I especially like the "learning outcomes" for each chapter). Its strength is that it situates interdisciplinary studies from the perspective of an undergraduate. -- Angela Hunter I would recommend this text to others. I find the book has more detail than the text I currently use and seems more appropriate as an introductory text given the level of students I normally teach in this course. It is a comprehensive and needed study of the literature of the field. -- Pauline D. Gagnon I am very likely to recommend this book. Our department continues to look for an introductory text that is friendly to undergraduate students, and this might fit the bill. The strengths of the book like in the emphasis on interdisciplinarity as an activity/process, the explanation of historical context, and the combination of theory and practice. -- Andrew T. Arroyo This book is comprehensive. The authors provide thoughtful support for the main ideas and unpack technical and complex ideas. The use of examples and end of chapter exercises is consistent with learning theory. The integration of cognitive theory into the early chapters is a strength. Similarly, pointing out areas of interdisciplinary work that are contested strengthens the legitimacy of this work. -- Jeannie Brown Leonard

Preface xv
Acknowledgments xxvii
About the Authors xxix
PART I UNDERSTANDING INTERDISCIPLINARY STUDIES
1(138)
Chapter 1 Objectives
2(1)
Chapter 1 Learning Outcomes
2(1)
1 Interdisciplinary Studies in the Real World
3(20)
Why Interdisciplinary Studies Matters
3(1)
What Is Driving Interdisciplinary Studies Today
3(16)
The Complexity of Nature, Society, and Ourselves
4(1)
The Natural Sciences
4(1)
The Social Sciences
5(1)
The Humanities
6(1)
The Fine and Performing Arts
6(1)
Problems at the Human-Nature Interface
6(1)
The Complexity of the Globalized Workplace
7(1)
The Need for Systems Thinking and Contextual Thinking
8(2)
The Changing Nature of University Research
10(1)
Interdisciplinary Borderlands
11(1)
The Natural Sciences
12(1)
The Social Sciences
13(1)
The Humanities
14(1)
The Fine and Performing Arts
14(1)
The Public World and Its Pressing Needs
14(1)
Revolutionary Insights and Generative Technologies
15(1)
Successful Intelligence and Integrative Thinking
16(2)
A Knowledge Society Needs Both Disciplinarity and Interdisciplinarity
18(1)
The Academic Benefits of Pursuing an Interdisciplinary Studies Degree
19(1)
Interdisciplinary Studies and Your Career Development
20(1)
Critical Thinking Questions
21(1)
Applications and Exercises
21(2)
Chapter 2 Objectives
22(1)
Chapter 2 Learning Outcomes
22(1)
2 Interdisciplinary Studies Defined
23(26)
Why Definitions Matter
23(1)
Defining Interdisciplinary Studies
24(5)
Widely Recognized Definitions of Interdisciplinary Studies
24(2)
Commonalities Shares by These Definitions
26(1)
The Purpose of Interdisciplinary Studies
27(1)
The Process of Interdisciplinary Studies
27(1)
The Product of Interdisciplinary Studies
28(1)
An Integrated Definition of Interdisciplinary Studies
28(1)
The Premise of Interdisciplinary Studies
28(1)
Differences Between Disciplinarity, Multidisciplinarity, Interdisciplinarity, and Transdisciplinarity
29(7)
The Fable of the Elephant House
29(1)
Disciplinarity
30(1)
Multidisciplinarity
31(1)
Interdisciplinarity
32(1)
Two Metaphors
32(3)
The Difference Between Multidisciplinarity and Interdisciplinarity Summarized
35(1)
Transdisciplinarity
35(1)
Two Conceptions of Interdisciplinarity
36(4)
Critical Interdisciplinarity
37(1)
Instrumental Interdisciplinarity
38(2)
Useful Metaphors of Interdisciplinary Studies
40(5)
The Metaphor of Boundary Crossing
40(2)
The Metaphor of Bridge Building
42(1)
The Metaphor of Bilingualism
43(2)
Critical Thinking Questions
45(1)
Applications and Exercises
45(4)
Chapter 3 Objectives
48(1)
Chapter 3 Learning Outcomes
48(1)
3 The Interdisciplinary Studies "Cognitive Toolkit"
49(14)
How She Did It
49(1)
Intellectual Capacities
50(3)
Values
53(2)
Traits and Skills
55(2)
Ways to Apply Your Interdisciplinary "Toolkit"
57(3)
Writing an Intellectual Autobiography
58(1)
Preparing a Portfolio 58 Performing Service Learning
59(1)
Critical Thinking Questions
60(1)
Applications and Exercises
61(2)
Chapter 4 Objectives
62(1)
Chapter 4 Learning Outcomes
62(1)
4 The Rise of the Modern Disciplines and Interdisciplinarity -
63(22)
Why the Past Matters
63(1)
The Rise of the Modern Disciplines
64(4)
The Origin of the Concept of Disciplinarity
65(1)
A Call for Less Specialization
65(1)
The Consolidation of the Disciplines
66(1)
The Professionalization of Knowledge
66(2)
Concerns About Overspecialization
68(1)
The Rise of Interdisciplinarity
68(9)
The Quest for an Integrated Educational Experience
68(1)
Interdisciplinarity in the 1960s and 1970s
69(3)
Interdisciplinarity Acquires Academic Legitimacy in the 1980s and 1990s
72(1)
Interdisciplinary Practice in the New Millennium
73(1)
Science and Technology
73(1)
The Social Sciences
73(1)
The New Humanities
74(1)
The Growth of Interdisciplinarity
75(2)
Interdisciplinarity's Criticism of the Disciplines
77(4)
Specialization Can Blind Us to the Broader Context
78(1)
Specialization Tends to Produce Tunnel Vision
78(1)
Specialization Tends to Discount or Ignore Other Perspectives
79(1)
Specialization Can Hinder Creative Breakthroughs
79(1)
Specialization Fails to Address Complex Problems Comprehensively
80(1)
Specialization Imposes a Past Approach on the Present
80(1)
Summary of the Interdisciplinary Criticism of Disciplinary Specialization
81(1)
Critical Thinking Questions
81(1)
Applications and Exercises
81(4)
Chapter 5 Objectives
84(1)
Chapter 5 Learning Outcomes
84(1)
5 Academic Disciplines
85(36)
Disciplines and Disciplinarity Defined
85(4)
Commonalities Shared by These Definitions
86(1)
The Purpose of Disciplines
87(1)
The Content of Disciplines
88(1)
An Integrated Definition of Discipline and Disciplinarity
89(1)
The Epistemic, Social, and Organizational Dimensions of Disciplines
89(5)
Disciplines as Epistemic Communities
89(1)
Disciplines as Social Communities
90(1)
Disciplines as Organizational Units
91(2)
A Taxonomy of Disciplines, Fields, and Professions
93(1)
The Concept of Disciplinary Perspective
94(8)
Perspective Taking in Interdisciplinary Studies
95(1)
Types of Disciplinary Perspective
96(1)
Disciplinary Perspective Defined
97(1)
What Disciplinary Perspective Is Used For
97(1)
Disciplinary Perspective in an Overall Sense
98(3)
Three Misconceptions About Disciplinary Perspective
101(1)
The Defining Elements of a Discipline
102(16)
Phenomena
102(1)
Epistemology
103(3)
Epistemologies of the Natural Sciences
106(1)
Epistemologies of the Social Sciences
106(3)
Epistemologies of the Humanities
109(1)
Assumptions
109(1)
Assumptions of the Natural Sciences
110(1)
Assumptions of the Social Sciences
110(1)
Assumptions of the Humanities
110(2)
Concepts
112(1)
Theory 112 Methods
113(1)
The Scientific Method
113(1)
Induction and Deduction
114(3)
Quantitative and Qualitative Methods
117(1)
Data
117(1)
Critical Thinking Questions
118(1)
Applications and Exercises
118(3)
Chapter 6 Objectives
120(1)
Chapter 6 Learning Outcomes
120(1)
6 The "DNA" of Interdisciplinary Studies
121(18)
Assumptions of Interdisciplinary Studies
122(3)
No. 1 The Complex Reality Beyond the University Makes Interdisciplinarity Necessary
122(1)
No. 2 The Disciplines Are Foundational to Interdisciplinarity
123(1)
No. 3 The Disciplines Are Inadequate to Address Complexity Comprehensively
123(2)
No. 4 Interdisciplinarity Is Able to Integrate Insights From Relevant Disciplines
125(1)
No. 5 The Disciplines and the Institutional Policies That Reinforce Them Often Present Major Barriers to Interdisciplinarity
125(1)
Theories of Interdisciplinary Studies
125(9)
Complexity Theory
126(1)
Perspective Taking Theory
127(2)
Common Ground Theory
129(2)
Integration Theory
131(1)
Theories Supportive of Integration
131(2)
Interdisciplinary Integration Defined
133(1)
Epistemology of Interdisciplinary Studies
134(1)
Critical and Instrumental Modes of Interdisciplinarity
134(1)
Complexity
134(1)
How Interdisciplinary Studies "Sees"
135(1)
It Sees Complexity in the Familiar
135(1)
It Sees Complex Problems in Context
135(1)
It Sees Commonality Amid Difference and Conflict
136(1)
It Sees Contingency in Certainty
136(1)
Critical Thinking Questions
136(1)
Applications and Exercises
137(2)
PART II THINKING CRITICALLY ABOUT INTERDISCIPLINARY STUDIES
139(56)
Chapter 7 Objectives
140(1)
Chapter 7 Learning Outcomes
140(1)
7 Thinking Critically About Disciplinary Perspectives
141(20)
What It Means to Think Critically About Disciplinary Perspectives
141(1)
Developing a Sophisticated Conception of Knowledge
141(4)
Reflect on Your Present Epistemic Position
142(1)
Assess Your Tolerance for Multiplicity
142(1)
Move Toward Critical Pluralism
143(1)
Why Some May Find the Transition to Critical Pluralism Difficult to Make
144(1)
How to Move From a Position of Dualism or Relativism to One of Critical Pluralism
145(1)
Why Interrogate Disciplinary Perspectives (or Practice Critical Pluralism)
145(7)
The Issues of Disciplinary Depth and Interdisciplinary Breadth
145(1)
Identifying Disciplines Relevant to the Problem
146(1)
Why Interdisciplinarians Interrogate Perspectives
147(1)
No. 1 Perspective Taking Is a Key Feature of Interdisciplinarity That Is Necessitated by Complexity
147(1)
No. 2 Perspective Taking Is a Prerequisite for Turning Multidisciplinary Work Into Interdisciplinary Work
148(1)
No. 3 Perspective Taking Enables Us to See the Relevance of Other Perspectives
149(1)
No. 4 Perspective Taking Illumines Our Understanding of the Problem as a Whole
149(1)
No. 5 Perspective Taking Reduces the Possibility of Making Poor Decisions
150(1)
No. 6 Perspective Taking Exposes Strengths and Limitations of Disciplines
150(2)
How Interdisciplinarians Interrogate Disciplinary Perspectives
152(6)
1 What Is the Discipline's Perspective on This Particular Subject?
152(2)
2 How Does Each Perspective Illumine Our Understanding of the Subject as a Whole?
154(2)
3 What Are the Strengths and Limitations of Each Perspective?
156(2)
Critical Thinking Scenario
158(3)
Chapter 8 Objective
160(1)
Chapter 8 Learning Outcomes
160(1)
8 Thinking Critically About Disciplinary Insights
161(20)
Critical Thinking Attitudes
161(3)
Awareness of the Limitations of Expertise
161(1)
Self-Awareness
162(1)
Intellectual Courage
163(1)
Respect for Different Viewpoints
163(1)
Categories of Statements
164(3)
No. 1 What Are the Author's Conclusions?
164(1)
No. 2 What Are the Supporting Arguments?
164(1)
No. 3 What Assumptions Does the Author Make?
165(1)
No. 4 What Evidence Does the Author Marshal?
165(1)
Other Types of Statements You Will Encounter
166(1)
Summary of This Discussion
167(1)
Critically Analyzing Disciplinary Insights
167(6)
A Distinctive Approach to Critically Analyzing Disciplinary Insights
167(2)
How to Find What You Need in Disciplinary Insights
169(1)
Clarity
169(1)
Depth and Breadth
169(1)
Logic
170(1)
Examples of Applying an Interdisciplinary Approach to Critically Analyzing Disciplinary Insights
170(1)
Example 1 An Analysis of Crime by an Economist
171(1)
Example 2 A Newspaper Article on Global Warming
172(1)
Example 3 An Article by a Literary Theorist on a Nineteenth-Century Latin American Novelist
173(1)
Mapping Interdisciplinary Connections
173(5)
Returning to Example 1: An Analysis of Crime
174(2)
What Mapping the Scholarly Enterprise Reveals
176(2)
Critical Thinking Questions
178(1)
Applications and Exercises
178(3)
Chapter 9 Objectives
180(1)
Chapter 9 Learning Outcomes
180(1)
9 Thinking Critically About Integration and Its Results
181(14)
Approaches to Interdisciplinary Integration
181(6)
Integrative Approach 1: Contextualization
182(1)
History as Integrative Context
182(1)
Metaphysics as Integrative Context
182(1)
Epistemology as Integrative Context
182(1)
Example of a Contextual Integration
183(2)
Strengths and Limitations of Approaches to Contextual Integration
185(1)
Integrative Approach 2: Conceptualization
185(1)
Strengths and Limitations of the Conceptual Approach to Integration
186(1)
Integrative Approach 3: Problem Centering
186(1)
Strengths and Limitations of the Problem-Centering Approach
187(1)
The Broad Model Approach to Integration
187(4)
Examples of How the Broad Model Integrates
188(1)
Working With Assumptions
189(1)
Working With Concepts
190(1)
"Partial" and "Full" Integration
191(1)
The Result of Integration
191(2)
A More Comprehensive Understanding
191(1)
Core Premises That Underlie the Concept
192(1)
Reflecting on What Was Achieved
193(1)
Critical Thinking Scenario
193(2)
PART III INTERDISCIPLINARY RESEARCH AND WRITING
195(70)
Chapter 10 Objectives
196(1)
Chapter 10 Learning Outcomes
196(1)
10 An Interdisciplinary Research "Road Map"
197(24)
The Power and Usefulness of Research
198(1)
Disciplinary and Interdisciplinary Approaches to Research
198(2)
The Broad Model of the Interdisciplinary Research Process
200(2)
Step 1 Define the Problem or State the Research Question
202(8)
What Is a Good Research Question?
202(1)
How Do You Develop a Good Research Question?
203(1)
The Statement Identifies the Focus of the Study
203(1)
The Statement Defines the Scope of the Study
203(1)
The Statement Avoids Three Tendencies
204(1)
The Statement Answers the "So What" Question
205(1)
The Broad Model Rubric Applied to STEP 1
206(4)
Step 2 Justify Using an Interdisciplinary Approach
210(6)
Commonly Used Justifications
210(1)
The Problem or Research Question Is Complex
210(1)
Important Insights Into the Problem Are Offered by Two or More Disciplines
211(1)
No Single Discipline Has Been Able to Address the Problem Comprehensively
211(1)
The Problem Is an Unresolved Issue or Unmet Societal Need
212(1)
The Broad Model Rubric Applied to STEP 2
212(1)
Evaluating Practitioner and Student Justifications
213(3)
Applications and Exercises
216(2)
Peer Evaluation Activity
218(3)
Chapter 11 Objectives
220(1)
Chapter 11 Learning Outcomes
220(1)
11 Identifying Relevant Disciplines and Gathering Information About the Problem
221(24)
Step 3 Identify Relevant Disciplines
221(10)
Action No. 1 Connect the Problem as a Whole to Phenomena Typically Studied by Disciplines and Interdisciplinary Fields
222(2)
Problem/Research Question No. 1 What is the cause of teen apathy toward learning?
224(1)
Problem/Research Question No. 2 Should natural gas replace coal as a fuel source for electricity production?
224(1)
Problem/Research Question No. 3 What is the meaning of the growing popularity of action super heroes in media?
224(3)
Action No. 2 "Decompose" the Problem
227(1)
Action No. 3 Externalize the Problem
227(2)
Action No. 4 Reflect on the Problem
229(1)
"Rules of Thumb" to Help You Perform STEP 3
230(1)
Step 4 Conduct a Literature Search
231(2)
Categorize Publications According to Their Disciplinary Source
231(1)
Focus on Quality Rather Than Quantity
231(1)
Develop a Data Management System
232(1)
The Broad Model Rubric Applied to STEPS 3 and 4
233(9)
Examples
234(8)
Analysis of Examples
242(1)
Critical Thinking Scenario
242(1)
Peer Evaluation and Edit Activity
243(2)
Chapter 12 Objectives
244(1)
Chapter 12 Learning Outcomes
244(1)
12 Analyzing Insights-and Reflecting on Process
245(20)
Step 5 Critically Analyze the Disciplinary Insights Into the Problem
246(4)
Strategies for Critically Analyzing Disciplinary Insights
246(1)
Strategy No. 1 Identify the Key Elements of Each Insight
246(1)
Strategy No. 2 Organize This Information
247(1)
Strategy No. 3 Critically Analyze This Information
247(3)
The Broad Model Rubric Applied to STEP 5
250(6)
Step 6 Reflect on How an Interdisciplinary Approach Has Enlarged Your Understanding of the Problem
256(7)
How Has the Project Challenged Your Bias on the Problem?
256(1)
How Has the Research Process Influenced Your Perception of Disciplinary Perspective and Expertise?
257(1)
How Has an Interdisciplinary Approach Enlarged Your Understanding of the Problem as a Whole?
257(1)
How Is an Interdisciplinary Approach Applicable Beyond the Classroom?
258(1)
The Broad Model Rubric Applied to STEP 6
258(5)
Conclusion
263(2)
Appendixes
265(40)
A Intellectual Autobiography
267(10)
B Student Portfolios
277(10)
C Service Learning
287(6)
D The Broad Model Rubric: Instructor Version
293(4)
E Answer Key
297(8)
Glossary of Key Terms 305(6)
References 311(10)
Author Index 321(4)
Subject Index 325
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.