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Journal articles on the topic 'Interdisciplinarity'
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Sukristiono, Dominikus. "Mengkaji Interdisiplinaritas: Tak Selamanya Kerja Interdisipliner Itu Baik." Retorik: Jurnal Ilmu Humaniora 11, no. 2 (December 31, 2023): 205–19. http://dx.doi.org/10.24071/ret.v11i2.7494.
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In addition to novelty and relevance, interdisciplinarity seems to be an imperative predicate in the scientific works carried out in Indonesia. Unfortunately, research on the interdisciplinarity itself, particularly from the perspective of philosophy of science, either descriptive or normative, i.e., what and how interdisciplinary has been (and should be) done is still a desideratum. Through database and normative-philosophical analysis, this article shows that most of the interdisciplinary works hitherto carried out are either additive or interpretative/take-over in nature. Such works would be bad scientific practices. Good interdisciplinary works presuppose the existence of interdisciplinary material objects and their formal ones. These normative requirements, however, lead to a dilemma which should be faced by those who work interdisciplinarily.
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Витанова, Наталия. "Интердисциплинарност в процеса на обучение." Lyuboslovie 23 (December 10, 2023): 9–35. http://dx.doi.org/10.46687/hosr9581.
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This article attempts to describe some features of interdisciplinarity in the learning process. It derives definitions of the concept of interdisciplinarity and distinguishes four areas of interdisciplinary operationalization - academic, school, professional and practical interdisciplinarity. We mention some principles of school interdisciplinarity and indicate several examples of the implementation of interdisciplinarity in the learning process. The article presents the prerequisites for interdisciplinarity in the learning process and its benefits and makes a short critical analysis of Bulgarian education in the context of interdisciplinarity in the learning process.
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Tymkiv, Nadiya. "Interdisciplinarity in Higher Petroleum Education in the Context of International Standards." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 52–57. http://dx.doi.org/10.1515/rpp-2017-0050.
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Abstract The article deals with the problem of interdisciplinarity impact on higher petroleum education in Ukraine. Different views on the essence of interdisciplinarity, especially in the context of higher petroleum education, have been presented. It has been indicated that many scholars have studied the essence of interdisciplinarity within higher education systems of different countries and identified that interdisciplinarity encompasses a combination or interrelation of various sciences that are embodied in engineering training process. Interdisciplinarity is considered as one of the effective tools to support enthusiasm of young generation for petroleum engineering; to increase motivation of future petroleum experts; and to enhance the efficiency of collaboration between professionals from different fields. In reality, interdisciplinary approach is very often confused with multidisciplinarity when educators give students knowledge from various disciplines without making the link between them into a coordinated whole. It has been concluded that interdisciplinarity or interdisciplinary approach can be regarded as a natural training context in which boundaries between knowledge systems tend to be erased and a new teaching paradigm is required. It has been revealed that implementation of interdisciplinary approach in engineering programmes necessitates the development of such an educational framework that would provide educators with the relevant methods, tools, and models for design of interdisciplinary engineering curricula regarding specific learning outcomes and ensure support for faculty members to improve their own competence in the interdisciplinary issues. The standards and guidelines of international educational interdisciplinarity of degree programmes in petroleum engineering are analyzed in the article.
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Dennis, Jeremy. "(Un)Disciplining Interdisciplinarity." Journal of Interdisciplinary Studies in Education 8, no. 1 (April 7, 2019): 117–39. http://dx.doi.org/10.32674/jise.v8i1.600.
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In interdisciplinary education, metaphors often provide the epistemological clarity that is lacking in our definitions and theories of interdisciplinarity. The problem is that ineffective and unsubstantiated metaphors proliferate. We lack a root metaphor or shared world view of interdisciplinarity. Is it time that we move away from thinking in terms of metaphors? Some instrumentalists in interdisciplinary studies argue yes and propose a pragmatic constructionist approach for interdisciplinary education. This theoretical study determines that this proposal is incomplete. It reveals that an intertextual view of interdisciplinarity is not only more appropriate, but it integrates the competing theoretical and pedagogical approaches in the field. This article also identifies “the matrix” as the metaphor best positioned to sustain this integration and to bridge the widening gap between disciplines.
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HICKS, CHRISTINA C., CLARE FITZSIMMONS, and NICHOLAS V. C. POLUNIN. "Interdisciplinarity in the environmental sciences: barriers and frontiers." Environmental Conservation 37, no. 4 (December 2010): 464–77. http://dx.doi.org/10.1017/s0376892910000822.
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SUMMARYGlobal environmental changes present unprecedented challenges to humans and the ecosystems upon which they depend. The need for interdisciplinary approaches to solve such multidimensional challenges is clear, however less clear is whether current attempts to cross disciplinary boundaries are succeeding. Indeed, efforts to further interdisciplinary approaches remain hampered by failures in assessing their scope and success. Here a set of measures examined the interdisciplinarity of the environmental sciences and tested two literature-based hypotheses: (1) newer and larger disciplines are more interdisciplinary; and (2) interdisciplinary research has lower impact factors than its counterparts. In addition, network analysis was used to map interdisciplinarity and determine the relative extent to which environmental science disciplines draw on alternative disciplinary perspectives. Contrary to expectations, age and size of a discipline had no effect on measures of interdisciplinarity for papers published in 2006, though metrics indicated larger articles and journals were more interdisciplinary. In addition, interdisciplinary research had a greater impact factor than its more strictly disciplinary peers. Network analysis revealed disciplines acting as ‘interdisciplinary frontiers’, bridging critical gaps between otherwise disparate subject areas. Whilst interdisciplinarity is complex, a combination of diversity metrics and network analysis provides valuable preliminary insights for interdisciplinary environmental research policy. The successful promotion of interdisciplinarity is needed to help dispel commonly perceived barriers to interdisciplinarity and create opportunities for such work by increasing the space available for different disciplines to encounter each other. In particular, the networks presented highlight the importance of considering disciplinary functioning within the wider context, to ensure maximum benefit to the scientific community as a whole.
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Mustakangas, Ella, Petra Derkzen, Mélanie Gambino, and Eva Kučerová. "Dossier Interdisciplinarité. Interdisciplinarity and young rural researchers." Natures Sciences Sociétés 14, no. 2 (April 2006): 179–84. http://dx.doi.org/10.1051/nss:2006025.
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Markauskaite, Lina, and Cara Wrigley. "How can we co-design for interdisciplinarity? Three entwinements of design and interdisciplinarity." Journal of Design, Business & Society 9, no. 1 (March 1, 2022): 3–8. http://dx.doi.org/10.1386/dbs_00043_2.
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Interdisciplinarity collaboration is crucial for addressing contemporary challenges and driving innovation. However, interdisciplinary work is difficult in practice. How can we leverage design potential for more successful interdisciplinary practices and learning? In this editorial, we look into the entwinement between design and interdisciplinarity as a means to drive innovation.
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Ashurova, Dilyaram Umarovna. "Interdisciplinary approach to language." Nizhnevartovsk Philological Bulletin 6, no. 2 (December 4, 2021): 127–37. http://dx.doi.org/10.36906/2500-1795/21-2/11.
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The article deals with the phenomenon of interdisciplinarity regarded as one of the main methodological principles of modern linguistics. Under discussion are the problems of the anthropocentric paradigm which at present takes a dominant place among other scientific paradigms. The relationships between interdisciplinarity and other methodological principles such as anthropocentrism, functionalism and explanatorism have been analyzed. The levels of interdisciplinarity as polydisciplinarity and transdisciplinarity have been highlighted. The assumption that some notions, such as discourse, concept, linguocultureme, foregrounding are interdisciplinary by nature, and can not be discussed within the framework of one discipline, is put forward. From the position of interdisciplinarity the scientific status of such disciplines as stylistics and cognitive linguistics has been discussed. One of the conclusions is that the interdisciplinary synthesis of Stylistics is determined by its internal links with all the language aspects (phonological stylistics, stylistic grammar, lexical stylistics, stylistic phraseology, stylistics of word-formation), and external correlations of Stylistics with the disciplines of the anthropocentric paradigm. As for the interdisciplinary status of Cognitive Linguistics, it is characterized by two tendencies: 1) correlations with both humanitarian sciences (Philosophy of language, Sociolinguistics, Linguoculturology), natural sciences (Psycholinguistics, Neurolinguistics), exact and technical sciences (Mathematical Linguistics, Computer Linguistics); 2) interpenetration of many notions and methods of analysis of Cognitive Linguistics and other sciences. The main conclusions of the research are the assumptions about: a) interdisciplinarity as a basic methodological principle of modern linguistics; b) a variety of forms, types and levels of interdisciplinarity; c) the interdisciplinary status of all the anthropocentric trends of modern linguistics; d) the peculiar features of interdisciplinarity in Stylistics and Cognitive Linguistics; e) the necessity of an interdisciplinary approach to the analysis of many notions of modern linguistics.
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Sosińska-Kalata, Barbara. "Interdisciplinarity of Information Science Research: Introduction." Zagadnienia Informacji Naukowej - Studia Informacyjne 58, no. 1A(115A) (November 20, 2020): 9–23. http://dx.doi.org/10.36702/zin.721.
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Purpose/Thesis: The article aims to present and discuss some introductory reflections on the nature of interdisciplinarity of research conducted in the field of information science and its effect on the reorganization of the institutional setting of the discipline.Approach/Methods: This is a conceptual review article based on theoretical considerations and critical analysis of the concept of interdisciplinarity and the features of interdisciplinary approaches employed in information science research and its effect on the position of information science in university structure.Results and Conclusions: The concept of interdisciplinarity is discussed with reference to two aspects of the development of science: specialization and integration. The article presents selected typologies of interdisciplinarity and discusses the changes in the perception of the concept of discipline. Interdisciplinarity has been discussed as an inherent feature of information science. The types of interdisciplinarity that best correspond to the specificity of the interdisciplinary approach used in information science research has been indicated. Referring to previous studies, the article sketches the most characteristic interdisciplinary connections of information science. In general, the review shows that apart from the permanent relationship with social sciences, in particular with library science and computer science, the relationships between information science and other disciplines are variable and quite loose. Stronger relationships are most often generated through practical activity in related disciplines, in which specialized information services are the most developed and widely used.Originality/Value: The view that information science is by its very nature an interdisciplinary field of research is common among information researchers and information professionals. Much research has been done on the interdisciplinary connections of the discipline, however, by the best author’s knowledge, few of them analyzed the specificity of interdisciplinarity of this field of research. This article attempts to initiate an in-depth discussion on this issue.
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Vedeld, Paul, and Erling Krogh. "Crafting interdisciplinary in an M.Sc. programme in management of natural resources and sustainable agriculture." Forestry Chronicle 81, no. 3 (June 1, 2005): 330–36. http://dx.doi.org/10.5558/tfc81330-3.
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This paper discusses challenges of an educational program, where interdisciplinarity is an important ambition. A theoretical perspective on interdisciplinarity must be more than adding insights from different disciplines as surprisingly many actors still take it to be. Interdisciplinarity is a fruitful meeting-ground and constitute processes for translation and integration of disciplinary perspectives. Interdisciplinary candidates must learn and should develop skills to identify, select, translate and integrate knowledge from different disciplines into a coherent framework. From theories in interdisciplinarity, one should develop explicit theories for interdisciplinarity. A common field focus can motivate integration of and translation between disciplines. The multipurpose re-orientation in forestry as an example of natural resource management displays the need for development of management proficiency not only related to multipurpose management, but also to handle social issues and interactions between conflicting actors. Within forestry, interdisciplinary challenges are often met through implicit, tacit and experience-based "common sense" knowledge. An explicit focus on integration of and translation between disciplines as well as development of experience-based skills is required to build interdisciplinary proficiency. This includes using practical field assignments and problem-based learning approaches to develop candidates' abilities to select, translate and integrate knowledge. Key words: interdisciplinarity, environment and development, cross-epistemic communication, natural resource management and education
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O’Dwyer, Brendan, and Jeffrey Unerman. "Realizing the potential of interdisciplinarity in accounting research." Accounting, Auditing & Accountability Journal 27, no. 8 (October 2, 2014): 1227–32. http://dx.doi.org/10.1108/aaaj-07-2014-1756.
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Purpose – The purpose of this paper is to explore the meaning of interdisciplinarity in accounting research and the possible benefits of moving toward a more integrated interdisciplinary approach. It also examines the drawbacks and institutional impediments to such a move. Design/methodology/approach – The paper draws upon and synthesizes the authors’ experiences of involvement in the interdisciplinary accounting community over the past two decades. Findings – The paper distinguishes between interdisciplinarity at the field level and interdisciplinarity within individual studies. Noting a lack of study-level interdisciplinarity within accounting research, it explores the potential for novel insights emerging from encouragement of such an approach. Research limitations/implications – Institutional impediments to study-level interdisciplinarity need to be addressed if the accounting academy is to realize the potentially powerful benefits and social contribution of such an approach to research. A key limitation is that the paper is based primarily on the observations and perspectives of the authors. Originality/value – The paper provides a distinction between field-level and study-level interdisciplinarity.
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Тимків, Надія. "INTERDISCIPLINARITY IN THE PROFESSIONAL TRAINING OF FUTURE ENGINEERS." UNESCO Chair Journal "Lifelong Professional Education in the XXI Century", no. 4 (December 31, 2021): 55–61. http://dx.doi.org/10.35387/ucj.2(4).2021.55-61.
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The article reveals the interconnection of economic, scientific and technical factors in engineering training. The article explores that global enhanced interdisciplinarity has been discussed in the engineering education context from the early 21st century. It has been found out that there is no disagreement about its importance for the engineers, the key question has been how to implement theory into practice both in the curriculum and in the actual learning enhancement phase. Interdisciplinarity in the engineering education is considered as a basis for critically new competitive engineering solutions. The indicators proving the availability of interdisciplinary management system at a higher educational institution are outlined. The necessity of using interdisciplinary educational technologies in the process of training engineers has been substantiated in the article. The decisive significant feature of interdisciplinarity in education under the condi-tion of sharp growth in information activity and the increased role of intellectual property items in modern economy are demonstrated. Interdisciplinarity is based on the network relations among the studied disciplines. Goal, content, and trends in interdisciplinarity are presented in the system of engineering training. It has been claimed that interdisciplinarity, which envisages systemic integration of acquired knowledge into the individual’s worldview, enables to transform abstract information into applicable skills and competencies. Interdisciplinary tasks of engineering education boost intensive international collaboration and intercultural cooperation. It is concluded that the interdisciplinarity of the educational process should be focused on the development of human consciousness and the level of moral, socio-economic, professional competencies. It is shown that the transition to interdisciplinary education is a problem of values, rational will and choice.
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Evis, Laura H. "A critical appraisal of interdisciplinary research and education in British Higher Education Institutions: A path forward?" Arts and Humanities in Higher Education 21, no. 2 (September 29, 2021): 119–38. http://dx.doi.org/10.1177/14740222211026251.
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This article examines the development, impact and integration of interdisciplinary approaches in British Higher Education Institutions. It evaluates how the concept of interdisciplinarity has become popularised over time and embraced by disciplines such as archaeology. It then explores the extent to which interdisciplinary approaches have impacted research agendas, first, by evaluating the interdisciplinary research calls from 2019 for seven UK-based research councils and then, at a discipline level, using archaeology as an exemplar. Overall, interdisciplinary research calls only accounted for, at best, 11.9% of a council’s budget. Interrogation of the funding requirements of four of the largest archaeological-research funders demonstrated that successful archaeology-themed grant applications are reliant on interdisciplinarity. The influence of interdisciplinarity on British University’s research and education agendas was examined through analysing the strategic plans of eight universities, followed by an analysis of the availability and potential benefits of interdisciplinary undergraduate and research programmes. This indicated that interdisciplinary approaches are interwoven into university’s research aspirations but displayed variation in relation to their educational goals, with only 20% of institutions offering specific interdisciplinary degree programmes. Despite this, the skillset and research outputs produced as a result of interdisciplinary collaboration were found to be highly valued, thereby suggesting that interdisciplinarity will increasingly feature in the research and education strategies of British universities.
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Ratniece, Laura. "Pētījumi tiesību zinātnē un starpdisciplinaritāte: īss ieskats pamatjautājumos." SOCRATES. Rīgas Stradiņa universitātes Juridiskās fakultātes elektroniskais juridisko zinātnisko rakstu žurnāls / SOCRATES. Rīga Stradiņš University Faculty of Law Electronic Scientific Journal of Law 2, no. 20 (2021): 14–23. http://dx.doi.org/10.25143/socr.20.2021.2.014-023.
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Even though interdisciplinarity in legal research is not a novelty anymore, it is not yet that widespread in Latvia. In order to initiate a discussion about using interdisciplinarity in legal research, the author suggests that it is necessary to start by looking at key issues related to interdisciplinarity in law; the main issue being what is interdisciplinary legal research.
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Ndasauka, Yamikani. "Does Africa Need Interdisciplinary Humanities? Editorial." Journal of Humanities 32, no. 1 (January 25, 2024): 1–6. http://dx.doi.org/10.4314/jh.v32i1.1.
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This editorial explores the value and viability of interdisciplinary approaches within African humanities scholarship. It argues that complex contemporary issues require perspectives spanning traditional disciplines. However, African humanities faculties remain largely siloed in colonial-legacy models limiting theoretical synergy. Pursuing meaningful interdisciplinarity has the potential to dismantle ideological constraints, better comprehend multidimensional African realities, restore epistemological cohesion severed through Western knowledge fracturing, and develop contextual, analytical tools. However, the paper cautions against superficial interdisciplinarity lacking methodological rigor or merely signalling trendiness. It stresses retaining a disciplinary base while leveraging scoping reviews to chart relevance for other fields in addressing complex questions. Harnessing interdisciplinarity’s potential requires institutional structures and incentives to facilitate humanities scholars to cross boundaries without abandoning specialisation. This editorial seeks to continue the debate on pursuing deliberate, purposedriven interconnection.
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Juschka, Darlene M. "Interdisciplinarity in Religious and Women's Studies." Studies in Religion/Sciences Religieuses 35, no. 3-4 (September 2006): 391–401. http://dx.doi.org/10.1177/000842980603500302.
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This paper examines how interdisciplinarity has been adopted by, and deployed in, the production of knowledge in the university as institution. I begin by outlining three subcategories of interdisciplinarity that determine its semantic boundaries, and then shift to examine interdisciplinary work in Women's and Religious Studies. Thereafter I speak to the impact interdisciplinarity has had on knowledge and knowledge production in the university.
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Politi, Vincenzo. "The interdisciplinarity revolution." THEORIA. An International Journal for Theory, History and Foundations of Science 34, no. 2 (September 25, 2019): 237. http://dx.doi.org/10.1387/theoria.18864.
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Contemporary interdisciplinary research is often described as bringing some important changes in the structure and aims of the scientific enterprise. Sometimes, it is even characterized as a sort of Kuhnian scientific revolution. In this paper, the analogy between interdisciplinarity and scientific revolutions will be analysed. It will be suggested that the way in which interdisciplinarity is promoted looks similar to how new paradigms were described and defended in some episodes of revolutionary scientific change. However, contrary to what happens during some scientific revolutions, the rhetoric with which interdisciplinarity is promoted does not seem to be accompanied by a strong agreement about what interdisciplinarity actually is. In the end, contemporary interdisciplinarity could be defined as being in a ‘pre-paradigmatic’ phase, with the very talk promoting interdisciplinarity being a possible obstacle to its maturity.
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Barité, Mario, Varenka Parentelli, Natalia Rodríguez Casaballe, and María Verónica Suárez. "Interdisciplinarity and Postgraduate Teaching of Knowledge Organization (KO): Elements for a Necessary Dialogue." KNOWLEDGE ORGANIZATION 50, no. 3 (2023): 227–41. http://dx.doi.org/10.5771/0943-7444-2023-3-227.
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Interdisciplinarity implies the previous existence of disciplinary fields and not their dissolution. As a general objective, we propose to establish an initial approach to the emphasis given to interdisciplinarity in the teaching of KO, through the teaching staff responsible for postgraduate courses focused on -or related to the KO, in Ibero-American universities. For conducting the research, the framework and distribution of a survey addressed to teachers is proposed, based on four lines of action: 1. The way teachers manage the concept of interdisciplinarity. 2. The place that teachers give to interdisciplinarity in KO. 3. Assessment of interdisciplinary content that teachers incorporate into their postgraduate courses. 4. Set of teaching strategies and resources used by teachers to include interdisciplinarity in the teaching of KO. The study analyzed 22 responses. Preliminary results show that KO teachers recognize the influence of other disciplines in concepts, theories, methods, and applications, but no consensus has been reached regarding which disciplines and authors are the ones who build interdisciplinary bridges. Among other conclusions, the study strongly suggests that environmental and social tensions are reflected in subject representation, especially in the construction of friendly knowledge organization systems with interdisciplinary visions, and in the expressions through which information is sought.
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Carnevale, Franco A. "Interdisciplinarity and nursing research: opportunities and challenges." Revista Brasileira de Enfermagem 67, no. 6 (December 2014): 881–85. http://dx.doi.org/10.1590/0034-7167.2014670603.
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Interdisciplinary collaboration is widely recognized and considered essential for optimizing the development of knowledge and practice. However, interdisciplinarity is commonly accepted as an unquestioned good; rarely examined as both a source of benefit as well as difficulty for nursing and other disciplines. The aim of this article is to critically examine the opportunities and challenges that interdisciplinarity can provide for research in nursing and other disciplines. Based on a North American perspective, I describe the emergence of uni-disciplinary nursing research and the knowledge exchanges that occurred between nursing and other disciplines. I discuss the rise of interdisciplinary research, outline several examples of nursing participation in interdisciplinarity, and highlight the prominent benefits and difficulties associated with interdisciplinary research. I argue that authentic collaboration is required to conduct meaningful interdisciplinary research and describe how this can be promoted.
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Stamelos, Georgios, and Georgios Aggelopoulos. "Interdisciplinarity master programs in Greek universities: Οrganization and cognitive conditions." Social Cohesion and Development 12, no. 2 (December 21, 2018): 85. http://dx.doi.org/10.12681/scad.18956.
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This paper focuses on the development of interdisciplinarityin the Master’s programs in Greek universities. For our analysis, we searched for tools from the Sociology of Organisations (Mayntz) and the Sociology of Science (Whitley). We argue that the University and its keyactors have adopted interdisciplinarity, firstly, as a means to increase institutional funding, and secondly, with care so as not to disturb theinternal institutional structure and the power relations between the key actors in the University. Indeed, on the one hand, universities, responding to the public calls for interdisciplinary programs, took advantage of the European support program for Greece in order to enrich their infrastructures. On the other hand, the new structures and functions (interdisciplinary Master’s programs) remain loose and weak. So the central role of the Department and laboratories remains intact. As a consequence, the internal relations of the institutional actors are protected. Thus, interdisciplinarity seems to be a low priority issue. However, it is interesting to consider that more than 10 years after theend of European funding, the majority of these programs remains active.
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Villeneuve, Dominic, David Durán-Rodas, Anthony Ferri, Tobias Kuttler, Julie Magelund, Michael Mögele, Luca Nitschke, Eriketti Servou, and Cat Silva. "What is Interdisciplinarity in Practice? Critical Reflections on Doing Mobility Research in an Intended Interdisciplinary Doctoral Research Group." Sustainability 12, no. 1 (December 25, 2019): 197. http://dx.doi.org/10.3390/su12010197.
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Lately, there has been a tendency in academia to call for more interdisciplinary research on sustainable mobility. However, there is a lack of empirical research on practiced interdisciplinarity. This paper seeks to address this by exploring the practices of an intended interdisciplinary doctoral research group. Specifically, it presents the study of a collaborative autoethnography using individual vignettes and qualitative data analysis. The results classify the identified interdisciplinary practices into three main categories: Interactions, productive processes, and negotiation processes, where interactions serve as a carrier for negotiation and productive processes. This also uncovers advantages and challenges associated with these interactions. Furthermore, the analysis reveals intersubjectivity as an important component of the infrastructure of interdisciplinarity involved in both processes. Finally, we call for a reevaluation of the hierarchical thinking about the different levels of interdisciplinarity, going from disciplinary to multidisciplinary to interdisciplinary to transdisciplinary research. We conclude that for interdisciplinarity to happen in practice, it requires having a combination of various disciplines, ontologies, and a common “wicked” problem to solve. We also find that developing an interdisciplinary research environment requires researchers to embark on a shared journey of reaching a higher level of intersubjectivity through continuous interactions and discussions, while also negotiating conflicts.
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Condee, William F. "The Future Is Interdisciplinary." Theatre Survey 45, no. 2 (November 2004): 235–40. http://dx.doi.org/10.1017/s0040557404000195.
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The future of theatre history is interdisciplinary. The inevitable question is, of course, What does one mean by interdisciplinary? There is indeed a whole field of interdisciplinary, or integrative, studies, with its own academic departments, conferences and journals. (Which in turn raises the troublesome question, Is interdisciplinarity still interdisciplinary, or is it now a discipline? But I won't go there—yet.) The common view is that interdisciplinarity employs more than one discipline to address a complex problem. Interdisciplinary studies tend to privilege unity, convergence, synthesis, complex questions, and broad issues.
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Karakulyan, Emil. "The Methodology of Interdisciplinary Research and the Science of International Law." Legal Concept, no. 4 (December 2019): 146–52. http://dx.doi.org/10.15688/lc.jvolsu.2019.4.20.
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Introduction: interdisciplinarity comes in two forms: as a tool in relation to the subject of research and as a methodology of interdisciplinarity. The question of the need to develop a general theory of interdisciplinarity and the theoretical basis for its application in the science of international law is raised. Methods: historicism, system, analysis and comparative law. Results: an attempt to systematize the interdisciplinary methods and approaches, examples of interdisciplinarity in the development of new systemic and author’s approaches and terms within the framework of international legal studies. Conclusions: the essential connection between the issues of interdisciplinarity and the grounds of scientific novelty, which are important in terms of specific relationship between the theory of international law and its subject, is established.
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Bărboianu, Cătălin. "Structural-Epistemic Interdisciplinarity and the Nature of Interdisciplinary Challenges." Logos & Episteme 13, no. 1 (2022): 7–35. http://dx.doi.org/10.5840/logos-episteme20221311.
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Research on interdisciplinarity has been concentrated on the methodological and educational aspects of this complex phenomenon and less on its theoretical nature. Within a theoretical framework specific to the philosophy of science, I propose a structural scheme of how interdisciplinary processes go, focusing on the concepts of availability of the methods, concept linking, and theoretical modeling. In this model, the challenges interdisciplinarity is claimed to pose to its practitioners are of the same nature as the challenges scientists encounter within the evolution of their own disciplines.
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Graff, Harvey J. "The “Problem” of Interdisciplinarity in Theory, Practice, and History." Social Science History 40, no. 4 (2016): 775–803. http://dx.doi.org/10.1017/ssh.2016.31.
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Interdisciplinarity is among the most talked about but most misunderstood topics in education on all levels today. Seen as the savior of research and teaching, especially in universities, and of society, or the seeds of destruction, interdisciplinarity's proponents and critics talk past each other. Seldom do they seek common terms; typically, they mean very different approaches when they refer to interdisciplinarity. They erroneously dichotomize disciplines and interdisciplines, confuse specialization and synthesis, and misconstrue “integration.” They also date the historical turn to interdisciplinarity too late. This article critically reviews the history, historiography, and sociology of knowledge of interdisciplinarity with a focus on etiology, epistemology, definitions, relationships among and between disciplines, intellectual and institutional locations, and the organization of knowledge. A new, more historical approach to the “problem” of interdisciplinarity is proposed.
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Becker, Carol. "Interdisciplinarity." symploke 12, no. 1 (2004): 191–208. http://dx.doi.org/10.1353/sym.2005.0002.
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van Dijk, Teun A. "Interdisciplinarity." Discourse & Society 6, no. 4 (October 1995): 459–60. http://dx.doi.org/10.1177/0957926595006004001.
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Caidi, Nadia. "Interdisciplinarity." Humanities Collections 1, no. 4 (August 22, 2001): 35–46. http://dx.doi.org/10.1300/j139v01n04_04.
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Wang, Zidan, Peng Du, and Xinyong Ma. "From interdisciplinary to interdisciplinarity: American cases and implications." Chinese Science Bulletin 66, no. 9 (March 1, 2021): 965–73. http://dx.doi.org/10.1360/tb-2020-1450.
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Chen, Meng-Lin. "SLA as an interdiscipline: A bibliometric study." Studies in Second Language Learning and Teaching 13, no. 4 (December 28, 2023): 843–82. http://dx.doi.org/10.14746/ssllt.40218.
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Nowadays, research in second language acquisition (SLA) is becoming increasingly interdisciplinary while many technical frontiers and research hotspots have emerged. Many studies focus on interdisciplinary topics, but few in-depth studies have been conducted on interdisciplinarity. This study examined the interdisciplinarity of SLA and the interdisciplinary development process using a bibliometrics approach. The study has found that the SLA discipline has played roles as both the provider and recipient of knowledge in the development of interdisciplines. In the first case, SLA theories and methods flow into the research areas of life sciences and technology to form interdisciplinary studies with brain research, neurology, cognition, computer technology, and engineering, making SLA a provider of knowledge In the second case, SLA research receives knowledge from areas of arts and humanities and social sciences as well as from interdisciplinary studies within its own discipline, making SLA a receiver of knowledge. The new insights into the interdisciplinarity of SLA provided in this study are helpful for our deeper understanding of the interdisciplinary nature of the SLA discipline.
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CURIS, Cecilia. "PHILOSOPHY OF INTERDISCIPLINARITY." Pro Edu. International Journal of Educational Sciences 3, no. 5 (June 27, 2021): 48–52. http://dx.doi.org/10.26520/peijes.2021.5.3.48-52.
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The interdisciplinary approach in science is becoming more widespread today. It is gratifying that in the age of applied sciences, in which technology prevails, philosophy as the core of the humanities is restored to its status. Starting from the definition of philosophy that includes notions such as knowledge, values, reason, existence, mind, language, it is not surprising the attitude of modern man in relation to the rational approach of including this fundamental discipline in scientific research in any field. This reconceptualization is absolutely necessary for the progress of humanity starting from the assumption that no field of scientific research can exist without a series of methodological principles. Consequently, we can consider philosophy, the theoretical foundation of any science and more than that, a science applied, per se with resonance in everyday existence. What can be more important for the human being than explaining the meaning of life, the relationship with peers and the psychological motivation of its existence in this world? Thus, philosophy can be the promoter of the active attitude of the individual in any social field. It is important to consider the model of the individual who from a moral point of view is interested, participatory, has a purpose and correctly defines his duties towards himself and society. These coordinates define the pattern of the human being capable of participating in the progress of humanity
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Zhang, Jingjing, Yehong Yang, Elena Barberà, and Yu Lu. "Mapping Network Structure and Diversity of Interdisciplinary Knowledge in Recommended MOOC Offerings." International Review of Research in Open and Distributed Learning 23, no. 2 (May 1, 2022): 1–24. http://dx.doi.org/10.19173/irrodl.v23i2.5590.
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In massive open online courses (MOOCs), recommendation relationships present a collection of associations that imply a new form of integration, such as an interdisciplinary synergy among diverse disciplines. This study took a computer science approach, using the susceptible-infected (SI) model to simulate the process of learners accessing courses within networks of MOOC offerings, and emphasized the potential effects of a network structure. The current low rate of access suggests that a ceiling effect influences learners’ access to learning online, given that there are thousands of courses freely available. Interdisciplinary networks were created by adding recommended courses into four disciplinary networks. The diversity of interdisciplinarity was measured by three attributes, namely variety, balance, and disparity. The results attest to interesting changes in how the diversity of interdisciplinary knowledge grows. Particularly remarkable is the degree to which the diversity of interdisciplinarity increased when new recommended courses were first added. However, changing diversity implied that neighbouring disciplines were more likely to come to the forefront to attach to the interdisciplinarity of MOOC offerings, and that the pace of synergy among disparate disciplines slowed as time passed. In the absence of domain experts, expert knowledge is not sufficient to support interdisciplinary curriculum design. More evidence-based analytics studies showing how interdisciplinarity evolves in course offerings could help us to better design online courses that prepare learners with 21st-century skills.
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Hernández, Juan María, and Pablo Dorta-González. "Interdisciplinarity Metric Based on the Co-Citation Network." Mathematics 8, no. 4 (April 7, 2020): 544. http://dx.doi.org/10.3390/math8040544.
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Quantifying the interdisciplinarity of a research is a relevant problem in the evaluative bibliometrics. The concept of interdisciplinarity is ambiguous and multidimensional. Thus, different measures of interdisciplinarity have been propose in the literature. However, few studies have proposed interdisciplinary metrics without previously defining classification sets, and no one has used the co-citation network for this purpose. In this study we propose an interdisciplinary metric based on the co-citation network. This is a way to define the publication’s field without resorting to pre-defined classification sets. We present a characterization of a publication’s field and then we use this definition to propose a new metric of the interdisciplinarity degree for publications (papers) and journals as units of analysis. The proposed measure has an aggregative property that makes it scalable from a paper individually to a set of them (journal) without more than adding the numerators and denominators in the proportions that define this new indicator. Moreover, the aggregated value of two or more units is strictly among all the individual values.
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Gamsby, Patrick. "The Common Ground of Open Access and Interdisciplinarity." Publications 8, no. 1 (December 19, 2019): 1. http://dx.doi.org/10.3390/publications8010001.
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In recent years, Open Access and interdisciplinarity have emerged as two prevalent trends in academia. Although seemingly separate pursuits with separate literature, goals, and advocates, there are significant interconnections between these two movements that have largely gone unnoticed. This paper provides a philosophical inquiry into the unexplored relationship between these two trends and makes the case that there is an intrinsic affinity between Open Access and interdisciplinarity and, as such, concludes that all interdisciplinary research, to remain true to the foundational tenets of interdisciplinarity, ought to be Open Access.
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Bilgili, Münür. "The Lack of Interdisciplinarity in Undergraduate Geography Teaching in Turkey." Journal of Education and Training Studies 6, no. 2 (January 27, 2018): 114. http://dx.doi.org/10.11114/jets.v6i2.2957.
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The aim of this study is to understand and explore interdisciplinarity in geography and undergraduate geography courses in geography teaching departments in Turkey. There is a growing literature in science underscoring the importance of interdisciplinary approach and its beneficial outcomes. Increasing body of knowledge on social theory, on philosophical and theoretical movements and paradigms have made easier communication among disciplines which give rise to more perceptible interdisciplinarity specifically in social sciences and humanities.At the second part of the present study we focused on relationships between geography courses, interdisciplinary approach and course selection. Because in the study course selection is seen as the most important point to analyze and understand the extent to which whether interdisciplinarity finds a place in geography teaching. Lastly, it is given some conclusions by making suggestions.
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Engwall, Lars. "Structural Conditions for Interdisciplinarity." European Review 26, S2 (July 25, 2018): S30—S40. http://dx.doi.org/10.1017/s106279871800025x.
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Analysing structural conditions for interdisciplinarity, this paper focuses on the characteristics of four factors in the organization of the sciences: disciplines, institutions, rewards and funding. It is argued that interdisciplinarity is less likely to involve disciplines that are strongly integrated, i.e. where task uncertainty is low and the dependence among researchers is high. Likewise, it is claimed that interdisciplinarity is likely to be hampered by strong departmental organization structures. Interdisciplinarity is also considered to become less likely as quality control is specifically discipline oriented and also when funding is concentrated and in the hands of scientific elites. In contrast, interdisciplinary research may be found in research environments with weakly integrated disciplines in institutions with weak or no departmental structures, and where disciplinary reward systems are weak in systems with a variety of funding.
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Steinmetz, George. "Field Theory and Interdisciplinarity: History and Sociology in Germany and France during the Twentieth Century." Comparative Studies in Society and History 59, no. 2 (April 2017): 477–514. http://dx.doi.org/10.1017/s0010417517000111.
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AbstractThis article develops a theory of interdisciplinarity and examines relations between historians and sociologists in Germany and France over the course of the twentieth century, focusing in on several key moments of interdisciplinary activity. Interdisciplinary engagements are motivated by scholarly problems, field-specific interests and battles, and pressures and inducements coming from states, businesses, and scientific institutions. Analysis of the most productive moments of cross-disciplinary interaction suggests that they occur when disciplines are equal in power and when scholars are motivated by scholarly problems and disciplinary conflicts to move beyond their disciplines. More generative forms of interdisciplinarity are dialogic and processual, characterized by a fusion of perspectives; less productive forms are externally induced, involve asymmetrical partners, and are organized around division of disciplinary labor rather than an interpenetration of perspectives. The most productive interdisciplinary conjunctures result from serendipitous resonances and contingent synchronicities between subfields of semi-autonomous disciplines. It is thus impossible to produce the most fruitful forms of interdisciplinarity deliberately. The article examines three cases of symmetrical, processual interdisciplinarity involving sociology and history. Two of these cases were located in the French academic field, first between the wars, and then again after 1980. The other case of dialogic collaboration between historians and sociologists begins in Nazi Germany and continues after 1945 into the 1960s, leading to the formation of West GermanHistorische Sozialwissenschaft. Examples of unbalanced interdisciplinarity include German “History-Sociology” during the Weimar Republic, in which sociologists’ opening to history was not reciprocated by professional historians andHistorische Sozialwissenschaftafter 1970.
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Nowacek, Rebecca S. "Toward a Theory of Interdsciplinary Connections: A Classroom Study of Talk and Text." Research in the Teaching of English 41, no. 4 (May 1, 2007): 368–401. http://dx.doi.org/10.58680/rte20076020.
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Despite the general trend to embrace interdisciplinarity in post-secondary education, we remain remarkably unclear concerning what we mean by interdisciplinarity and how it is achieved. Reporting on research conducted in a team-taught interdisciplinary course, I propose a new way of conceptualizing interdisciplinary connections, grounded in Bakhtinian theories of language and cognition. I offer a three-part schema for identifying the discursive disciplinary resources individuals use to make interdisciplinary connections and identify some broad characteristics of writing assignments that appear to invite students to make connections among disciplines. Finally, I argue that reflection on certain types of interdisciplinary connections can be an extremely powerful resource for interdisciplinary as well as disciplinary thinking and learning.
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Weber, Charlotte Teresa, and Shaheen Syed. "Interdisciplinary optimism? Sentiment analysis of Twitter data." Royal Society Open Science 6, no. 7 (July 2019): 190473. http://dx.doi.org/10.1098/rsos.190473.
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Interdisciplinary research has faced many challenges, including institutional, cultural and practical ones, while it has also been reported as a ‘career risk’ and even ‘career suicide’ for researchers pursuing such an education and approach. Yet, the propagation of challenges and risks can easily lead to a feeling of anxiety and disempowerment in researchers, which we think is counterproductive to improving interdisciplinarity in practice. Therefore, in the search of ‘bright spots’, which are examples of cases in which people have had positive experiences with interdisciplinarity, this study assesses the perceptions of researchers on interdisciplinarity on the social media platform Twitter. The results of this study show researchers’ many positive experiences and successes of interdisciplinarity, and, as such, document examples of bright spots. These bright spots can give reason for optimistic thinking, which can potentially have many benefits for researchers’ well-being, creativity and innovation, and may also inspire and empower researchers to strive for and pursue interdisciplinarity in the future.
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Kassens-Noor, Eva, Suk-Kyung Kim, Jun-Hyun Kim, Sinem Mollaoglu, Rabia Faizan, Huiqing Huang, and Travis Decaminada. "INTERDISCIPLINARY AND DISCIPLINARY LEARNING IN HIGHER EDUCATION: A DIAGNOSTIC STUDY WITH FOUR ACCREDITED PROGRAMS IN THE SUSTAINABLE BUILT ENVIRONMENT." Journal of Green Building 17, no. 3 (June 1, 2022): 279–94. http://dx.doi.org/10.3992/jgb.17.3.279.
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ABSTRACT Interdisciplinarity is a critical component of creating a more sustainable built environment and improving student learning outcomes. Yet, learning interdisciplinarity and measuring it in higher education is challenging. This study implemented a diagnostic tool that allowed educators to measure how both disciplinary and interdisciplinary skills, knowledge, and values would grow in courses related to sustainable built environments. One school containing four different disciplines devoted to the built environment, was selected as the study area to collect emprical data. Pre- and post-semester surveys were conducted. Among 286 students, interdisciplinarity grew most among students within the school’s majors, while among students from outside the school majors interdisciplinary learning decreased. Though disciplinary learning outpaces interdisciplinary learning the closer students are to earning their bachelor’s or higher degrees. The result showed that students’ knowledge, values and skills differ depending on the majors, their affiliational context, and the year of classification. The result suggests that the timing of teaching interdisciplinary contents should be earlier. The diagnostic tool which measured pre- and post- course disciplinary and interdisciplinary knowledge, skills, and values related to sustainable built environment would also be applicable in other courses in higher education.
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Marins, Bernardo Vitor de Souza, Hellen Costa Ramos, Geraldo Souza Ferreira, Stella Regina Reis Costa, and Helder Gomes Costa. "Interdisciplinarity in Higher Education: A Cross-Sectional Analysis of the Literature in the period 2014-2018." Brazilian Journal of Operations & Production Management 16, no. 1 (March 7, 2019): 113–25. http://dx.doi.org/10.14488/bjopm.2019.v16.n1.a11.
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Goal: The growing complexity of problems induces the use of multi- and interdisciplinary approaches in their solution. This situation occurs in a number of fields, including in the field of Education. The results of research from the interdisciplinary point of view in Education are presented in several journals, addressing different subjects, which prevents a holistic view on the development of this area. In order to fill this gap, this article aims to study interdisciplinarity in education in order to understand how the concept of interdisciplinarity has been applied in this area.
Design / Methodology / Approach: It consists of a bibliographical survey, with articles indexed in the SCOPUS database. The selection of articles was limited to a transversal research in the literature from 2014 to 2018, using the following keywords: interdisciplinarity and higher education.
Limitations of the investigation: Through the methodology used, 60 articles were selected.
Results: Few articles were related to interdisciplinary practices, demonstrating the need for research to cover this gap.
Practical implications: Although the subject began in the 1970s, there is still much to be researched regarding interdisciplinarity in education, to allow a better dissemination and practice thereof, so that students have a systemic view of current complexity.
Originality/ Value: The study points out a gap in the literature, and the quantitative results suggest that there is a greater deficiency of works directed to the application of the interdisciplinary approach in the development of this aspect for the improvement of society.
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Jensen, Anne, Rie Troelsen, and Lilli Zeuner. "Fællesskab eller individualitet - om forskning, undervisning og samarbejde i et interdisciplinært universitetsmiljø." Dansk Universitetspædagogisk Tidsskrift 7, no. 13 (September 1, 2012): 96–105. http://dx.doi.org/10.7146/dut.v7i13.5708.
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Der er en tiltagende satsning på interdisciplinære undervisningsformer i forskellige dele af det danske uddannelsessystem. I de gymnasiale uddannelser blev der med 2005-reformen indført obligatorisk fagsamspil i undervisningen, og på universiteterne indføres der i stigende grad interdisciplinære studier, hvor flere fag indgår i det samme studieforløb. Denne udvikling rejser spørgsmålet om, hvad der er konsekvenserne af den interdisciplinære tænkning i forskning og i undervisning. I denne artikel præsenterer vi en mindre undersøgelse af, hvordan det videnskabelige personale (VIP) på et universitetsinstitut oplever, at interdisciplinaritet kommer til udtryk i forskning, undervisning og samarbejde. Interdisciplinariteten opleves forskelligt afhængigt af sociale relationer, dvs. om man som VIP’er arbejder alene med at sammentænke flere discipliner, eller om man arbejder sammen med andre om at sammentænke flere discipliner.Interdisciplinarity receives increased attention in different parts of the Danish educational system. At the upper secondary level, compulsory, multi-subject coursework was introduced by the reform of 2005, and universities offer interdisciplinary course programs to a higher extent. This development raises the question of how the notion of interdisciplinarity is realized in teaching and in research. In this article a pilot study on how university faculty view interdisciplinarity in teaching, research and cooperation is presented. Interdisciplinarity is viewed differently depending on social relations, that is whether you work alone or together with others in merging several disciplines.
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Wilss, Wolfram. "Interdisciplinarity in Translation Studies." Target. International Journal of Translation Studies 11, no. 1 (November 5, 1999): 131–44. http://dx.doi.org/10.1075/target.11.1.07wil.
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Abstract This article is aimed at clarifying the concept of interdisciplinarity in Translation Studies (TS). It concentrates on three aspects of possible interdisciplinary TS research: cultural studies, psychological issues, and technological aspects (machine translation). Depending on the kind of information-processing devices which translators have, and the amount of intellectual abilities which a specific translation task requires, there will emerge a relatively realistic picture of what translational information-processing is like and which type of interdisciplinary/multidisciplinary research would secure efficient translator performance.
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Kusiak, Monika. "Interdyscyplinarność w badaniach procesu rozumienia tekstu." Neofilolog, no. 35 (June 15, 2010): 43–52. http://dx.doi.org/10.14746/n.2010.35.5.
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The paper addresses the emergence of interdisciplinarity in humanities research. In the first section, it looks at various conceptions of interdisciplinarity. Then, it discusses an interdisciplinary nature of reading research,overviewing the concept of reading as explored by different fields of science. Finally, as an example of an interdisciplinary study into reading comprehension, the study conducted by the author of the paper is presented. The process of planning and the initial stages of conducting the study are discussed, along with the advantages of drawing on several disciplines in the study.
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Klaassen, Renate. "Disentangling the different layers of interdisciplinarity." Journal of Science Communication 19, no. 04 (September 1, 2020): C03. http://dx.doi.org/10.22323/2.19040303.
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Interdisciplinarity for complex problem solving is a rising phenomenon. Each self-respecting university is trying to realise different programmes and approaches to interdisciplinary teaching and research. The debate on what interdisciplinarity is, how it may work as a substantial part of a university, which barriers are encountered to realising interdisciplinary teaching and research and what the added value is, is addressed in this paper from a social science perspective. Based on the attendance of a conference at the Volkswagenstiftung organised by the Humboldt University of Berlin, different scholarly viewpoints and examples are explored on Interdisciplinary teaching and (researching). Collaborations across the at-times-fragmented subfields of research and education ultimately yield insightful, informative, and even educational experience that creates space for mutual understanding and new ways of thinking about seemingly-established approaches to knowledge-building and communication.
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Dufour, Florian, and Zarina Mariam Charlesworth. "Interdisciplinary project teams: dynamics of interdisciplinarity, collaboration and,performance." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 12829. http://dx.doi.org/10.5465/ambpp.2019.12829abstract.
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Pleiger, Henriette. "The 'Inter-Disciplined' Exhibition - A Case Study." Museum and Society 18, no. 4 (October 30, 2020): 349–67. http://dx.doi.org/10.29311/mas.v18i4.3132.
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This article contributes to the analysis and transparency of the practical processes of interdisciplinary exhibition-making. It identifies the academic discourse on interdisciplinarity as having the potential to provide a meaningful input to the formation of theory on temporary exhibition-making. The subject of enquiry is a recent case study from Germany. It investigates the relationships and decision-making processes that underpinned the production of the interdisciplinary exhibition Weather Report – About Weather Culture and Climate Science (Bundeskunsthalle, Bonn, 2017/18), which combined curatorial perspectives from the fields of art, cultural history and science. It traces the curatorial process, from forming an interdisciplinary team and negotiating conceptual ideas and methods, to object choices, interpretation and exhibition design. I argue that the complexity of interdisciplinary exhibition-making calls for a more precise and practice-oriented application of what is an often generalized notion of interdisciplinarity. By discerning between multi-, inter- and transdisciplinarity, and understanding the three terms as offering different qualities of interaction and integration, I suggest using these terms as a finer vocabulary for a detailed description and analysis of the practical processes of collaborative exhibition-making. Taking interdisciplinarity seriously also inevitably leads to the question of institutional consequences.
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Oleksiuk, Olga. "ARTISTIC EDUCATION IN INTERDISCIPLINARY DIMENSION: THEORETICAL ASPECT OF AN ISSUE." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 161–67. http://dx.doi.org/10.24195/2218-8584-2018-9-161-167.
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The interdisciplinarity of artistic education lies in the versatility of the influence of art on all cognitive processes of man and the ability of artistic-figurative embodiment of any topic and plot that concerns the person - the artist and the recipient. The origins of interdisciplinarity as a scientific paradigm lie in the theory of communication. The basis of interdisciplinarity lies in the scientific semantics: interdisciplinarity performs a syntactic role, on the one hand, and on the other, contributes to the growth of semantic connections in schemes and transitions between different subject areas. A promising strategic direction is to increase the cultural intensity of all academic disciplines. Simplified-practical use of art as an illustration, «figurative confirmation» of life's phenomena ignores its high purpose. Keywords: strategy, benchmarks, development, post-classical paradigm, artistic education, interdisciplinary discourse, innovative model, communicative practices.
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Sysoieva, Svetlana. "Interdisciplinary research in the context of the development of educology." Osvitolohiya, no. 6 (2017): 26–30. http://dx.doi.org/10.28925/2226-3012.2017.6.2630.
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The article shows that the widening of the subject field of modern pedagogy requires research that goes beyond the boundaries of discipline and acquires the features of inter- and multidisciplinarity; a new qualitative level of research in education can be provided on the principles of educology as a scientific direction of an integrated study of the field of education that focuses on objects and phenomena with a «rigid» and broad type of interdisciplinarity that goes beyond the established subject of pedagogy; the criterion for distinguishing pedagogical researches and studies in the field of educology (education sciences) is defined – «the type of interdisciplinary study». Pedagogical research in its essence always differs by the soft type of interdisciplinary, since the research of purely pedagogical phenomena and processes requires «narrow» interdisciplinarity: in such studies, the integration of close to the methodology and paradigms of scientific disciplines. Studies on education (education studies) can always be attributed to the «rigid» type of interdisciplinarity, since such studies have a «broad» interdisciplinarity: methods, concepts and / or theories of sciences that have little compatibility (philosophy of education, history of education, Cultural education education, education management, educational policy and educational law, economics of education, sociology of education, etc.). The stimulation of interdisciplinary research in education should take place through educational programs, the creation of various centers and the establishment of inter-institutional contacts, as well as the development of a financial policy to support such research, the creation of mechanisms for coordinating and supporting interdisciplinary projects in the field of education at the national and supranational levels. The leader in interdisciplinary research, according to most forecasts, will be social and humanitarian sciences as well as life sciences.
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Silva, Wanusa Rodrigues da, Felipe Augusto Mesquita Comelli, and Ana Lúcia Manrique. "Meanings of Interdisciplinarity Attributed by Mathematics Teachers’ Educators and Teachers of the Municipal Schools of São Paulo." Acta Scientiae 23, no. 8 (September 29, 2021): 168–90. http://dx.doi.org/10.17648/acta.scientiae.6488.
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Background: within the scope of public educational policies, the research focuses on the recontextualisation of the principle of interdisciplinarity of the Programa Mais Educação São Paulo (More Education Programme) for mathematics teachers’ pedagogical practices. Objective: to discuss the meanings attributed to interdisciplinarity by mathematics teachers’ educators and teachers. Design: we used Basil Bernstein’s curriculum theories and the theory of the pedagogic device, exploring the concepts of pedagogical recontextualisation and pedagogical practice. We conducted qualitative research of a deductive-interpretative nature. Settings and Participants: the subjects are mathematics teachers’ educators involved in implementing the programme and mathematics teachers working in the Interdisciplinary Cycle in the municipality of São Paulo. Data collection and analysis: we used semi-structured interviews, as they allow the production of singular meanings of the subjects’ perspectives on the process of recontextualisation of the principle of interdisciplinarity. Data analysis was performed by theme/category-based content analysis. Results: as the discourse of interdisciplinarity is moved to pedagogical practice, educators and teachers reveal conceptual and methodological gaps to carry out interdisciplinary work in schools. When working from an interdisciplinary perspective, they opt for integrative projects, which has already been carried out through the methodology of the generating themes. Conclusions: we clarify the need to invest in an interdisciplinary teacher education model to change the logic of a fragmented school disconnected from contemporary issues. We argue that in this globalised world we live in, permeated by complex issues, we can no longer be restricted by the boundaries of an area of knowledge.