Introduction to interdisciplinary studies:
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Los Angeles, Calif. [u.a.]
Sage
2014
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Literaturverz. S. 317 - 319 |
| Beschreibung: | XXIX, 332 S. Ill., graph. Darst. 24 cm |
| ISBN: | 9781452256603 |
Internformat
MARC
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| 245 | 1 | 0 | |a Introduction to interdisciplinary studies |c Allen F. Repko with Rick Szostak and Michelle Phillips Buchberger |
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Datensatz im Suchindex
| _version_ | 1804153304611028992 |
|---|---|
| adam_text | Titel: Introduction to interdisciplinary studies
Autor: Repko, Allen F
Jahr: 2014
Detailed Contents
Preface xv
Acknowledgments xxvii
About the Authors xxix
PART I: UNDERSTANDING INTERDISCIPLINARY STUDIES 1
Chapter 1 Objectives 2
Chapter 1 Learning Outcomes 2
1. Interdisciplinary Studies in the Real World 3
Why Interdisciplinary Studies Matters 3
What Is Driving Interdisciplinary Studies Today 3
The Complexity of Nature, Society, and Ourselves 4
The Natural Sciences 4
The Social Sciences 5
The Humanities 6
The Fine and Performing Arts 6
Problems at the Human-Nature Interface 6
The Complexity of the Globalized Workplace 7
The Need for Systems Thinking and Contextual Thinking 8
The Changing Nature of University Research 10
Interdisciplinary Borderlands 11
The Natural Sciences 12
The Social Sciences 13
The Humanities 14
The Fine and Performing Arts 14
The Public World and Its Pressing Needs 14
Revolutionary Insights and Generative Technologies 15
Successful Intelligence and Integrative Thinking 16
A Knowledge Society Needs Both Disciplinarity
and Interdisciplinary 18
The Academic Benefits of Pursuing an Interdisciplinary Studies Degree 19
Interdisciplinary Studies and Your Career Development 20
Critical Thinking Questions 21
Applications and Exercises 21
Chapter 2 Objectives 22
Chapter 2 Learning Outcomes 22
2. Interdisciplinary Studies Defined 23
Why Definitions Matter 23
Defining Interdisciplinary Studies 24
Widely Recognized Definitions of Interdisciplinary Studies 24
Commonalities Shares by These Definitions 26
The Purpose of Interdisciplinary Studies 27
The Process of Interdisciplinary Studies 27
The Product of Interdisciplinary Studies 28
An Integrated Definition of Interdisciplinary Studies 28
The Premise of Interdisciplinary Studies 28
Differences Between Disciplinarity, Multidisciplinarity, Interdisciplinarity,
and Transdisciplinarity 29
The Fable of the Elephant House 29
Disciplinarity 30
Multidisciplinarity 31
Interdisciplinarity 32
Two Metaphors 32
The Difference Between Multidisciplinarity and
Interdisciplinarity Summarized 35
Transdisciplinarity 35
Two Conceptions of Interdisciplinarity 36
Critical Interdisciplinarity 37
Instrumental Interdisciplinarity 38
Useful Metaphors of Interdisciplinary Studies 40
The Metaphor of Boundary Crossing 40
The Metaphor of Bridge Building 42
The Metaphor of Bilingualism 43
Critical Thinking Questions 45
Applications and Exercises 45
Chapter 3 Objectives 48
Chapter 3 Learning Outcomes 48
3. The Interdisciplinary Studies Cognitive Toolkit 49
How She Did It 49
Intellectual Capacities 50
Values 53
Traits and Skills 55
Ways to Apply Your Interdisciplinary Toolkit 57
Writing an Intellectual Autobiography 58
Preparing a Portfolio 58
Performing Service Learning 59
Critical Thinking Questions 60
Applications and Exercises 61
Chapter 4 Objectives 62
Chapter 4 Learning Outcomes 62
4. The Rise of the Modern Disciplines and Interdisciplinarity 63
Why the Past Matters 63
The Rise of the Modern Disciplines 64
The Origin of the Concept of Disciplinarity 65
A Call for Less Specialization 65
The Consolidation of the Disciplines 66
The Professionalization of Knowledge 66
Concerns About Overspecialization 68
The Rise of Interdisciplinarity 68
The Quest for an Integrated Educational Experience 68
Interdisciplinarity in the 1960s and 1970s 69
Interdisciplinarity Acquires Academic Legitimacy in the 1980s and 1990s 72
Interdisciplinary Practice in the New Millennium 73
Science and Technology 73
The Social Sciences 73
The New Humanities 74
The Growth of Interdisciplinarity 75
Interdisciplinarity s Criticism of the Disciplines 77
Specialization Can Blind Us to the Broader Context 78
Specialization Tends to Produce Tunnel Vision 78
Specialization Tends to Discount or Ignore Other Perspectives 79
Specialization Can Hinder Creative Breakthroughs 79
Specialization Fails to Address Complex Problems Comprehensively 80
Specialization Imposes a Past Approach on the Present 80
Summary of the Interdisciplinary Criticism of Disciplinary Specialization 81
Critical Thinking Questions 81
Applications and Exercises 81
Chapter 5 Objectives 84
Chapter 5 Learning Outcomes 84
5. Academic Disciplines 85
Disciplines and Disciplinarity Defined 85
Commonalities Shared by These Definitions 86
The Purpose of Disciplines 87
The Content of Disciplines 88
An Integrated Definition of Discipline and Disciplinarity 89
The Epistemic, Social, and Organizational Dimensions of Disciplines 89
Disciplines as Epistemic Communities 89
Disciplines as Social Communities 90
Disciplines as Organizational Units 91
A Taxonomy of Disciplines, Fields, and Professions 93
The Concept of Disciplinary Perspective 94
Perspective Taking in Interdisciplinary Studies 95
Types of Disciplinary Perspective 96
Disciplinary Perspective Defined 97
What Disciplinary Perspective Is Used For 97
Disciplinary Perspective in an Overall Sense 98
Three Misconceptions About Disciplinary Perspective 101
The Defining Elements of a Discipline 102
Phenomena 102
Epistemology 103
Epistemologies of the Natural Sciences 106
Epistemologies of the Social Sciences 106
Epistemologies of the Humanities 109
Assumptions 109
Assumptions of the Natural Sciences 110
Assumptions of the Social Sciences 110
Assumptions of the Humanities 110
Concepts 112
Theory 112
Methods 113
The Scientific Method 113
Induction and Deduction 114
Quantitative and Qualitative Methods 117
Data 117
Critical Thinking Questions 118
Applications and Exercises 118
Chapter 6 Objectives 120
Chapter 6 Learning Outcomes 120
6. The DNA of Interdisciplinary Studies 121
Assumptions of Interdisciplinary Studies 122
No. 1: The Complex Reality Beyond the University Makes
Interdisciplinarity Necessary 122
No. 2: The Disciplines Are Foundational to Interdisciplinarity 123
No. 3: The Disciplines Are Inadequate to Address Complexity
Comprehensively 123
No. 4: Interdisciplinarity Is Able to Integrate Insights From
Relevant Disciplines 125
No. 5: The Disciplines and the Institutional Policies That Reinforce
Them Often Present Major Barriers to Interdisciplinarity 125
Theories of Interdisciplinary Studies 125
Complexity Theory 126
Perspective Taking Theory 127
Common Ground Theory 129
Integration Theory 131
Theories Supportive of Integration 131
Interdisciplinary Integration Defined 133
Epistemology of Interdisciplinary Studies 134
Critical and Instrumental Modes of Interdisciplinarity 134
Complexity 134
How Interdisciplinary Studies Sees 135
It Sees Complexity in the Familiar 135
It Sees Complex Problems in Context 135
It Sees Commonality Amid Difference and Conflict 136
It Sees Contingency in Certainty 136
Critical Thinking Questions 136
Applications and Exercises 137
PART D: THINKING CRITICALLY ABOUT INTERDISCIPLINARY STUDIES 139
Chapter 7 Objectives 140
Chapter 7 Learning Outcomes 140
7. Thinking Critically About Disciplinary Perspectives 141
What It Means to Think Critically About Disciplinary Perspectives 141
Developing a Sophisticated Conception of Knowledge 141
Reflect on Your Present Epistemic Position 142
Assess Your Tolerance for Multiplicity 142
Move Toward Critical Pluralism 143
Why Some May Find the Transition to Critical Pluralism Difficult to Make 144
How to Move From a Position of Dualism or Relativism to One
of Critical Pluralism 145
Why Interrogate Disciplinary Perspectives (or Practice Critical Pluralism) 145
The Issues of Disciplinary Depth and Interdisciplinary Breadth 145
Identifying Disciplines Relevant to the Problem 146
Why Interdisciplinarians Interrogate Perspectives 147
No. 1: Perspective Taking Is a Key Feature of Interdisciplinarity
That Is Necessitated by Complexity 147
No. 2: Perspective Taking Is a Prerequisite for Turning Multidisciplinary
Work Into Interdisciplinary Work 148
No. 3: Perspective Taking Enables Us to See the Relevance of
Other Perspectives 149
No. 4: Perspective Taking Illumines Our Understanding of
the Problem as a Whole 149
No. 5: Perspective Taking Reduces the Possibility of Making
Poor Decisions 150
No. 6: Perspective Taking Exposes Strengths and Limitations
of Disciplines 150
How Interdisciplinarians Interrogate Disciplinary Perspectives 152
1. What Is the Discipline s Perspective on This Particular Subject! 152
2. How Does Each Perspective Illumine Our Understanding of the
Subject as a Whole? 154
3. What Are the Strengths and Limitations of Each Perspective? 156
Critical Thinking Scenario 158
Chapter 8 Objective 160
Chapter 8 Learning Outcomes 160
8. Thinking Critically About Disciplinary Insights 161
Critical Thinking Attitudes 161
Awareness of the Limitations of Expertise 161
Self-Awareness 162
Intellectual Courage 163
Respect for Different Viewpoints 163
Categories of Statements 164
No. 1: What Are the Author s Conclusions? 164
No. 2: What Are the Supporting Arguments? 164
No. 3: What Assumptions Does the Author Make? 165
No. 4: What Evidence Does the Author Marshal? 165
Other Types of Statements You Will Encounter 166
Summary of This Discussion 167
Critically Analyzing Disciplinary Insights 167
A Distinctive Approach to Critically Analyzing Disciplinary Insights 167
How to Find What You Need in Disciplinary Insights 169
Clarity 169
Depth and Breadth 169
Logic 170
Examples of Applying an Interdisciplinary Approach to Critically
Analyzing Disciplinary Insights 170
Example 1: An Analysis of Crime by an Economist 171
Example 2: A Newspaper Article on Global Warming 172
Example 3: An Article by a Literary Theorist on a Nineteenth-
Century Latin American Novelist 173
Mapping Interdisciplinary Connections 173
Returning to Example 1: An Analysis of Crime 174
What Mapping the Scholarly Enterprise Reveals 176
Critical Thinking Questions 178
Applications and Exercises 178
Chapter 9 Objectives 180
Chapter 9 Learning Outcomes 180
9. Thinking Critically About Integration and Its Results 181
Approaches to Interdisciplinary Integration 181
Integrative Approach 1: Contextualization 182
History as Integrative Context 182
Metaphysics as Integrative Context 182
Epistemology as Integrative Context 182
Example of a Contextual Integration 183
Strengths and Limitations of Approaches to Contextual Integration 185
Integrative Approach 2: Conceptualization 185
Strengths and Limitations of the Conceptual Approach to Integration 186
Integrative Approach 3: Problem Centering 186
Strengths and Limitations of the Problem-Centering Approach 187
The Broad Model Approach to Integration 187
Examples of How the Broad Model Integrates 188
Working With Assumptions 189
Working With Concepts 190
Partial and Full Integration 191
The Result of Integration 191
A More Comprehensive Understanding 191
Core Premises That Underlie the Concept 192
Reflecting on What Was Achieved 193
Critical Thinking Scenario 193
PART III: INTERDISCIPLINARY RESEARCH AND WRITING 195
Chapter 10 Objectives 196
Chapter 10 Learning Outcomes 196
10. An Interdisciplinary Research Road Map 197
The Power and Usefulness of Research 198
Disciplinary and Interdisciplinary Approaches to Research 198
The Broad Model of the Interdisciplinary Research Process 200
STEP 1: Define the Problem or State the Research Question 202
What Is a Good Research Question? 202
How Do You Develop a Good Research Question? 203
The Statement Identifies the Focus of the Study 203
The Statement Defines the Scope of the Study 203
The Statement Avoids Three Tendencies 204
The Statement Answers the So What Question 205
The Broad Model Rubric Applied to STEP 1 206
STEP 2: Justify Using an Interdisciplinary Approach 210
Commonly Used Justifications 210
The Problem or Research Question Is Complex 210
Important Insights Into the Problem Are Offered by Two or More Disciplines 211
No Single Discipline Has Been Able to Address the Problem Comprehensively 211
The Problem Is an Unresolved Issue or Unmet Societal Need 212
The Broad Model Rubric Applied to STEP 2 212
Evaluating Practitioner and Student Justifications 213
Applications and Exercises 216
Peer Evaluation Activity 218
Chapter 11 Objectives 220
Chapter 11 Learning Outcomes 220
11. Identifying Relevant Disciplines and Gathering Information About the Problem 221
STEP 3: Identify Relevant Disciplines 221
Action No. 1: Connect the Problem as a Whole to Phenomena Typically
Studied by Disciplines and Interdisciplinary Fields 222
Problem/Research Question No. 1: What is the cause of teen apathy
toward learning? 224
Problem/Research Question No. 2: Should natural gas replace coal
as a fuel source for electricity production? 224
Problem/Research Question No. 3: What is the meaning of the
growing popularity of action super heroes in media? 224
Action No. 2: Decompose the Problem 227
Action No. 3: Externalize the Problem 227
Action No. 4: Reflect on the Problem 229
Rules of Thumb to Help You Perform STEP 3 230
STEP 4: Conduct a Literature Search 231
Categorize Publications According to Their Disciplinary Source 231
Focus on Quality Rather Than Quantity 231
Develop a Data Management System 232
The Broad Model Rubric Applied to STEPS 3 and 4 233
Examples 234
Analysis of Examples 242
Critical Thinking Scenario 242
Peer Evaluation and Edit Activity 243
Chapter 12 Objectives 244
Chapter 12 Learning Outcomes 244
12. Analyzing Insights and Reflecting on Process 245
STEP 5: Critically Analyze the Disciplinary Insights Into the Problem 246
Strategies for Critically Analyzing Disciplinary Insights 246
Strategy No. 1: Identify the Key Elements of Each Insight 246
Strategy No. 2: Organize This Information 247
Strategy No. 3: Critically Analyze This Information 247
The Broad Model Rubric Applied to STEP 5 250
STEP 6: Reflect on How an Interdisciplinary Approach Has Enlarged Your
Understanding of the Problem 256
How Has the Project Challenged Your Bias on the Problem? 256
How Has the Research Process Influenced Your Perception of Disciplinary
Perspective and Expertise? 257
How Has an Interdisciplinary Approach Enlarged Your Understanding of
the Problem as a Whole? 257
How Is an Interdisciplinary Approach Applicable Beyond the Classroom? 258
The Broad Model Rubric Applied to STEP 6 258
Conclusion 263
Appendixes 265
A. Intellectual Autobiography 267
B. Student Portfolios 277
C. Service Learning 287
D. The Broad Model Rubric: Instructor Version 293
E. Answer Key 297
Glossary of Key Terms 305
References 311
Author Index 321
Subject Index 325
|
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| spelling | Repko, Allen F. Verfasser (DE-588)1143240324 aut Introduction to interdisciplinary studies Allen F. Repko with Rick Szostak and Michelle Phillips Buchberger Interdisciplinary studies Los Angeles, Calif. [u.a.] Sage 2014 XXIX, 332 S. Ill., graph. Darst. 24 cm txt rdacontent n rdamedia nc rdacarrier Literaturverz. S. 317 - 319 Interdisziplinäre Forschung (DE-588)4027274-6 gnd rswk-swf Wissenschaft (DE-588)4066562-8 gnd rswk-swf Interdisziplinarität Einführung Social sciences. Interdisciplinary approach to knowledge. (DE-588)4151278-9 Einführung gnd-content Wissenschaft (DE-588)4066562-8 s Interdisziplinäre Forschung (DE-588)4027274-6 s DE-604 Szostak, Rick 1959- Verfasser (DE-588)138560552 aut Buchberger, Michelle Phillips Verfasser (DE-588)1037186540 aut HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=027975036&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Repko, Allen F. Szostak, Rick 1959- Buchberger, Michelle Phillips Introduction to interdisciplinary studies Interdisziplinäre Forschung (DE-588)4027274-6 gnd Wissenschaft (DE-588)4066562-8 gnd |
| subject_GND | (DE-588)4027274-6 (DE-588)4066562-8 (DE-588)4151278-9 |
| title | Introduction to interdisciplinary studies |
| title_alt | Interdisciplinary studies |
| title_auth | Introduction to interdisciplinary studies |
| title_exact_search | Introduction to interdisciplinary studies |
| title_full | Introduction to interdisciplinary studies Allen F. Repko with Rick Szostak and Michelle Phillips Buchberger |
| title_fullStr | Introduction to interdisciplinary studies Allen F. Repko with Rick Szostak and Michelle Phillips Buchberger |
| title_full_unstemmed | Introduction to interdisciplinary studies Allen F. Repko with Rick Szostak and Michelle Phillips Buchberger |
| title_short | Introduction to interdisciplinary studies |
| title_sort | introduction to interdisciplinary studies |
| topic | Interdisziplinäre Forschung (DE-588)4027274-6 gnd Wissenschaft (DE-588)4066562-8 gnd |
| topic_facet | Interdisziplinäre Forschung Wissenschaft Einführung |
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