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ERIC Number: ED167043
Record Type: RIE
Publication Date: 1978
Pages: 79
Abstractor: N/A
Reference Count: 0
Interdisciplinarity: The Mutable Paradigm. AAHE/ERIC/Higher Education Research Report No 9, 1978.
Mayville, William V.
The many forms of interdisciplinarity in higher education institutions and the various ways it has been used to advance curricular changes are examined. Definitions of interdisciplinarity and its variants (multi-, pluri-, and transdisciplinarity) provide a conceptual framework for the examination. In this study, interdisciplinarity is understood to mean interaction among two or more different disciplines and should include the idea of integration of concepts, methodology, procedures, epistemology, terminology, and data. Educational outcome models are examined to clarify the organizational premises interdisciplinary programs have adopted to achieve the goal of "integration." The development of education outcomes is addressed using the historian William Bouwsma's educational models of the aristocratic, scribe, civic, existential, Christian-secular, and romantic-naturalist ideals as ways to comprehend interdisciplinary curricular directions. Many of these ideals have become incorporated into interdisciplinary programs with little attention paid to their potentially conflicting outcomes or to Boisot's delineation of interdisciplinary study into philosophical, ethical, and educational types. The practical implications of these models are addressed through the examination of specific interdisciplinary programs. Interdisciplinary programs have the potential for generating both internal (curricular) and external (societal) change. Recommendations address certain problem areas that need to be considered before interdisciplinary programs can be effective. (SW)
American Association for Higher Education, One Dupont Circle, Suite 780, Washington, D.C. 20036 ($4.00)
Publication Type: Books; Reports - Descriptive; Collected Works - Serials
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: George Washington Univ., Washington, DC. ERIC Clearinghouse on Higher Education.; American Association for Higher Education, Washington, DC.
Note: Small print may be marginally legible