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ERIC Number: EJ1045659
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-1556-763X
The Development of Interdisciplinary Thinking in the New Postmodern Education
Yang, Shu Nu
Forum on Public Policy Online, v2013 n1 2013
As an educator, it is always interesting to learn and employ new and creative ways of thinking and methods in teaching. However, the application of these new ideas in our classrooms needs more examination for better ways of implementation. Since the postmodernist theory and approaches have been practiced in education in the past few decades, the criticisms stated by educators and scholars have led to an examination of its impact on teaching and learning in different fields. In this paper, I would like to bring forth the educational issues under the influence of post-modernist trends and, eventually, develop the new postmodern approach in higher education. In this way, we offer other perspectives, taking into account interdisciplinary theory and principles, as a feasible alternative and prevailing idea in higher education. An interdisciplinary approach will be discussed as a way to solve the problems related to the negative effects of current postmodern issues in education. Contemporary single-disciplinary theories and approaches in education have evolved toward interdisciplinary thinking that integrates different perspectives and fields. These new multiple approaches can serve as the educational basis for reconstructing value of the humanities. This proposition is considered as an issue when facing the critical situation in postmodern education in our society today. In addition, the interdisciplinary thinking will be employed, based on the multiple-perspectives from literature, philosophy, religion, science, and cultural studies. The integration of these related but distinct disciplines will elucidate programs and hopefully serve to inspire the basis for new postmodern education.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A