A Bibliographical Search
II. Defining Scope of Research
III. Format for Categorization
V. Bibliography
A. HISTORICAL
C. CURRICULUM
F. SCOPE
G. INTERDISCIPLINARY DISCIPLINES
H. CASE STUDIES
IV. Notations
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A search for a more functional post-secondary education system posits the purpose of this research project. The initial investigation into interdisciplinary thought provided a host of secondary information on teaching pedagogy, curricular reform, and the education of educators. The term "interdisciplinary" in today's academic community lacks a definitive meaning. Interdisciplinarity encompasses interdepartmental cooperation in curriculum development, cooperative research projects, interdepartmental education goals, and a paradigm which instills cooperative teaching methods.
Interdisciplinary education produces a more "educated" student--one who has a broad scope of input, reference, and analysis. The development of the world marketplace necessitates global or in Henry Winthrop's words "broad-gauge" scholars (Klein Interdisciplinarity 186). These newly educated students must reconcile the multi-ethnic nature of their society, the variety of theorists within an educational discipline, the relevant postulation outside the discipline, and then determine the potential benefit for self and society based on that information. Therefore, the interdisciplinary graduates' collegiate education provides the preparation for the multifaceted world they encounter.
One of the thoughts derived from this research is that universities are liberal regarding society and conservative regarding internal change. The assembled information allows the reader to evaluate current and historical thought on educational practices in order to develop a practical model for their own use while meetings the needs of students facing a world of exponential growth in knowledge and complexity. Included are curriculum models, teaching strategies, solutions for administrative roadblocks, and evaluations of these new pedagogies. The graduate of a post-secondary education must receive cognitive, analytical and social skills; all the authors agree that current collegiate education fails to provide the requisite skills necessary to navigate our complex world. Therefore, the implementation of an interdisciplinary education has the potential to broaden the literacy and critical thinking of all students by drawing upon multiple points of input, reference, analysis, and problem solving, while utilizing the diversity of the educational and world communities.
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II. Defining Scope of Research
The necessity of interdisciplinarity in education, science, business and warfare became apparent between World War I and World War II. This renaissance period of interdisciplinary thought was followed by a dormant period until the 1970's when a resurgence of interdisciplinary research and educational practices began exponential growth. The modern wave of interdisciplinary thought is only now being cataloged by current publications. Interdisciplinary experimentation in the study of collegiate education began in the early 1980's--with the prospects and problems in the state of assessment. The practicality of interdisciplinary programs as a vehicle for quality collegiate education appear excellent, yet small scale implementation remains the norm.
The scope of this bibliography focuses on the documentation of the current educational models as well as some definitive works that classify the nature of interdisciplinary education. The majority of the works present were published in the last ten years in order to depict current interdisciplinary thought and trends; however, older works have been included for reference to clarify the implications of interdisciplinarity.
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III. Format for Categorization
The first section of this bibliography concerns interdisciplinary education. Defining interdisciplinary education by HISTORICAL and current INTERDISCIPLINARY contexts provides the primary focus.
The second section contends with the generation of interdisciplinary CURRICULUM. The popular outgrowths of interdisciplinarity denote COLLABORATIVE and COOPERATIVE education models which indicate interdisciplinary curriculum as well as non-traditional teacher participation and peer-group formats. SCOPE refers to an article or book that combines the categories of interdisciplinary approach to curriculum, teaching methodology, research, faculty preparation for interdisciplinary education, and post-graduate interdisciplinary education.
The third section, INTERDISCIPLINARY DISCIPLINES, traces current Women's Studies and Anthropology programs because they are interdisciplinary "disciplines," and their practices point to an initial embrace of interdisciplinarity. CASE STUDIES provide research information on the functionality and the assessment of interdisciplinary concepts.
Finally, OUTSIDE READING presents various research discoveries relevant to interdisciplinary and educational practices that could not reasonably be included in other categories.
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The subject of interdisciplinary education practices did not lead to a wealth of information. Using the Library of Congress Subject Heading Guide, produced the related headings of: interdisciplinary studies, learning communities, learning partnerships, integrated curriculum, interdisciplinarity in education, collaborative learning, interdisciplinary cooperation, interdisciplinary curriculum, team learning approach in education, and interdisciplinary approach in education.
The next step consisted of using the electronic listings of the MLA, ERIC, Library of Congress, CSUSM Library Catalog, Roger, Sociofile, and Melvyl. Interdisciplinary education practices, models, research, and theories persist as minor topics in academic scholarship. The results of the electronic search yielded modest group of references which provided additional bibliographical information.
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V. Bibliography (Notations key.)
@Klein, Julie Thopmson. Interdisciplinarity: History, Theory, and Practice. Detroit: Wayne State University Press, 1990.
Klein provides an excellent first interdisciplinary reader. While dissecting the concept of interdisciplinary education and professional cooperation, Klein traces interdisciplinary concepts back to historical philosophers such as Aristotle and Kant. Disciplinarity forced the narrowing of intellectual focus as the bodies of knowledge grew during the Renaissance and the Age of Science. In the twentieth century, knowledge has become extremely specialized in fields like chemistry, physics, business, linguistics and psychology.
The current debate on disciplinary versus interdisciplinary education is covered by an intense critique of the paradoxes of the two positions as well as a definition of evolving interdisciplinary methods. Klein finishes with an examination of interdisciplinary models in research, medicine, and education. The conclusion demonstrates the necessity of interdisciplinarity among students, educators, and professionals because the narrow fields of biology, psychology, or business management do not explain and quantify the diverse functioning of human relations, economic development, and global impact of these seemingly unrelated actions.
Included are over eighty pages of bibliographical reference under the divisions of: essential references, problem-focused research, interdisciplinary care and services, education, humanities, social science and sciences.
+Organization for Economic Cooperation and Development. Interdisciplinary: Problems of Teaching and Research in Universities. Paris: Organization for Economic Cooperation and Development, 1972.
Deemed by Klein as the origin of modern interdisciplinary
conversation, Interdisciplinarity marks the first modern compilation of
interdisciplinary opinions, facts, terminology, concepts, problems, and solutions. The
input for the discussion focuses on the European educational community with a smattering
of North and South American experiences. The guiding premisses within the
interdisciplinary revolution are:
"1) Interdisciplinary teaching and research are the key innovation points in
universities.
2) Introducing this innovation comes up against enormous difficulties even in new
universities." (12)
This text is based on the inputs and ensuing opinions of the Seminar of Interdisciplinarity in Universities sponsored by the Centre for Educational Research Innovation at the University of Nice (France) September 7th-12th, 1970. The first section assembles and critiques a survey of interdisciplinary teaching and research--distributed before the seminar. The second section looks at the concepts of disciplinarity and interdisciplinarity through mathematical and humanitarian perspectives to define the necessity of linked disciplines in an educational setting. The third section contemplates the application of interdisciplinary education through the structures of institutions, curriculum, teaching methodology, and case studies of same.
Allan, Ann. "A Method for Determining Interdisciplinary Activities Within a University." Library Research 2.1 (1980/1981): 83-94.
Bahm, Archie J. "Interdisciplinology: The Science of Interdisciplinary Research." Nature and System 2.1 (1980): 29-35.
Bailey, M. Y. "Selecting Materials for Interdisciplinary Programs." Special Libraries 69.12 (1978): 468-74.
Barth, Richard T., and Rudy Steck, eds. Interdisciplinary Research Groups: Their Management and Organization. Papers from the First International Conference on Interdisciplinary Research. Vancouver: International Research Group On Interdisciplinary Programs, 1979.
Bayerl, Elizabeth. Interdisciplinary Studies in the Humanities: A Directory. Meutchen: Scarecrow Press, 1977.
Bechtel, W., ed. Integrating Scientific Disciplines. Dordrecht: Martinus Nijhoff, 1986.
Beckwith, Guy. "Interdisciplinarity and Dialectics: Integrative Concepts and Methods in Hegel's Phenomenology of Spirit." Issues in Integrative Studies 3 (1984/85): 91-101.
Brinbaum, Philip H., Frederick A. Rossini, and Donald Baldwin, eds. International Research Management: Studies in Interdisciplinary Methods. New York: Oxford U P, 1990.
Case Studies in Interdisciplinarity. Vol. 1 Environmental Science and Engineering, Sept. 1975. Vol. 2 Science, Technology and Society, Oct. 1975. Vol. 3 Integrated Social Sciences, Sept. 1975. Vol. 4 National and International Studies, Sept. 1975. Vol. 5 Humanities and Cognitive Studies, Sept. 1975. Group of Research and Innovation in Higher Education, Nuffield Foundation. London: University of York, 1975.
Casssell, Eric J. "How Does Interdisciplinary Work Get Done ?" Knowledge, Value, and Belief. Eds. H. T. Englehardt and D. Callahan. Vol. 2 The Foundations of Ethics and Its Relationship to Science. New York: Hastings Center, 1977, 355-61.
"Communities Have Problems, Universities Have Departments." The University and the Community, the Problems of Changing Relationships. Paris: Organizations for Economic Cooperation and Development, 1982.
Conklin, Kenneth R. "The Integration of Disciplines." Education Theory 16 (July 1966): 225-83.
"Curriculum: Interdisciplinary Insights." Teachers College Record 73.2 (1971).
Delkeskamp, Corinna. "Interdisciplinarity: A Critical Appraisal." Knowledge, Value, and Belief. Eds. H. T. Englehardt and D. Callahan Vol. 2 The Foundations of Ethics and Its Relationship to Science. New York: Hastings Center, 1977, 324-54.
Dill, Stephen, ed. Integrated Studies, Challenges to the College Curriculum. Washington, D. C.: University Press of America, 1982.
Dluhy, Milan J, and Kan Chen, eds. Interdisciplinary Planning: A Perspective for the Future. New Brunswick: Transaction Books-Rutgers, 1978.
Dorn, Harold. "The Dialectics Of Interdisciplinarity." Humanities 8.2 (1987): 30-33.
Doyal, Len. "Interdisciplinary in Studies in Higher Education." Universities Quarterly, Higher Education Society 28.4 (1974): 470-87.
Epton, S. R., R. L. Payne, and A. W. Pearson, eds. Managing Interdisciplinary Research. Chichester: John Wiley and Sons, 1983.
"Experimental Interdisciplinary Programs." Soundings 54.1 (1971): 82-123.
"Facets of Interdisciplinarity." International Social Journal 29.4 (1977): 570-670.
Fethe, Charles B. "A Philosophical Model of Interdisciplinary Programs." Liberal Education 59.4 (1973): 490-97.
Frey, Gerhard. "Methodological Problems of Interdisciplinary Discussions." Ratio 15.2 (1973): 161-82.
Fryxell, Roald. "The Interdisciplinary Dilemma: A Case for Flexibility in Academic Thought." Occasional Paper No. 13. ERIC ED 146 102. Rock Island: Augusta College Library, 1977.
Garfield, E. "Discipline-Oriented Citation Indexes and Data Bases: Bridging the Interdisciplinary Gap Via Multidisciplinary Input." Current Contents 3 (1981): 5-8.
Gelwick, Richard. "Truly Interdisciplinary Study and Commitment in Revitalization." Soundings 66.4 (1983): 422-36.
Gozzer, Giovanni. "Interdisciplinarity: A Concept Still Unclear." Prospects: Quarterly Review of Education 12.3 (1982): 218-92.
Gerle, Ronald. "A Surmisable Varsity: Interdisciplinarity and Oral Testimony." American Quarterly 27 (August 1975) 275-95.
Gusdorf, Georges. "Past, Present, and Future in Interdisciplinary Research." International Social Science Journal 29.4 (1977): 580-99.
---. "Projects for Interdisciplinary Research." Diogenes 42 (Summer 1963): 119-42.
Holt, Mara Dawn. Collaboration Learning from 1911-1986: A Socio-Historical Analysis. Dissertation. University of Texas: 1988.
Interdisciplinarity: A Report by the Group for Research and Innovation. Regents Park: Group for Research and Innovation, Nuffield Foundation, July 1975.
"Interdisciplinary Education." Liberal Education (Spring 1979).
"Interdisciplinary Studies." Improving College and University Teaching 30.1 (1982).
Jantsch, Erich. "Interdisciplinarity: Dreams and Reality." Prospect: Quarterly Review of Education 10.3 (1980): 304-12.
Kanter, R. M. The Changemasters. New York: Simon & Schuster, 1983.
Kermoade, Arthur L. The Interdisciplinary Approach and its Comparative Effectiveness. Seattle: University of Washington College of Education, 1972.
Klein, Julie Thompson. "The Dialectic and Rhetoric of Disciplinarity and Interdisciplinarity." Issues in Integrative Studies 2 (1983): 35-74.
---. "The Evolution of a Body of Knowledge: Interdisciplinary Problem-Focused Research." Knowledge: Creation, Diffusion, Utilization 7.2 (1985): 177-42.
Laszlo, E., and H. Margenau. "The Emergence of Integrative Concepts in Contemporary Science." Philosophy of Science 39.2 (1972): 252-59.
Levin, Lennart, and Ingemar Lind, eds. Interdisciplinarity Revisited: Re-Assessing the Concept in the Light of Institutional Experience. Stockholm: Organization for Economic Cooperation and Development, Swedish National Board of Universities and Colleges, Linkoping University, 1985.
Margenau, Henry, ed. Integrative Principals of Modern Thought. New York: Gordon and Breach, 1972.
Mayville, William. Interdisciplinarity: The Mutable Paradigm. AAHE/ERIC Higher Education Report 9. Washington, D. C.: American Association for Higher Education, 1978.
Mc Corcle, Mitchell D. "Critical Issues in the Functioning of Interdisciplinary Groups." Small Group Behavior 12.3 (1982): 291-310.
Mc Grath, Earl J. "Interdisciplinary Studies: An Integration of Knowledge and Experience." Change Magazine (Report on Teaching Issue) 6 (August 1978): 6-9.
Meeth, L. Richard. "Interdisciplinary Studies: A Matter of Definition." Change Magazine 6 (August 1978): 10.
Morrison, James L., and Tamara Swora. "Interdisciplinarity and Higher Education." Journal of General Education 26 (April 1974): 45-52.
"Multidisciplinary Problem-Focused Research." International Social Science Journal 20 (1968): 192-210.
Murry, Thomas. "Confessions of an Unconscious Interdisciplinarian." Issues in Integrative Studies 4 (1986): 57-70.
Piaget, Jean. Main Trends in Interdisciplinary Research. New York: Harper and Row, 1973.
Peston, M. "Some Thoughts on Evaluating Interdisciplinary Research." Higher Education Review 10.2 (1978): 55-60.
Potter, George. "The Promise of Interdisciplinarity and its Problems." Ramapo Papers 1 (1977): 1-23.
Rickson, Roy E., and Sarah T. Rickson. "Problems and Prospects of Crossdisciplinary Research." Rural Sociologist 2 (March 1982): 95-103.
Sherif, Muzafer, and Carolyn Sherif, eds. Interdisciplinary Relationships in the Social Sciences. Chicago: Aldine, 1969.
Sinaceur, Mohammed Allal. "What is Interdisciplinarity?" International Social Science Journal 29.4 (1977): 571-79.
Smith, Linda C. "Systematic Searching of Abstracts and Indexes in Interdisciplinary Areas." Journal of American Society for Information Science 25 (1974): 343-53.
"Structuralism: An Interdisciplinary Study." Soundings 58.2 (1975).
Taylor, Alastair M. "Integrative Principals and the Educational Process." Main Currents in Modern Thought 25.5 (1969): 126- 33.
Westcott, Roger W. "The Plight of the Interdisciplinarian." Academy Notes (Academy of Independent Scholars) (April 1982): 4.
White, Alvin, ed. "Interdisciplinary Teaching." New Directions In Higher Education 8. San Francisco: Jossey-Bass, 1981.
White, James Boyd. "Intellectual Integration." Issues in Integrative Studies 5 (1987): 1-18.
Whitehead, Alfred North. The Aims Of Education. New York: Macmillan Company, 1929.
Winthrop, Henry. "Methodology and Hermeneutic Functions in
Interdisciplinary Education." Educational Theory 14 (April 1964):
118-27.
Continue Interdisciplinarity in Post-Secondary Eudcation: A Bibliographical Search.
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