Conceptualizing Interdisciplinary Studies

Acuna-Peterson 1 Cassandra Acuna-Peterson Dr. K. Miller INT 308 October 30, 2010

Interdisciplinary Studies as an approach to an integral form of Learning Thinking and Knowledge Production

Abstract: This essay seeks to explore concepts presented in Repko's text, Interdisciplinary Research: Process and Theory (2008), synthesizing a general understanding of interdisciplinary studies and its process as a agent with which to attain holistic illumination within the realms of pedagogic, reective, integrative knowledge production and its endeavors. It is my intention to present the interdisciplinary approach as aj catalyst for a shift in current disciplinary

1 . 4 1 .t 1 .14 1 0 Interdisciplinary studies and its 6 processes can be characterized as a substantive and o a 1r a d pragmatic response to the challenges and inadequacies presented by disciplinarity and 4i g m /s evolves . its monistic views. A s society and cultural boundaries are blurred by globalism,

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humanity now confronts issues of previously unseen complexity and magnitude. H is torically, traditional disciplines have presented their individual knowledge domains and specialized perspectives as a means to both qualify and quantify their intellectual enterprise and present solutions to society's problems, issues, or concerns. Thes e attempts at modern-day problem solving through mono-disciplinary perspective offers a fragmented and often biased result, hinders cognitive uidity, and the development of a comprehensive resolution to universal concerns.

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Conceptualizing Interdisciplinary Studies

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Repko denes Interdisciplinary studies as, " a process of answering a question, solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline." (Repko 2008) ) A contention, which he bases on, specic limitations the individual disciplines offer regarding taxonomies, studied phenomena, disciplinary knowledge, and research design. Des pite these cognitive discords among disciplines, it is imperative to utilize disciplinary adequacy as a foundation for integrative knowledge formation. As such one can surmise that interdisciplinarity is founded within the traditional disciplines, but is ultimately learner and situationally centered. A process where the learner is prompted by need (this could simply be a need to dene a problem or satiate a curiosity) to engage in earnest inquiry and achieve an avant-guard understanding or resolution. Interdisciplinary approach inspires one to remain in a constant state of inquiry and assessment, consolidation, adaptation, creation, and innovation. A dynamic and integrative process whose aim is the achievement of broader perspective where phenomena, elements, and methodologies do not become the primary focus. By removing these from their traditional frame-works and sanctioned roles these are transformed into heuristics; refocusing energies on establishing relevant connections between traditional disciplines, their epistemologies and other non-linear knowledge formations. However, it is simply not enough to recognize their conicts and similarities and their relevance to a particular undertaking, this approach encourages the creation of disciplinary equanimity through shared symbolism, language and reciprocity. (Wolfe 2003; Repko 2006) Hence language and symbolism are removed from the disciplinary conict

Conceptualizing Interdisciplinary Studies

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and are reintroduced as a unifying force. Reminiscent to a chaotic biblical tale from the book of Genesis, the world of academia is entrenched in a great linguistic schism; each spouting evidence and theory in an unintelligible code ponticating and postulating on the human condition and its challenges in accordance to their cultural systems. Although this may seem as an impressive display of breadth and depth of knowledge, i t proves to be of little consequence in a real world application of this specialized knowledge. Bearing an uncanny similarity to the legendary Tower of Babel, t he world of requires integration and collaboration. The tale emphasizes importance of language and mutual understanding in achieving a goal. "And the Lord said, Behold, the people is one, and they have all one language; and this they begin to do; and now nothing will be restrained from them, which they have imagined to do." In conclusion, interdisciplinary and its assumptions regarding disciplinary limitations and methodology of seek to evaluate, assess, integrate and create new knowledge. In essence leveling the cognitive elds, while transforming conicts into progressive expansions. While some may contend that interdisciplinarity seeks to unravel the academic institutions, it is my position that is does not.interdisciplinary studies simply seek to a more evolved scope of learning (and therefore teaching); communication and collaboration via multiculturalism, and quite possibly an idealiz ed state of cognitive reciprocal synergy. 7 U lt

Conceptualizing Interdisciplinary Studies

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Conceptualizing Interdisciplinary Studies Bibliography

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Repko, A. F. (2006). "Disciplining Interdisciplinarity: The Case for Textbooks." Issues in Integrative Studies(24): 112-142. Repko, A. F. (2008). Interdisciplinary research : process and theory. Los Angeles, SAGE. Wolfe, C. H., C. (2003). "Interdisciplinary writing assesment proles." Issues in Integrative Studies(21): 126-169.