This book explores interdisciplinary approaches to animal-focused curriculum and pedagogy in environmental education, with an emphasis on integrating methods from the arts, humanities, and natural and social sciences. Each chapter, whether addressing curriculum, pedagogy, or both, engages with the extant literature in environmental education and other relevant fields to consider how interdisciplinary curricular and pedagogical practices shed new light on our understandings of and ethical/moral obligations to animals. Embracing theories like intersectionality, posthumanism, Indigenous cosmologies, and significant (...) life experiences, and considering topics such as equine training, meat consumption and production, urban human-animal relationships, and zoos and aquariums, the chapters collectively contribute to the field by foregrounding the lives of animals. The volume purposefully steps forward from the historical marginalization of animals in educational research and practice. (shrink)

An earlier version of this paper was presented at the 2011 IEEE International Symposium on Technology and Society at Saint Xavier University in Chicago, Illinois. The focus of this paper is to present observations related to information assurance in rural and urban populations. Based on our experience teaching college students in these environments, we have noted that on entering school, generally, individuals demonstrate limited background knowledge of a variety of computer related technologies. Students begin with a technical disadvantage that represents (...) a readily exploitable attack vector for identity thieves. Because of the experience deficit, the hazard of identity theft is significant with possible severe detrimental outcomes for the student victim. In addition, the negative impact on the society as a whole is substantial. Methods that reach beyond traditional formal computer or network security instruction in the classroom and extend information assurance education across disciplines are needed. We have explored this direction at the university and have worked on strategies to educate students about identity theft. The interdisciplinary programs outlined here span the curriculum. In addition, we suggest community outreach programs that extend the scope of influence of information assurance education beyond the university to include surrounding at risk populations. (shrink)

Arts and Humanities in Higher Education, Volume 21, Issue 2, Page 119-138, April 2022. This article examines the development, impact and integration of interdisciplinary approaches in British Higher Education Institutions. It evaluates how the concept of interdisciplinarity has become popularised over time and embraced by disciplines such as archaeology. It then explores the extent to which interdisciplinary approaches have impacted research agendas, first, by evaluating the interdisciplinary research calls from 2019 for seven UK-based research councils (...) and then, at a discipline level, using archaeology as an exemplar. Overall, interdisciplinary research calls only accounted for, at best, 11.9% of a council’s budget. Interrogation of the funding requirements of four of the largest archaeological-research funders demonstrated that successful archaeology-themed grant applications are reliant on interdisciplinarity. The influence of interdisciplinarity on British University’s research and education agendas was examined through analysing the strategic plans of eight universities, followed by an analysis of the availability and potential benefits of interdisciplinary undergraduate and research programmes. This indicated that interdisciplinary approaches are interwoven into university’s research aspirations but displayed variation in relation to their educational goals, with only 20% of institutions offering specific interdisciplinary degree programmes. Despite this, the skillset and research outputs produced as a result of interdisciplinary collaboration were found to be highly valued, thereby suggesting that interdisciplinarity will increasingly feature in the research and education strategies of British universities. (shrink)

This paper argues that many ethical issues in neuroeducational research cannot be appropriately addressed using the principles and guidance available in one of these areas alone, or by applying these in simple combination. Instead, interdisciplinary and public dialogue will be required to develop appropriate normative principles. In developing this argument, it examines neuroscientific and educational perspectives within three broad categories of ethical issue arising at the interface of cognitive neuroscience and education: issues regarding the carrying out of (...) class='Hi'>interdisciplinary research, the scrutiny and communication of findings and concepts, and the application of research and associated issues of policy likely to arise in the future. To help highlight the need for interdisciplinary and public discussion, we also report the opinions of a group of educators (comprising trainee teachers, teachers and head teachers) on the neuroeducational ethics of cognitive enhancing drugs, infant screening, genetic profiling and animal research. (shrink)

This study aims to examine how interdisciplinary urban interventions within architectural education can effectively address social justice issues. Motivated by the growing need for inclusive and equitable urban spaces, this research explores the potential of collaborative design and participatory research methods to foster social awareness and community engagement. Focusing on student-led projects in cities such as Houston, San Diego, and Amsterdam, this study addresses social justice challenges across themes like Art Activism, Tactical Urbanism, environmental justice, and gender equity. (...) Using case study analysis, digital mapping, and poster creation as core methodologies, the research demonstrates the value of multi-scalar, interdisciplinary approaches in tackling complex urban problems. The key findings highlight that integrating these approaches into architectural education promotes critical engagement with social justice issues, equipping students with practical skills for future professional challenges. The implications suggest that expanding this framework to diverse urban contexts could enhance its impact, offering a foundation for further studies on interdisciplinary design as a tool for urban equity. (shrink)

Open peer commentary on the article “Radical Constructivist Structural Design Education for Large Cohorts of Chinese Learners” by Christiane M. Herr. Upshot: In the target article, Christiane Herr offers an insightful characterization of how von Glasersfeld’s radical constructivism can be implemented in structural design education in architecture. In this commentary, I articulate possible connections between research on problem solving and problem posing in mathematics education and design processes in structural design education as described in the target (...) article. (shrink)

This anthology offers a unique collection of contributions focusing on the discussion about the so-called dual-process theories within the field of moral psychology. In general, dual-process theories state that in cognitive systems, two sorts of processes can be differentiated: an affective, associative process and an analytical, rule-based process. This distinction recently entered the debate on the relationship between intuitive and rational approaches to explaining the phenomenon of moral judgment. The increasing interest in these theories raises questions concerning their general impact (...) on social contexts. The anthology aims at presenting stepping-stones of an analysis of the merits and drawbacks of this development. For that purpose, the authors discuss general questions concerning the relationship between ethics and empirical sciences, methodological questions, reassessments of established terminology and societal implications of dual-process theories in moral psychology. (shrink)

The Intercultural, Educational, and Interdisciplinary Borderlines -- Intercultural Encounters, Discord, and Discovery: Medieval Times Amid Evil Times? -- The Dialogical Paradigm -- Al-Kindi on Education: Curriculum Theorizing and the Intercultural Minhaj -- Intercultural Farabism: Towards a Tripartite Model of Dialogical Education -- Rihla as the Sojourner's Deliverer from Error: Al-Ghazali's Interdisciplinary and Intercultural Journey of Epistemic Crisis -- The Averroesian Deliberative Pedagogy of Intercultural Education -- Concluding Thoughts and Implications.

Teaching at a private, conservative religious institution poses unique challenges for equality, diversity, and inclusivity education (EDI). Given the realities of the student population in the Honors College of a private, religious institution, it is necessary to first introduce students to the contemporary realities of inequality and oppression and thus the need for EDI. This chapter proposes a conceptual framework and pedagogical suggestions for teaching basic concepts of social justice in a team-taught, interdisciplinary social science course. The course (...) integrates four different approaches to justice: theoretical, social scientific, narratological, and experiential. The discussion of the experiential dimension of the course references practical pedagogical strategies for making social justice and inequality real for our students. Understanding the realities of social inequality and its roots can foster a better understanding of the social forces and structures that perpetuate inequality. Furthermore, this approach can plant the intellectual and empathic seeds to challenge in-group bias and hopefully germinate into fruitful interaction with diverse others. Finally, this rich, interdisciplinary encounter with social inequality and justice can prepare students to work for just social structures that will lead to a more inclusive world. (shrink)

Psychologists, philosophers, theologians and educationalists have all lately explored various conceptual, moral, psychological and pedagogical dimensions of gratitude in a rapidly expanding academic and popular literature. However, while the distinguished contributors to this work hail from these distinct disciplines, they have been brought together in this volume precisely in recognition of the need for a more interdisciplinary perspective on the topic. While further developing such more familiar debates in the field as whether it is appropriate to feel grateful in (...) circumstances in which there is no obvious benefactor, whether it is proper to feel grateful to those who have benefited one only from a sense of duty and whether it makes sense to be grateful if so doing colludes with injustice, the essays in this collection explore a wide variety of fresh conceptual, psychological and moral issues. For example, in addition to identifying some new moral paradoxes about gratitude and seeking a generally more morally discriminating approach to gratitude education, relations are explored between gratitude and humility, forgiveness and appreciation and the religious and spiritual dimensions of the concept are also given much overdue attention. By drawing together serious academic engagement with the study of gratitude and a serious attempt to undertake this within an interdisciplinary perspective,_ Perspectives on Gratitude _will be of value to academics and graduate students in the fields of philosophy, psychology and theology, as well as other research-based disciplines. (shrink)

In an age of pressing global issues such as climate change, the necessity for countries to work together to resolve problems affecting multiple nations has never been more important. Interdisciplinarity in higher education is a key to meeting these challenges. Universities need to produce graduates, and leaders, who understand issues from different perspectives, and who can communicate with others outside the confines of their own disciplines. -/- Drawing on contributions from 37 scholars from Australia, New Zealand, Hong Kong, Malaysia, (...) the Netherlands and the United Kingdom, this volume examines issues inherent in providing interdisciplinary education within the structures of universities and proposes ways in which these issues might be best managed. -/- The book has a dual focus on perspectives and practicalities. Themes covered include: the need for graduates who can work within and across multi-disciplinary and multi-professional teams; interdisciplinary leadership; the critical importance of interdisciplinary thinking to meet global challenges; collaboration in interdisciplinary approaches to teaching and learning; the role of institutional and other systems to support interdisciplinary endeavours; the centrality of disciplines; balancing disciplinarity and interdisciplinarity; and the place of interdisciplinarity in graduate outcomes and attributes. Definitional aspects of interdisciplinary higher education and current interdisciplinary practice across a range of contexts are also examined. -/- Contributors represent a wide range of discipline areas, including accounting, academic development, agriculture, food and wine science, biotechnology, employment relations, environmental science, the health sciences, higher education, land and environment, languages and cultures, occupational therapy, science communication, social work and social policy. (shrink)

This volume brings scholarly attention to the Midwest and to how broader concerns of environmental ethics manifest. Consisting of eight essays, a wide range of topics is covered, such as agrarian ethics and Stoicism, the Dakota access pipeline and Indigenous women's activism, philosophy of law and species classification, environmental justice and the Flint water crisis, hog farming and anti-microbial drug resistance, science education standards and climate change education, virtue ethics and ecological restoration, and environmental pragmatism and the Clear (...) Water Act; and more. Each accessibly written chapter brings multidisciplinary complexity to bear on this complex region. The authors include philosophers working in environmental ethics and other subfields of philosophy, and together with scholars in fields such as environmental sociology, American Indian studies, and environmental studies, they provide a fresh and necessary perspective on the American Midwest. (shrink)

This open access book draws from 10 years of research into how epistemic insight can transform compartmentalized structures of learning. It presents a range of strategies and approaches for how educators, including schoolteachers, teacher educators, lecturers and education policy-makers, can facilitate epistemically insightful educational experiences. This book provides a distinctive contribution to the field of inter/multi/transdisciplinary education and will be of interested to anyone exploring the power and potential of these approaches.

This paper assesses the origins, character and legacy of the Standing Conference on Studies in Education (SCSE), established in 1951. In the historical and theoretical context of British educational studies, the SCSE, despite its outward appearance as an elite and conservative body, represented a progressive and even radical movement, and played a significant part in the emergence of a modernised and more fully developed approach to the study of education in post-war Britain. In contrast to Scotland, educational (...) studies in the rest of Britain was slow to develop in the late nineteenth and early twentieth centuries, but came to the fore in the 1940s as a time of broader educational and social reforms. It was multidisciplinary in scope and led by interdisciplinary individuals, most notably Fred Clarke. Its journal, the British Journal of Educational Studies (BJES), founded in 1952, also represented a broad multidisciplinary ethos, although increasing disciplinary specialisation marked a trend towards the fragmentation of the field before the growth of new pressures towards the end of the century. (shrink)

(2008). A Review of “Why Foucault? New Directions in Educational Research”. Educational Studies: Vol. 44, SPECIAL ISSUE: INTERDISCIPLINARY APPROACHES TO EDUCATIONAL REFORM WITHIN A FOUCAULTIAN FRAMEWORK, pp. 83-90.

This article argues that certain philosophically devised quality control parameters should guide approaches to interdisciplinary education. We sketch the kind of reflections we think are necessary in order to produce epistemologically responsible curricula. We suggest that the two overarching epistemic dimensions of levels of analysis and basic viewpoints go a long way towards clarifying the structure of interdisciplinary validity claims. Through a discussion of how best to teach basic ideas about numeracy in Mind, Brain, and Education, (...) we discuss what it means for an interdisciplinary curriculum to respect both the minds of students and the complexity of the subject matter. (shrink)

The fifteenth Journal for Research in Mathematics Education monograph had its origins in a conference titled An Interdisciplinary Conference on Assessment in K--12 Mathematics: Collaborations Between Mathematics Education and Psychometrics, which was held in 2011 in Atlanta, Georgia. The basis for the conference was the renaissance in the field of psychometrics in which an increasing variety of psychometric models are becoming available through advances in computer hardware and software. This is opening new avenues for studying the mathematical (...) knowledge of teachers and students. The overarching purpose of the monograph is to guide further interdisciplinary collaborations between mathematics education researchers and psychometricians by examining theoretical and conceptual issues that have arisen in recent efforts to apply contemporary psychometric models to mathematics education research. Specifically, its chapters are intended to (a) illustrate for mathematics education researchers the two main categories of psychometric models-models that locate individuals along continua and models that place individuals into discrete groups, as well as hybrids of these approaches; (b) provide examples that apply these different categories of psychometric models to mathematics education research; (c) illustrate how researchers have selected different psychometric models on the basis of the researchers' goals and (d) demonstrate issues related to item development. With these goals in mind, the monograph will enhance an awareness among mathematics education researchers that it is increasingly possible to select from a variety of model options when pursuing particular research goals and that choosing among models involves trade-offs. (shrink)

Ethics/morality/professional ethics is a subject that can be discussed in many aspects in the field of health sciences and social sciences. Every social event that takes place in social life is also the subject of ethics. Ethics can be dealt with in every field from education to economy, from old age to media. In this book, experts from different fields of social sciences and health sciences have revealed their relations with the main theme of ethics. In terms of social (...) sciences, education, economy, academic studies for disadvantaged groups, old age and ethics are discussed. In terms of health sciences, health problems in nursing, psychiatry, cancer and obesity were discussed ethically. The increasing importance of the interdisciplinary approach in all fields of science is valid in the main topic of ethics. For this purpose, it is aimed to reach the richness provided by the intersection sets of different perspectives. (shrink)

RESUMEN La Estrategia socioeducativa para la familia en el uso de la tecnología sanitaria del lente de contacto, proyecto de investigación del cual derivan los resultados que se exponen en el presente texto; se instituye a partir de un nuevo algoritmo de trabajo por el optometrista, atendiendo a que con la terapéutica encaminada a contrarrestar las complicaciones que ocasiona el uso indebido de la tecnología se ha intentado minimizar las anomalías de enfermedades oculares. Su objetivo general se dirige a un (...) estudio social sobre la innovación, desde la perspectiva de las relaciones ciencia, tecnología y sociedad. El proyecto tiene carácter de innovación tecnológica de tipo Investigación aplicada. Sus resultados validan, desde un enfoque interdisciplinario, las influencias que cada contexto sociocultural ejerce sobre el desarrollo de la ciencia y la tecnología y los impactos sociales. ABSTRACT La The socio-educative strategy for the family in the use of the sanitary technology of the contact lens, research project from which derive the results that are exhibited in the present text; it is instituted from a new work algorithm by the optometrist, attending to that with the therapeutics directed to resist the complications that the undue use of the technology causes, it has tried to minimize the anomalies of ocular illnesses. Its general objectiv goes to a social study on the innovation, from the perspective of the relations science, technology and society. The project has character of technological innovation of type Applied Investigation. Its results validate, from an interdisciplinary approach, the influences that every sociocultural context exercises on the development of the science and the technology and the social impacts. (shrink)

In this paper, we argue that to reverse the excess of specialization and to create room for interdisciplinary cross-fertilization, it seems necessary to move the existing epistemic plurality towards a collaborative process of social cognition. In order to achieve this, we propose to extend the psychological notion of joint attention towards what we call joint intellectual attention. This special kind of joint attention involves a shared awareness of sharing the cognitive process of knowledge. We claim that if an (...) class='Hi'>interdisciplinary research team aspires to work collaboratively, it is essential for the researchers to jointly focus their attention towards a common object and establish a second-person relatedness among them. We consider some of the intellectual dispositions or virtues fostered by joint intellectual attention that facilitate interdisciplinary exchange, and explore some of the practical consequences of this cognitive approach to interdisciplinarity for education and research. (shrink)

What does it mean to be a good thinker? Which virtues work together in someone who possesses good intellectual character? Although recent research on virtues has highlighted the benefits of individual intellectual virtues, being an excellent thinker is likely a function of possessing multiple intellectual virtues. Specifically, a good thinker would both recognize one’s intellectual shortcomings and possess an eagerness to learn driven by virtues such as love of knowledge, curiosity, and open-mindedness. Good intellectual character may only successfully manifest when (...) individuals possess not just one or a few intellectual virtues, but a larger set of such virtues to different degrees. However, little is currently known about what combination of virtues are necessary for good thinking. We argue that it is important to identify and clarify the nature of the good thinker and outline a profile methodology for achieving this goal. This approach characterizes the good thinker in terms of a profile of multiple intellectual virtues. Understanding this profile can allow greater insight into the extent to which people possess such a profile, and the potential for societal benefits of educating for these qualities. (shrink)

In this age of multiculturalism, global travel and terrorism, it is vital that citizens be inculcated with the fundamental values of democracy and equipped with the cognitive skills to further those values. Plato critiqued the democratic character for its potential selfishness and lack of civic engagement---this was true in ancient Athens and is still true today. Using a primarily philosophical but also an interdisciplinary approach, I discuss the historic and social contexts of moral education in democracies both (...) ancient and modern. My topic contributes to this inquiry about democratic education by discussing Virtue Ethics and Communitarianism, with attention to empirical matters as dealt with in Sociology and Psychology. This dissertation explores the Neutral Liberalism-Communitarian debate about moral education to explicate current social and educational circumstances, both theoretically and practically. I propose a model for teaching morality based on self-knowledge, without a traditional religious grounding, without competing with religious authority, resorting to dogma, or indoctrination. I draw on the works of Plato, Aristotle, Jean-Jacques Rousseau, William James, Charles Taylor and others, supporting my proposals with current research from Social Cognitive Psychology. Research in Psychology has shown that some ways of thinking about the self are more efficacious and functional than others. By grounding moral education in self-knowledge and virtue theory, we can ensure the preservation of our democracy by improving the ability of our citizens to reason well about personal, practical and political matters. (shrink)

“Law in Public Health Practice” is an interdisciplinary, practice-based course in which the University of Pittsburgh's Graduate School of Public Health, its School of Law, and the Allegheny County Health Department work collaboratively to identify an issue needing the expertise of multiple disciplines. For the first iteration, students in over four disciplines explored the possible regulation of tattoo parlors. The lessons learned are adaptable to any topic that engages students in more than one discipline to address real-world public health (...) problems. (shrink)

A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we (...) examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice, Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry? Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a "new" language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases. (shrink)

Universities in North America and Europe increasingly provide financial incentives to encourage collaboration between faculty in different disciplines, based on the premise that this yields more innovative and sophisticated research. Drawing from a wealth of empirical data, the contributors to Investigating Interdisciplinary Collaboration put that theory to the test. What they find reveals how interdisciplinarity is not living up to its potential, but also suggests how universities might foster more genuinely collaborative and productive research. Chapter 10 is available Open (...) Access here: https: //www.ncbi.nlm.nih.gov/books/NBK395883/. (shrink)

Holistic Learning is designed as a practical guide for teachers on how to integrate curriculum around human processes and human themes. Specifically, problem solving (human process) and mythology (human theme) have been selected as vehicles for curriculum integration. Along with a number of specific strategies for classroom use, the book includes a rationale and framework for integrated studies, teaching approaches in problem solving and mythology, guidelines for writing units in integrated studies, and implementation strategies for integrated studies. The primary audience (...) is teachers at the intermediate and senior levels, although muc of the material is applicable to teachers at all levels of the curriculum. Individuals in curriculum leadership positions (e.g., principals, co-ordinators, and superintendents) should also find the work of interest. Holistic Learning is a practical guide for teachers seeking approaches to integrate diverse subject matter. (shrink)

For various reasons, that will be recalled and analysed throughout this paper, interdisciplinarity has become the keyword for any debate on legal education reform. However, what is meant by interdisciplinarity and how it should be achieved is open for discussion. Paradigms of “scientificity” of the law vary dramatically among legal cultures. Whereas in the US the advent of a more ‘substantial’ legal thought after the New Deal went hand in hand with the rise of the interdisciplinary paradigm, in (...) Europe the traditional assumption of law’s autonomy has repeatedly been challenged, eroded and adapted, but it still represents the bulwark of the orthodox approach to law and legal scholarship. In the Continent, mainstream legal scholarship does not take as its object the social reality, but only the gamut of rules recognized as binding norms. Coherent with this approach is a model of legal education built around certain axioms, such as the statist and nationalist attitude, the extreme compartmentalization among the various branches of law, and the blindness to its surroundings. Comparative law is one of the few disciplines that provide a different role model for a legal scholar who is apt to confront the challenges of complex societies. Keeping at a reasonable distance the authority paradigm, embodying the spirit of enquiry and cherishing the values of pluralism (both in terms of legal pluralism and cognitive openness), comparativists may give specific content to the paradigm of the jurist as a social engineer. Comparative law may therefore offer an invaluable contribution to the debate on legal education reform. (shrink)

More and more these days it is asked whether aesthetics is still possible. A question that, given the context and phrasing, seems to direct us towards its answer. Conferences and meetings, books and journal specials examine the issue of aesthetics, talk about rediscovery or return of aesthetics. Well known philosophers and aestheticians underscore the need to reconsider the foundations of aesthetics and set new directions for aesthetics today (Berleant, 2004) or attempt to expand aesthetics beyond aesthetics–like Welsch, for example who (...) tries to extend aesthetics beyond art to society and the life-world (Welsch, 1997). Others underline the need to revisit the aesthetic experience (Shusterman, 1999; Iseminger, 2002, Fenner, 1996) and examine the relevance or irrelevance of the aesthetic with art (Carroll, 2001). It seems that it is strongly recommended to turn to aesthetics on the condition however to carefully re-approach the meaning and import of the term in the present situation. The aesthetic that Passmore condemned as “dreary”(Passmore, 1954), the one Sparshott considered a formless conception, vague and loose in application (Sparshott, 1982), the same that Danto emphatically argues that has nothing to do with the definition of art or arts in general (Danto, 1981) returns to claim its rightful place in the fields of philosophy and critical theory (Levine, 1994, Michaud, 1999), as well as artistic creation. And one cannot but wonder: what does this return mean? What was the degree of aesthetics decline that we need to discuss about recovery or for new implementations of aesthetics? (shrink)

Using educational robots to integrate computational thinking with cross-disciplinary content has gone beyond Science, Technology, Engineering, and Mathematics, to include foreign-language learning and further cross-context target-language acquisition. Such integration must not solely emphasise CT problem-solving skills. Rather, it must provide students with interactive learning to support their target-language interaction while reducing potential TL anxiety. This study aimed to validate the effects of the proposed method of pair programming along with question-and-response interaction in a board-game activity on young learners’ CT skills (...) and TL learning across contexts. Two Grade 6 classes, one with 16 students who were studying Chinese as a Second Language and the other with 16 students who were studying English as a Foreign Language, participated in the activity. A series of instruments on achievement assessment, questionnaires on CT skills and TL anxiety, and sequential learning behaviour analysis were used to critically examine the results. The main conclusion is that the EFL group showed better social skills of cooperation on CT and lower TL learning anxiety, while the CSL group demonstrated better problem-solving skills in CT, but presented more behaviours of trial-and-error loops. Results not only contribute suggestions for cross-disciplinary learning but also provide support for cross-context instruction beyond educational coursework. (shrink)

This article engages through an interdisciplinary approach to re-envision Tangintebu Theological College’s (TTC) model of theological education in the context of climate change in Kiribati. It utilises the anthropological theory of symbolic interactionism within missiological, cultural and, theological studies of climate change. It argues for the coconut tree as an appropriate cultural conceptual metaphorical idiom for translating and understanding Christian faith and shaping a theological pedagogy within the Kiribati context of climate change. The coconut image is an (...) indigenous, holistic way of knowing and learning informed by Kiribati cosmology embedded within people’s experiences and understanding of the coconut tree. Its life-centeredness has the potential to contextualise the theological curriculum and teaching methodology to assist in equipping theological students with climate change-sensitive approaches. The qualitative method was utilised to allow participants to reflect on their experiences of climate change in relation to the mission of the church. The data that informs this article was generated through unstructured interviews and focus group discussions with members of the Kiribati Uniting Church (KUC). The data was analysed using symbolic interactionism. The results suggest that the Kiribati people symbolically interact with God through their understanding of the coconut tree, which is conceived as the embodiment of God’s presence. It became clear that while this world view informs the faith of members of the KUC, the TTC curriculum has sidelined it, resulting in miseducation of pastors because this omission means they are not equipped to engage with the challenge of climate change. The participants argued that there is an urgent need to understand theological education and ministerial formation within the indigenous framework of Kiribati coconut imagination that is embedded in the promotion of justice and equitable society not only for human beings but for all of God’s creation through symbolic interaction with the presence of God in the coconut. (shrink)

Employing manifold symbolic, iconic, and indexical signs – whether linguistic or extralinguistic – along with their polysemic and multimodular features, edusemiotics is an integrative and interdisciplinary conceptual framework that surmounts learning processes where learners find significance and meaning under the assumed responsibility of English language teachers for the provision of such a participative environment. Allowing for the salience of intonation despite its intricate nature, thus its inevitable underrepresentation in course books and teaching practices, this article intends to propose a (...) novel means of intonation instruction as well as its components (i.e., stress, pitch, and juncture) for English language teacher education (henceforth ELTE) contexts within the edusemiotic framework. Promoting the importance of edusemiotic teaching of intonation, this article further aims to add to our understanding of how signs and sign systems can be benefitted in ELTE settings and their potential exploitation across various other disciplines. It concludes with suggestions for future research on more practical aspects of edusemiotic tools and learner and teacher attitudes toward integrating them within the teaching program. (shrink)

This essay aims to explore the impact of Object-Oriented Ontology (O.O.O) within the realm of pedagogy, critically examining its departure from humanistic and traditional paradigms. Simultaneously, it presents an alternative perspective on education that decenters the human as an inevitable ground. In a contrasting move, attention is directed towards Bruno Latour and Graham Harman, elucidating key facets of their ideas. This shift also signifies a departure from the conventional realm of “critical pedagogy”, as championed by Brazilian pedagogue Paulo Freire. (...) However, it is crucial to acknowledge and appreciate the contributions and significance of Freire’s work. This essay adopts a left-wing stance, with no intention of launching moral attacks on Paulo Freire, as is sometimes witnessed when reactionaries and conservatives enter the academic arena. Criticisms within these pages focus on the content of Freire’s writings, tracing the trajectory from his seminal work, “Pedagogy of the Oppressed”, published in 1968, to his final piece, “Pedagogy of Autonomy” written in 1996. The aim is not to exhaust all arguments put forth by Freire but to engage with select ideas, since his oeuvre is extremely complex and full of different layers. It is essential to clarify that the critique presented here does not target the character of Paulo Freire but rather delves into some of the theoretical references behind the scenes, particularly the anthropocentrism associated with his ideas. Consequently, this essay emerges as an interdisciplinary endeavor, a conjunction between philosophy and social theory. What doors will this discussion open? What new field of possibilities awaits us? I invite you to dive into this debate, exploring the potential for an Object-Oriented Pedagogy (O.O.P) on the horizon. (shrink)

Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or ‘LCT’ extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, _Knowledge-building_ offers the first primer in this (...) fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.4 (2003) 64-73 [Access article in PDF] Postmodern Approach to Art Appreciation for Integrated Study in Japan This essay aims to clarify the issues of art appreciation education in Japan, and to examine a viewpoint for considering the issues in relation to a "Period for Integrated Study" established in 2002. Though ideas of art educationhave expanded in recent years, we are (...) facing the difficulty of approximately |a 20% cut in the number of art classes offered in Japanese compulsory education. In addition to this, involvement of art with Integrated Study, a new attempt to transcend the conventional learning of subjects, has presented urgent issues in art education along with current educational reforms.Based on analyses of the developmental characteristics of Japanese students' aesthetic sensitivity, we consider the issues of art appreciation education, and present a vision for involvement of art appreciation with Integrated Study. For example, Japanese students show a keen interest in formal elements with an inclination for expressiveness as a legacy received from the study of modernism in art education. On the other hand, students also show weakness in skills in finding artistic contexts. This should be considered as the most important issue of art appreciation education in Japan. It is necessary to enhance students' viewing in relation to social and cultural contexts in order to address this issue. We propose that this can be achieved through Integrated Study. Art appreciation in Integrated Study should take a postmodern approach to Japanese art education, which now has a strong inclination toward modernism. Educational Reform and Integrated Study With a rapid decline in the number of children, a rapidly aging society, and the advent of computerization and globalization, we now face problems which cannot be solved by conventional systems presently in place in Japanese society. In order to address these problems, drastic reforms that also include educational reform must be undertaken. Specific reform in education [End Page 64] can be seen in changes in the Course of Study. The most notable feature in the latest revision of the Course of Study is the establishment of the Period for Integrated Study. Integrated Study was established as a new project for the most highly prioritized issue of how students can acquire the so-called "Zest for Living." 1 Integrated Study is a required subject, with 105 to 110 class hours/year in third grade and above in elementary school, and 70 to 130 class hours/year in junior high school. The Course of Study does not prescribe the contents in detail but the periods are organized and implemented by each school according to regions and schools. However, it is suggested that schools proceed with the study of international understanding, conversation in foreign languages, information, the environment, social welfare, and health in a comprehensive and interdisciplinary way. IntegratedStudy puts an emphasis on students' initiative in identifying issues forthemselves, and on the cultivation of their talent and ability to solve those issues. Based on students' own interests, great importance is placed on problem-solving, open-ended activities, and the cultivation of independent and creative attitudes. Unlike the conventional unilateral teaching of knowledge for subjects, Integrated Study's purpose is to shift the direction of education so students can learn and think for themselves. In addition, Integrated Study focuses on authentic way and develops the skills of collecting, investigating, and connecting information, and reporting, announcing, and discussing. 2On the other hand, in curricula for elementary and junior high schools, the hours of art classes were reduced so that Japanese art education was put in a more difficult situation compared to previous curricula. Respectivesubjects are designed for students to learn basic abilities for the development of Integrated Study. Therefore, while educational reform is underway in Japan, art education faces the problem of maintaining basic learning at the same level as previously, relating art to Integrated Study.Relations between Integrated Study and art education have been discussed in various ways. 3 Two general problems can be pointed out. One isour concern that the originality of art as... (shrink)

I offer an overview of Alessandra Tanesini’s discussion of how best to educate for intellectual virtue in the final chapter of her book The Mismeasure of the Self. I identify the unifying theme behind most of her objections to existing approaches, namely that they fail to instil the proper motivations for intellectual virtue, and I raise an issue about whether Tanesini’s preferred approach, self-affirmation, avoids this worry. I argue that it is not clear that it does; in particular, it’s (...) left unclear how self-affirmative interventions are meant to encourage a person’s evaluations of their own intellectual achievements and capacities to be motivated by accuracy or knowledge, as Tanesini requires them to be if they are to be intellectually virtuous rather than vicious. (shrink)

Environmental and sustainability initiatives seek to respond to the challenges of ecological crises and ongoing environmental degradation by supporting students to develop knowledge and dispositions to respond to the challenges of and live in a climate changed world. However, these initiatives are often marginalised in curriculum and hamstrung by inherent tensions such as which worldviews should be prioritised, the incommensurability of some global and local values, and the pursuit of environmental needs in the age of neoliberalism. These challenges become more (...) complex when considering contextual stakeholders. In this paper we focus on the ethical dilemmas associated with environmental and sustainability education in a coal town where mining company sponsorship heralds mixed community response. In doing so, we unpack the contextual and philosophical complexities which create the crucial conditions for a viable normative case study—genuine uncertainty about issues not yet at tipping point, differences of reasonable perspectives and recognisable local concerns. We argue that teacher educators, particularly those with interdisciplinary philosophical insight should look to their local contexts for pressing ethical issues and engage in the development and field testing of their own normative case studies. We make the case that the process behind developing a normative case study involves insight into the relationships between educational ethics, policy, context, and divergent community perspectives. We argue that pedagogy using normative case study to navigate these elements has the potential to develop world-reading teacher deliberation which surpasses proceduralist approaches in teacher education. (shrink)

There is proposed the analysis of conceptual foundations in researching of Poles’ national character on materials of Julian Leopold Ochorowicz (1850-1917) scientific heritage connected with philosophical and pedagogical implications of his ideas. Ochorowicz’s contribution to interdisciplinary approach on Poles’ national character is emphasizing. The heuristically potential of this approach is explicated using reconstruction and systemizing of his views, which had played a significant role in determining intentionality in discussions on the matter «What philosophy do Poles need?” for (...) the successful self-statement in their national being. Critically evaluating of this experience there is combined with verifying of his theoretical assumptions that should be actual also in Ukrainian social and cultural contexts. Ochorowicz belongs to the group of outstanding Polish scholars with wide scientific interests and original achievements. This article presents his research on history perceived as a collective psychological process. In Poland, Ochorowicz should be regarded as a precursor of psychohistory. An important role in his conception is played by the theory of the so-called residual symptoms, on the basis of which he developed the concept of Poles’ national character with its educational implications. The question about the rudiments of our national character sharpens in border situations, in which those traits, previously presented in a declarative form, are verified. The strength of a nation is encoded in the irreal sphere, i.e. in the sphere of values around which people group themselves. (shrink)

Although the Philosophy for/with Children (P4wC) movement seems to have overcome two major points of criticism, these critical concerns can still be found in the literature today. The first question is whether P4wC can be placed in the field of philosophy at all, and the second asks whether children possess the cognitive abilities necessary to engage in philosophical discourse. One of the more recent articles voicing these concerns is authored by Caroline Heinrich, who describes P4wC as “an assault on philosophy (...) and an assault on children” and argues that P4wC is a “concept imposed by adults on children.” She maintains that P4wC ignores “children’s thinking, questioning and play.” Furthermore, Heinrich states that P4wC cannot be called philosophy because children are not able to philosophize. In most of her argumentation, refering to Jan Piaget’s theoretical account of the cognitive development of children. Although the P4wC discourse has already dealt with these questions over the last few decades, it seems that there is still a need for further clarification. This paper provides an overview of the main points of criticism, which form the starting point of the author’s Polylogical Process Model of (Elementary-)Philosophical Education (PPEE model). This interdisciplinary approach, which is based on the constructivist conceptual change/growththeory of Stella Vosniadou and William Brewer, attempts to add new perspectives to two central questions addressing the P4wC movement: first, can P4wC actually be called philosophy?; second, do children have the cognitive abilities to engage in philosophical discourse? In addition, the question arises as to which pedagogical considerations based on constructivist learning theory could be added to P4wC methodology? The aim of the interdisciplinary PPEE model is to build a broader scientific foundation that has the potential to reduce the main points of criticism of the P4wC movement. (shrink)

Educators and policy makers confront challenging questions of ethics, justice, and equity on a regular basis. Should teachers retain a struggling student if it means she will most certainly drop out? Should an assignment plan favor middle-class families if it means strengthening the school system for all? These everyday dilemmas are both utterly ordinary and immensely challenging, yet there are few opportunities and resources to help educators think through the ethical issues at stake. Drawing on research and methods developed in (...) the Justice in Schools project at the Harvard Graduate School of Education,_ Dilemmas of Educational Ethics_ introduces a new interdisciplinary approach to achieving practical wisdom in education, one that honors the complexities inherent in educational decision making and encourages open discussion of the values and principles we should collectively be trying to realize in educational policy and practice. At the heart of the book are six richly described, realistic accounts of ethical dilemmas that have arisen in education in recent years, paired with responses written by noted philosophers, empirical researchers, policy makers, and practitioners, including Pedro Noguera, Howard Gardner, Mary Pattillo, Andres A. Alonso, Jamie Ahlberg, Toby N. Romer, and Michael J. Petrilli. The editors illustrate how readers can use and adapt these cases and commentaries in schools and other settings in order to reach a difficult decision, deepen their own understanding, or to build teams around shared values. (shrink)

(2008). Introduction Interdisciplinary Approaches to Educational Reform Within a Foucaultian Framework. Educational Studies: Vol. 44, SPECIAL ISSUE: INTERDISCIPLINARY APPROACHES TO EDUCATIONAL REFORM WITHIN A FOUCAULTIAN FRAMEWORK, pp. 3-6.

The thesis of this essay is that interdisdplinary sudies hold special promise in achieving new scientific-technological breakthroughs and mapping more effective socio-economic, political, and cultural modes of interaction enhancing human flourishing. Universities are crucial to this endeavor in their multiple roles of teaching, learning, research, and service, educating youth and adults for meaningful careers, life, and participatory citizenship in a democracy. Higher education is, thus, a major transmission belt for culture. In the Third MilIennkim, interdisciplinary approaches to learning (...) suggest new methodologies that seek dialogue and integration of research findings across the disciplines to overcome the compartmentalization of knowledge which hinders new discoveries in the natural sciences and "connecting-the-dots" in the social and behavioral sciences, while humanities are key to understanding the emotional, mental, and spiritual aspects of human beings. Redeeming the culture and educating the Selfie generation require the integrated knowledge and insights of all disciplines. (shrink)

El objetivo del trabajo consistió en destacar la significación del enfoque histórico-cultural de Vigotsky como sustento para el tratamiento de las relaciones interdisciplinarias en la educación médica superior. Se toma como referente psicológico sus aportes en cuanto a la enseñanza y el desarrollo; el concepto de zona de desarrollo próximo, su concepción sobre el aprendizaje y la categoría situación social del desarrollo. Se concluye que el enfoque histórico-cultural brinda conceptos claves que se deben tener presente para el tratamiento de las (...) relaciones interdisciplinarias. The objective of the paper was highlighting Vigostky historical-cultural approach to the interdisciplinary relationships treatment in the higher medical education. His contributions in teaching and development, the concept of the zone of proximal development, his conception on learning and the category of social situation of development are taken as psychological referent. As a conclusion, the paper refers that his historical-cultural approach offers key concepts that should be taken into account in the treatment of the interdisciplinary relationships. (shrink)

The emerging new multidisciplinary and crosscultural field of bioethics will require sen sitive, open-minded professionals to take the lead in hospital ethics, in genetic coun selling, and in the teaching of bioethics to students in nursing, medicine and the basic sciences. Nurses with ward experience who return to university to gain an MA or PhD in bioethics are eminently suited for this leadership role, for they may be more likely than physicians to study for a liberal education to supplement (...) their professional know ledge ; their first-hand experience in nursing is an antidote to the pointless subtleties into which philosophical ethics so often degenerates. When teaching ethics to nurses one must remember that, while some will simply use this knowledge in their own clinical work, others will go on to be teachers and researchers in bioethics. Their training must therefore be broad and interdisciplinary, including real substantive philosophy (as opposed to philosophical ethics), as well as mystical bioethics, religious law, ethics of genetic counselling, clinical approaches to ethical pseudo prob lems, research skills, etc. (shrink)

Feminist educators and theorists are stretching the boundaries of what it means to do religion and science. They are also expanding the theoretical and practical frameworks through which we might present curricula in thosefields. In this paper, I reflect on the implications of feminist pedagogies for the interdisciplinary field of religion and science. I begin with a brief discussion of feminist approaches to education and the nature of the feminist classroom as a setting for action. Next, I present (...) some theoretical and practical issues to consider when developing a feminist praxis and an antisexist curriculum. This leads into a discussion of the role of language and critical reflection in the religion and science classroom, the risks associated with reflective discourse, and considerations in the use of ‘feminist’ teaching tools such as small group work, journals, and portfolio assessment. Iconclude with a reflection on how feminist pedagogy promotes an epistemology that speaks to the hearts and minds of participants in the dialogue of religion and science. (shrink)

Despite the importance of scientific integrity to the well-being of society, recent findings suggest that training and mentoring in the responsible conduct of research are not very reliable or effective inhibitors of research misbehavior. Understanding how and why individual scientists decide to behave in ways that conform to or violate norms and standards of research is essential to the development of more effective training programs and the creation of more supportive environments. Scholars in business management, psychology, and other disciplines have (...) identified many important factors that affect ethical behavior, including individual, contextual, and organizational factors. Surprisingly little research has been conducted to examine the role of these factors in either the development of ethical decision-making skills, or their applicability to ethical issues commonly encountered in research and other scholarly and professional activities. Interdisciplinary approaches combined with research and discipline relevant paradigms should greatly enhance understanding of the individual contextual and organizational factors involved in ethical and unethical research conduct. Such studies will inform and facilitate the development of more effective ethics education programs in the sciences and engineering professions. (shrink)

ABSTRACT An adequate response to the environmental and sustainability issues we now face cannot be limited to single perspectives, disciplines, or ways of knowing, and instead requires an interdisciplinary approach. Despite the connections between the fields of citizenship-, character- and sustainability education, they have thus far run parallel to each other, without any substantial convergence. This paper focuses on the conceptual and historical reasons for this lack of integration, exploring the tensions among them perceived by many scholars (...) and practitioners, such as an individual vs. a social vs. a global focus, a deliberative vs. fact based pedagogic approach, and an individual vs. socio-political educational context. The paper ends by exploring different ways in which these three fields of education might be integrated. (shrink)