Interdisciplinary

Studies Defined

Why Definitions Matter

Before defining interdisciplinary studies and other important terms, it is useful to explain why definitions
matter How you define a word is critical to"any effort you make to understand it. For example, the word
"justice" is defined, and thus understood, very differently depending on your politics, values, or faith tradi-
tion. Similarly, the concept "sustainabiliry" has a dilferent meaning ro an economist rhan it does io a
biologist or historian. These differences do not mean thar one
understanding is right and others are wrong. Rarhet rhey
reveal the realiry that expefis from different disciplines are
trained to view the world and approach problem solving in
quite different ways. Definitions matter when individuals or
groups use the same word but have different understandings oi
its meaning. For example, nivo opposing groups (see Figure 2.1)
may describe their respective proposed tax policies as "fair."
But what does each group mean by "fair"? For one group, "fair"
may mean a rax policy that requires "the wealthy" (another
problematic concept). to pay more in taxes in order to
fund popular social programs. But for the other group, a "fair"
tax policy may mean one that spreads the tax burden more
evenly so that those who earn the most can remin most o[ :

what they have earned. Obviously, defining "fair" in the con-

text of competing tax policies is problematic because each .vwyywr$r.q..qryw:W{....ryJwwsv*w*ryr::r:!
group attributes conflicting values to the concept. Underlying Figure 2,1 Fair Tax Rally
these conflicring notions of fairness are disciplinary worldviews Source; http://www.fainax.org/site/Clubs?club-id=1 060&
about demouacy, capitalism, and the role of government. sid=4730&pg=photo
,O I OO" I :: UNDEBSTANDINCINTFRDISCIPLINARYSTUDIES
I

Some people might prefer an alternative t0 any precise definition. But interdisciplinarians, who 2.L
want to aid communication across groups, disciplines, and political divides recognize the importance E

of clarifying the definition that is applied to a concept.

tr
fa

ri'
Defining Interdisciplinary Studies St

S(
The term "interdisciplinary studies" refers to the field as a whole. "lnterdisciplinary" is an adjective
used.to modify rhe noun "studies" ir
"intefiisctpllnary studies." In this usage, "interdisciplinary" 3V
denoies a particular approach to study that is distinct from disciplinary approaches. For example, a
disciplinary approach to a particular environmental problem would be to study it through the narrow tr

lens of, say, biology, whereas an interdisciplinary approach would be to study the same problem by dr

drawing on biology and other disciplines relevant to the problem. A second term "interdisciplinar- e)

ity" is a noun that refers to the "intellectual essence" of the field. This "essence" refers bofh to its in
"defining elements" cnd to the "process" it uses to engage in the scholarly enterprise. "Defining ele-
4.7
ments" refer to the basic principles of the field that $ive it coherence.
N/
Interdisciplinary studies approaches complex problems using a process, the crux of which is inte-
gration of disciplinary insights. Insights are scholarly contributions to the clear understanding of a Ir
complex problem, object, or text. lnsights may be found in published books or articles, or in papers C(
delivered at scholarly conferences. For example, it is necessary to draw on insights from multiple a(
disciplines to produce a more comprehensive understanding of the causes of school violence. lntegrq' s(
fion refers to blending 0r synthesizing. For instance, insights from cognitive psychology, religious
studies, and political science can be integrated to construct a more comprehensive understanding of 5.C
the causes of certain forms of terrorism.
ln
rr
Widely Recognized Definitions of Interdisciplinary Studies CI

t0
This discussion introduces five definitions of interdisciplinary studies that have gained wide accep-
tance and represent some degree of consensus among scholars. As you read them, identify what
these definitions have in common: for example, their use of the same terms or similar phrasing. More
particularly, record each definition's understanding 0f (a) the focus or purpose of interdisciplinary (lD)
gather this
study, (b) the process used in ID study, and (c) the outcome or product of ID study. As you Table 2.1
information, it is useful to create a table similar to Table 2.1 to capture your observations and catego-

rize the information gathered. [Note: These.definitions contain concepts that may be unfamiliar to
you but are explained later in this chapter.l
.,
'Klein,0
. 997) in 'Advancing Interdisciplinary Studies":
Julie Thompson Klein and William
H. Newell
ffiffi
1
(1

Interdisciplinary studies is a process of answering a question, solving a problem, :,.Boix Mi

or addressing a topic that is too broad or complex to be dealt with adequately by a
single discipline or profession. . . . [t] draws on disciplinary perspectives and inte'
grates their insights through the construciion of a more comprehensive perspective.
#ry
,:lschneia
(pp.393-394) :M
 Chapter 2 :: lnterdisciplinary Studies OetlneO I ZS
I

rians, who Diana Rhoten, Veronica Boix Mansilla, Marc Chun, and Julie T. Klein (2006) in lnterdisciplinary
nportance Education at Liberal Arts lnstitrttions'.

[nterdisciplinary studies] is a mode of curriculum design and instruction in which individual

laculty or teams identity, evaluate, and integrate information, data, techniques, tools, perspec-
tives, concepts, or theories from two or more disciplines or bodies of knowledge to advance
students' capacity to understand issues, address problems, and create new approaches and
adjecrive solutions that extend beyond the scope of a single discipline or area of instrucrion. (p. i)
ciplinary"
Veronica Boix Mansilla (2005) in "Assessing Studenr Work at Disciplinary Crossroads":
Kample, a
le narrow
unterdisciplinary studies givesl the capacity to inregrare knowledge and modes of thinking
oblem by drawn from two or more disciplines to produce a cognirive advancement-for exampie,
;ciplinar- explaining a phenomenon, solving a problem, creating a product, or raising a new quesrion-
oth to its in ways that would have been unlikely through single disciplinary means. (p. 16)
ining ele-
The National Academy ol Science, the National academy of Engineering, and the lnstitute of
h is inte- Medicine (2005) (hereafter referred to as the National Academies):
ling of a
n papers Interdisciplinary [studies] inregrates rnlormation, data, techniques, tools, perspectives, con-
multiple cepts, and/or theories from two or more disciplines or bodies of specialized knowledge to

Integra- advance fundamental understanding or to solve problems whose solutions are beyond the

religious scope of a single discipline or area of research practice. (p. 26)

nding of
Carol Geary Schneider (2005), "Liberal Education and lntegrative Learning":

Integrative learning is a shorthand term for teaching a set of capacities-capacities we

might also call the arts of connection, reflecrive judgment, and considered action-that
enables graduates to put their knowledge to eifective use. . . . It should also lead srudenrs
to connect and integrate the different parts ol their overall education, t0 connect learning
) accep-
fy what with the world beyond the academy, and above all, to translate their education to new
g. More
contexts, new problems, new responsibilities. (pp. l-2)
ary (lD)
her rhis
catego- Table 2.1 Five Deflnitions of lnterdisciplinary Studies

riliar to

:, Klein.q,Neivell
ldies":

em,
'Bpii Mahsila
tya ....:.......,-... ..
'
-.".. ,

nte-
:.:'.Nll!gdqlr. 9.4e{r}p .l
ive.
Schneider,{AAC&U)
 I
26 I PART I :: UNDEFSTANDING1NTERDISCIPLINARYSTUDIES
I

Because the wording of each definition varies considerably from the others, a superficial reading The
of the definitions might lead you to conclude that they have little in common. But close reading
reveals that they share several commonalities. Identitying them will enable you to develop a deeper The pur
understanding of this concept and construct a more comprehensive definition of interdisciplinary (i.e., mr

studies. Close reading calls for careful analysis of a text that begins with attending to individual world b
words, sentence structure, and the order in which sentences and ideas unfold. ceive, a
world c

Commonalities Shared by These Definitions The

Interdis
One way to identify commonalities in two or more texts (or definitions) is to isolate key words or
dure is
phrases that appear in each text. Most of the terms italicized in the list are active verbs; three are
tion. Th
nouns that have a verb form-"process" and "construction" in Definition No. 1 and "teaching" in
Dev,
Delinition No. 5.
time. H
tunities
a "Process" (Def No. 1)
develop
a "Draws on disciplinary perspectives" (Def No. 1)
Table 2.
. "lntegrates their insights" (Def No. l)
. "Construction o[ a more comprehensive understanding" (Def No. 1)

. "ldentif!, waluate, and integrate information . . . from two or more disciplines or bodies of
knowledge" (Def No. 2) Table 2.
o Advance students' capacity to understand issues" (Def No. 2)
"

. "Create new approaches and solutions that extend beyond the scope of a single discipline or
area of instruction" (Def No. 2)
@
r: Identil
. "The capacity to integrate knowledge and modes of thinking drawn f.rom two or more
disciplines" (Def No. 5) :'Oecon
. "Produce a cognitive advancement" (Def No. l) Ptace
. "lntegrates information, data, techniques, tools, perspectives, concepts, and/or theories from
two 0r more disciplines or bodies of specialized knowledge" (Def No. 4) :,,,{l{ld€t
o "Advance fundamental understanding or to solve problems" (Def No. 4) Empa
. "Teaching a set of capacities" (Def No. 5)
o "Connect andintegrate the different parts of their overall education" (Def No. 5) .lp.
t "Connect learning with the world beyond the academy" (Def No. 5) r Rgflec
o "'hanslate their education to new contexts, new problems, new responsibilities" (Def No. 5)
1.:,u1!de,g

This exercise in close reading enables us to identify the core ideas and key concepts that each ll.tsn$li
definition advances about the nature of interdisciplinarity. From this list, it is then possible to Under
categorize these key words or phrases under three broad headings. purpose, process, and product book i
of interdisciplinary studies. Some of these words or phrases may be applicable to more than one ,disCus
category. tt is now relatively easy to summarize the key ideas under each heading. [Note: These reserv
commonalities are discussed only briefly here and will be examined in greater detail elsewhere in
this book.l i.g!$i,.l
".
 Chapter 2 :: lnterdisciplinary Studies OetineO Zz
I
lal reading
The Purpose of Interdisciplinary Studies
se reading
r a deeper The purpose of interdisciplinary studies is to develop your "capacity" t0 integraie knowledge, modes
isciplinary (i.e., manner or method) of thinking, and education experience, and apply your education to the
individual world beyond the university. Capacity refers to your "cognitive" or "intellectual" ability to think, per-
ceive, analyze, create, and solve problems. lnterdisciplinary studies prepares you to engage the real-
world complexities referenced in Chapter 1.

The Process of Interdisciplinary Studies

words or Interdisciplinary studies, as noted earlier, involves using a process. This process, strategy, or proce-
three are dure is an interdisciplinary approach to critically analyzing the problem belore engaging in integra-
ching" in tion. This process is the focus of Part III of this book.
Developing competency in interdisciplinary process does not happen quickly; it happens over
time. How much time depends 0n the extent to which you encounter situations that provide oppor-
tunities t0 apply your newly acquired understanding and capacities. As a process, interdisciplinarity
develops your cognitive capacities in several ways that include, but are not limited to, those listed in
Table 2.2. These capacities are the foci of much of this book.

odies of
fabb 2.2 Cognitive Capacities Developed by lnterdisciplinary Studies

pline or

)r more ldentify issues, problems; er.questioni appropriate for interdisciplinary inquiry- '

' .neeonsiru,+1le
prol,lemlp.tevla discrplinary parls. and hgw tli9,l!:,palt$rel.ateto eaqh othe!

:s from Place rhe problem within a larger context (i.e., "contextuaJize" the problem).

Understand how interdisciplinarians gather and evaluate inlormation.

Empathize with (but not,fully embrace) expert viewpoints that may conflict.

Reflect on your own biases and values,

o. 5)
Un-dg.rs1pn(,, row ln1q4$Si.0li!d!ans..:qiScover,0l create comrrq! ground'bg-tween diffefent and
t each confl ict ing viewpoints.
ible to
Understand how interdisciplinarians integrate knowledge that is conrasting and conflicting. [Note: This
roduct
booh introduces the concept of integration and facilitates your understanding of inregration. A detailed
.n one
discrssion of how to actually perform inrcgration and construct more comprehensive understandings is
These
reserved for the follow-on text. Interdisciptinary Research: hocess andTheory,Zndediiion, 201 2,,l
ere in
Understand how interdisciplinarians construct tnore comprehensive understandings of complex problems.
,a oo., , UNDEBSTANDING INTEBDISCIPLINARY STUDIES
I
The Product of Interdiscip[nary Studies The dis
tives ar
The product ol interdisciplinary studies is a more comprehensive understanding of a problem. This many s
understanding assumes many forms such as a new insight, a solution, an account, an explanation. ASWC(
The understanding is achieved by integrating knowledge and modes of thinking from two or more many (
disciplines to create products, solve problems, and olfer explanations in ways that would not be pos- place u
sible using single disciplinary means (Repko, 201 2b). The product or cognitive gain of interdisciplin- interdir
ary studies, then, is a combination of cognition and application, of understanding and taking action.
o

An Integrated Definition of Interdisciplinary Studies

It is now possible t0 present an integrated definition of interdisciplinary studies:

Interdisciplinary studies is a cognitive process by which individuals or groups draw on

disciplinary perspectives and integrate their insights and modes of thinking to advance
their understanding of a complex problem* with the goal of applying the understanding
to a real-world problem.

This definition contains five ideas that you can easily commit t0 memory and use t0 construct
your own definition ol interdisciplinary studies: Develo
plinaril
. Cognitive process of drawing on disciplinary perspectives (a discipline's unique view of reality) "The t
. Integrate insights appr0a
" Advanceunderstanding
. Complex problem (*An interdisciplinary "problem" can be stated as a problem, issue, ques-
tion, hypotheses, or an imagined or projected world.) The t
. Apply the understanding
On,
This definition is both purposeful and practical. Interdisciplinary work is not so much an end in mit
itself as a means to achieve a result that can assume many forms-some abstract (such as a new elel
understanding) and some concrete (such as a new product).
Thr
enE

The Premise of Interdtsciplinary Studies nat

Arr
The underlying premise of interdisciplinary studies is that the disciplines are themselves the neces- Iecl
sary precondition for and foundation of the interdisciplinary enterprise. "Precondition" means pre- loo
requisite; it also implies preparation. In other words, developing competence in interdisciplinarity
involves understanding the disciplines, their character, and their approach to problem solving. Thi
"Foundation" means the basis on which something stands, like a house standing on a foundation. his
 Chapter 2 :: lnterdisciplinary Siudies Defined
l,n
The disciplines are foundational to interdisciplinary studies because they have produced rhe perspec-
tives and insights that contribute to our ability as humans to understand our world. Even with the
oblem. This
many shortcomings of the disciplines, we need to take them seriously and learn from them as much
rxplanation.
as we can. In our quest for more comprehensive understandin$s of and, ultimately, solutions to the
w0 0r more
many complex problems confronting the worlds of nature and human society, the discrplines are the
not be pos-
place where we begin, but not where we end. This premise is explicit in the integrated definition ol
rerdisciplin-
interdisciplinary studies. Three examples illustrate this premise:
ling action.

e To write a textbook on technology and American society since its colonial beginnings, the
authors had to consult literature from multiple disciplines including history, art (t0 illustrate
technological advances), economics, and the interdisciplinary fields of American studies and
science, technology, and society (STS).
. To explain the complex phenomenon of autism, researchers had to be deeply informed by
disciplinary expertise from psychology, genetics, the visual arts, and music education.
o To design an interactive museum display ol the lile and presidency of Gerald R. Ford, curators
had to consult expertise from several disciplines and fields including American literature, his-
tory, communications, education, race and ethnic studies, and civic and government studies.

Differences Between Disciplinarity, Multidisciplinarity,

Interdisciplinarity, and Transdtsciplinarity
c0nstruct

Developing competence in interdisciplinary studies requires knowing the differences between disci-
plinarity, multidisciplinarity, interdisciplinarity, and transdisciplinarity. Reading Lawrence Wheeler's
of reality) "The Fable of the Elephani House" provides a useful backdrop lor making these very different
approaches clear.

ue, ques-

The Fable of the Etephant House

Once upon a time a planning group was formed to design a house for an elephant. On the com-
n end in
mittee were an architect, an interior designel an engineer, a sociologist, and a psychologist. The
ls a new
elephant was hi$hly educated too . . . but he was not on the committee.

The five professionals met and elected the architect as their chairman. His firm was paying the
engineer's salary, and the consulting fees of the other experts, which, of course, made him the
natural leader of the group.

Atther lourthmeeting they agreed it was time t0 get at the essentials of their problem. The archi-
3 neces.
tect asked just two things: "How much money can the elephant spend?" and "What does the site
rns pre-
look Iike?"
rlinarity
solving. The engineer said rhat precast concrete'was the ideal material for elephant houses, especially as
rdation. his firm had a new compuierjust begging for a stress problem to run.
gO I PN*.l I :: UNDERSTANDINGINTERDISCIPLINARYSTUDIES
I

The
The psychologist and the sociologist whispered together and then one of them said, "How many
tionism
elephants are going to live in this house?" . . . lt turned out that one elephant was a psychological
problem but two 0r more were a sociological matter The group finally agreed that though one reductio

elephant was buying the house, he might eventually marry and raise a family. Each consultant
ent part
readily r
could, therefore, take a legitimate interest in the problem.
phant hr
The interior designer asked, "What do elephants do when they're at home?" gist abo
individu
"They lean against things," said the engineer. "We'11 need stron$ walls."
phants t
"They eat a lot," said the psychologist. "You'll want a big dining room . . . and they like the interest
color green." Disci
much ol
'As a sociological matter," said the sociologist, "l can tell you that they mate standing up. You'll ourselve
need high ceilings." does not
evident
So they built the elephant a house. It had precast concrete walls, hi$h ceilings, and a large dining
were bu
area. It was painted green to remind him of the jungle. And it was completed for only 15 % over
This ex
the original estimate.
dams, tr
The elephant moved in. He always ate outdoors, so he used the dining room for a library . . . but the saln
it wasn't very cozy. the nea
salmon.
He never leaned against anything, because he had lived in circus tents for years, and knew that
spectivel
walls fall down when you lean on them.
disciplin
The girl he married hatedgreen, and so did he. They wereyet)) urban elephants. the dark
the prob
And the sociologist was wrong too. . . . They didn't stand up. So the high ceilings merely produced disciplin,
echoes that greatly annoyed the elephants. They moved out in less than six monthsl (Wheeler &
Miller 1970)
Multidi
It is doubtful that you will be called upon to serve on a committee to build a house for an elephant.
Multidisr
Bur ir is highly likely rhar you will be involved in addressin$ a complex problem where disciplinary
attemptir
experts will approach the problem from their narrow peispectives.

!
Disciplinarity .
* Bor
*
*
In the fable, the disciplinary experrs "saw" the problem of building a house for the elephant throu$h $
it
vtull
the narrow lens of their particular discipline and proposed solutions that reflected their narrow under- $ ods,
standing. A discipline is a branch of learning or body of knowledge such as physics, psychology, or
{
E
may
history. Disciplinarity refers to the system of knowledge specialties called disciplines, which is little
more than a century old. The disciplinary approach to addressing a complex problem is to focus on $
!; 's{,
clplrr
a problem 0r the parr of a problem that the disciptine is interested in. In
"The Fable of the Elephant

House" the committee of disciplinary experts broke the building project problem down into its vari' $ clear

ous parts with each disciplinary expert focusing only on that part of the problem that corresponded
$
*
viewr

to his area of expertise. \w

 Chapter 2 :: lnterdisciplinary Studies OetineO I St
I

{ow many The committee's action reflected the "divide and conquer" strategy ol disciplinary reduc-
,chological tionism, which reduces complex things to simpler 0r more fundamental things. Disciplinary
lough one reductionism assumes that by dividing a complex problem, object, or behavior inr0 irs consriru-
consultant ent parts and studying them separately, the knowledge produced by narrow specialties can be
readily combined into an understanding of the phenomenon as a whole. In the case of the ele-
phant house, reductionism is evident by the conversation between the psychologist and sociolo-
gist about the possible number of elephants that might inhabit the house: Psychologists study
individuals whereas sociologists study groups. Since they were unsure about the number of ele-
phants that would ultimately inhabit the house, they agreed that both disciplines had a legitimate
y like the interest in the problem.
Disciplinary reductionism has produced
much of what we know about our world and
up. You'll
ourselves. However, disciplinary reductionism
does not always produce positive results, as is
:ge dining evident in the case of the series of dams that
l5% over were built on the Columbia and Snake Rivers.
This extensive (and expensive) system of
dams, tragically, resulted in the destruction of
ry...bur the salmon fishery industry in the region dnd
the near extinction of several species of
(new that salmon. The reason: Narrow disciplinary per-
spectives dominated the planning process. In
disciplinary work, a single discipline (shown as
the dark puzzle piece in Figure 2.2) approaches
the problem. No eflort is made to involve other Figure 2.2 Disciplinarity
produced
disciplines. Sourcer iStockphoto
/heeler &

Multidisciplinarity
elephant.
;ciplinary Multidisciplinarity is the placing side by side ol insights from two or more disciplines without
attempting to integrate them (see Box 2.1).

*'*
$
Box 2.1
$

t through
Multidisciplinary studies proceeds from combined disciplinary provinces, and its meth-
,w under-
ods differ little from the traditional ones. Through a multidisciplinary framework, one
rology, or
may consider the humanities sequentially through literature, then psychology, then biol-
:h is little
ogy; but these separate disciplines never intersect upon a well-defined [point]. Multidis-
focus on
Elephant ciplinary examinations may be characterized as a juxtapositioning ol disciplines. The
r its vari- clearly distinguished and sequential studies simply provide consecutive disciplinary
:sponded views of the [question]. (Cluck, 1980, p. 68)
 I
I

32 | PABT : UNDERSTANDINGINTERDISCIPLINABYSTUDIES
I

"The Fable of the Elephant House" illustrates 0n a parrl

a multidisciplinary approach to solving a com- readings b
, plex problem because the disciplinary experts ir is lefr r
: (i.e., committee members) speak with separate between
I voices and their perspectives on the problem Without cl
I are presented in serial fashion: The engineer ary studies
: focused on building strong walls, the sociologist process \

. was concerned about the number of elephants sense of tt

: that would live in the house; the psychologist problem lr
: focused on the eating habits and color prefer- this appro
: ences of elephants. But notice that no one ques- The relatir
, tioned the project as a whole or the process by multidiscil
' which the house was being designed and built. imity, as ir
In multidisciplinary work, each participating
Figure 2,3 Multidisciplinarity discipline retains its separate identity as shown The Smor
Source: iStockphoto in Figure 2.3. interdiscip
is finely bl,
the delectz
Interdisciplinarity

Missing from the lable of the elephant house is an interdisciplinarian who would have suggested that
rhe commirree develop a comprehensive description ol shelters preferred by elephants. The interdis-
ciplinarian is trained to recognize disciplinary perspectives and can readily detect how disciplinary
assumptions can skew understanding.
Interdisciplinarity subsumes (i.e., includes or absorbs) multidisciplinarity and transcends it (i.e.,
goes beyond its limits) by means of integration. This is reflected in our integrated definition of inter-
disciplinary studies: "a cognitive process by which individuals or groups draw on disciplinary perspec-
tives and integrate their insights and modes of thinking to advance their understanding of a complex
problem with the goal of applying the understanding to a real'world problem."

Two Metaphors

As "The Fable of the Elephant House" contains no example of an interdisciplinary approach, two
metaphgrs are introduced to draw a sharp contrast between multidisciplinary and interdisciplinary
approaches. A metaphor is a ligure of speech in which a word or phrase, a story, or a picture is lik-
ened to the idea that you are trying to communicale.

The Bowt oJ Frait. Multidisciplinarity can be compared to a bowl of fruit containing a variety of fruits,
each fruit representing a discipline and being in close proximity to the others. The number of fruits used
and the proporrions of each in the bowl may not be based on anything more than visual appeal, as
shown in Figure 2.4.
]W
An example of a multidisciplinary approach t0 understanding a complex problem is an environ- Figure 2.5

mental science program where instructors from two different disciplines present their perspectives Source: iStor
 Claoter 2 :: lnterdisciplinary Studies OetineO eS
I
lustrates on a particular topic in serial fashion. Though
a com- readings by experts from each field are provided,
experts it is left t0 the students to make connections
separate beiween the two disciplinary perspectives.
problem Without clear instruction on what interdisciplin-
)ngineer ary studies involves and how the interdisciplinary
ciologist process works, students are unable to make
ephants sense of the conflicting disciplinary views on the
:hologist problem let alone integrate their insights. Sadly,
'prefer- this approach is common on many campuses.
le ques- The relationship between the disciplines in a
rcess by multidisciplinary context is merely one of prox-
rd built. imity, as in the bowl of iruit.
cipating
Figure 2.4 The Bowl of Fruit lllustrating Multidisciplinarity

i shown The smoothie. Moti Nissani (1995) compares

source;istockphoto

interdisciplinarity to a "smoothie." The smoothie

is finely blended so that the distinctive flavor of each fruit is no longer recognizable, yielding instead
the delectable experience of the smoothie, as shown in Figure 2.5.

ited that
interdis-
:iplinary

s it (i.e.,
of inter-
0erspec-
;omplex

Lch, two
;iplinary
re is lik-

cf fruits,
rits used
rpeal, as

:nviron- Figure 2.5 The Smoothie lllustrating lnterdisciplinary lntegration

rectives Source; istockphoto
,O I ,0,. I :: UNDERSTANDINGINTERDISCIPLINABYSTUDIES
I

To transform the environmental studies course from a multidisciplinary to an explicitly interdisci- The i
plinary one, the following would need t0 occur: Inter,

. Students would be introduced to the interdisciplinary process and learn that it is an overarch-
Mr
tiv
ing process that does not priviiege particular disciplines or their methods
o Students would be introduced to the concept of disciplinary perspective and learn how to use
gr,
NC
it to identify disciplines potentially relevant to the problem
. Srudenrs would examine the participating disciplines for their perspective on reality and their
Inr
of
assumptions, epistemologies, theories, key concepts, and research rtrethods and learn how
' these influence disciplinary experts' understanding of the problem
ar:

r Students would critically evaluate expert insights and locate their sources of conflict
ob

" Students would be introduced to the concept of common ground and learn to use techniques
ro create it as well as t0 recognize integrations that are deeply informed by disciplinary You s

exPertise approach
r Students would be introduced to the concept of interdisciplinary understanding and learn how all that i:
to recognize understandings that could be evaluated against the specific goal ol the interdisci- for the li
plinary project instance,
developir
The diflerence berween multidisciplinarity and interdisciplinarity is illustrated in Figure 2.6. Note
because
when tht
only onr

\J
n
the chall
Multidisciplinary :
plan and
lnsights into a comrnon,problem from simple o
two disciplineS,{A+ B) a!:e consuked it is con
but no integration occurs is necess

Transdi
....,

lnterdisciplinary Transdis<

lnsights into iacornmon problem from from the

-'' two disciplines (A + B) are integrated groups 0
I t'
to constru6t,ta,il-lore comprehensive
understanding
stakeholc
state, 0r
1994). Pr

Practitior
Figure 2.6 The Difference Between Multidisciplinarity and Interdisciplinarity Transdist
environn
Source; Reprinted with permission Irom tntegrating lnterdisciplinary Research (2005, p. 29), by the National Academy o1
(Transdis
Sciences, courtesy of the National Academies Press, Washington, DC.
 Ohapter 2 :: lnterdisciplinary Studies OetineO I SS
I

interdisci- The Difference Between Multidisciplinarity and

Interdisciplinarity Summarized

overarch-
o Multidisciplinarity is the study of a complex issue, problem, 0r question from the perspec-
tive 0f two or more disciplines by drawing 0n their insights but mahing no attempt to inte-
ow to use grate them. Insights are juxtaposed (i.e., placed side by side) and are added rogerher, bur
not integrated.
and their o Interdisciplinarity is the study of a complex issue, problem, 0r question from the perspecrive
earn how of two or more disciplines by drawing 0n their insights and integrating them. The interdisciplin-
ary process is used to construct a more comprehensive understanding of the problem, The
"
object of inquiry may be an intellectual question or a real-world issue.
:chniques
sciplinary You should not conclude that multidisciplinary approaches are inierior to interdisciplinary
approaches. There are many instances where multidisciplinary approaches are appropriate because
learn how all that is desired (or even needed) is to place insights. from two or more disciplines side by side
interdisci- lor the limited purpose of comparing them. A multidisciplinary approach would be adequate, lor
instance, for the limited purpose of comparing two plans for starting a business, two approaches to
developing an urban space, or two bills that address a public policy issue.
:2.6. Note that in these situations, the challenge is to select the berter plan and reject the other,
because both plans are already comprehensive-they each address the entire problem. But
when the problem is complex, none of the alternative plans is comprehensive; each addresses
only one aspect of the problem. In this case, an interdisciplinary approach is required, and
the challenge is not to select one plan and reject the others but to selecr insights from each
plan and then integrate them into a new, more comprehensive plan. Thus, when a problem is
simple or multifaceted but not complex, a multidisciplinary approach should sulfice; but when
it is complex, a multidisciplinary approach is never adequate-an interdisciplinary approach
is necessary.

Transdisciplinarity

Transdisciplinarity is an approach related to multidisciplinarity and interdisciplinarity but different

from them. The meaning of the term is highly contested and is used very dillerently by different
groups of scholars. European researchers emphasize cooperation between disciplinary experts,
stakeholders, and pr&titioners. Stakeholders may include local businesses, government (local,
state, or federal) agencies, nonprofit organizations, and various interesi groups (Gibbons et al.,
1994). Practitioners in this context are those who must implement the policy after it is developed.
Practitioners may be politicians, bureaucrats, NGOs, public administrators, and so forth.
Transdisciplinarians (see Box2.2) propose democratic solutions to controversial problems such as
environmental sustainability and risks 0f technological modernization such as nuclear power plants
Academy ol
(Transdisciplinary Net, 2009)
* I'O*, I :: UNDEBSTANDINGINTERDISCIPLINABYSTUDIES
I

While t
Box 2.2 disciplinar
differ but i
We define transdisciplinarlty as involving academic researchers from different unrelated
disciplines as well as nonacademic participants, such as land managers, user groups, and
Critical I
the general public, to create new knowledge and theory and delve into a common ques-
tion. Transdisciplinarity thus combines interdisciplinarity with a participatory approach. Critical ir
(G. Tress, Tress, & Fry,2007 , p. 374)
some case
of educatir
disciplinar
This definition gives us a glimpse into what would be involved in going beyond interdisciplinary values anr
studies as we have defined it. Transdisciplinarity seeks t0 integrate the insights of academic research- Examples
ers and nonacademic participants as part of the research process. It also seeks to use the more com- ies, enviro
prehensive understanding constructed by interdisciplinary studies to design and implement public con
real-world policy. As used in this book, transdisciplinarity is the cooperation of academics, stakehold- 'rights'm(
ers, and practitioners to solve complex societal or environmental problems of common interest with Critical
the goal of resolving them by designing and implementing public policy. research d
But other transdisciplinary scholars have something very different in mind. Some reject disci- part of tht
plines altogethel believing that the very concept of the discipline is outdated, inappropriate, or a tions that
device to serve special interests (Rowland, 2006, p. 7). Feminist scholars view the disciplines as cal interdi
gendered and oppressive constructions that are to be "transgressed." And visionaries seek the unity (Alvesson
of knowledge by transcending disciplines to form a super-discipline. Critical
They fault
mation of
Two Conceptions of Interdisciplinarity problem-sr
ies of all k
Klein (1996) presenrs tvvo conceptions of interdisciplinarity: instrumental and critical. These can be the needs
viewed not as muually exclusive but as occupying opposite ends of a spectrum: At one end is instrumen- studies scl
tal interdisciplinariry, which sees interdisciplinarity as a way t0 solve complex practical problems; on the 2.4). Her z

orher end is critical interdisciplinariry, which sees interdisciplinarity as a theoretical problem (see Box 2.5). and conflir

Box 2.3 Box

?

Solving social and technological problems and borrowing tools and methods exemplify
Certai
instrumentalism. The search for unified knowledge and critique exemplify the other end
discip
of the spectrum. The difference is embodied in two metaphors . . . bridge building and
studer
restructuring. . . . Bridge builders do not tend to engage in critical reflection on problem
choice, the epistemology of the disciplines being used, or the logic of disciplinary struc- $ Educa

ture. In contrast, restructuring changes parts of disciplines. lt often embodies, as well, a

$ a care

critique of the state of the disciplines being restructured, and, either implicitly or explic-
$ need
E

itly, the prevailing structure of knowledge. (Klein, 2005, pp. 10-11) I

fu**
 Chapter 2 :: lnterdisciplinary Studies Defined
1,,
While we focus on instrumental interdisciplinarity in this book, developing competence in inter-
disciplinary studies requires understanding both conceptions and recognizing how their approaches
differ but also interact, as in the field of environmental studies.

Critical Interdisciplinarity

Critical interdisciplinarity questions disciplinary assumptions and ideological underpinnings. In

some cases, it aims to replace the existing structure of knowledge (i.e., the disciplines) and the system
of education based upon it (Klein,20l0, p.23). A radical form of critical interdisciplinarity is "anti-
disciplinary" and asserts that the disciplines are constructed by oppressors and are imbued with their
sciplinary values and way of thinking, so if one rejects oppression, then one must also reject disciplines.
research- Examples of fields that have strong critical imperatives include women's studies, development stud-
10re com- ies, environmental studies, and cultural studies. These fields were lormed and grew "on waves of
nplement public concern for specific societal problems, and were sometimes the 'academic arm' of social or
;takehotd- 'rights'movements" (Mollinga, 2008, p. 8).
erest with Critical interdisciplinarity adopts an attitude of suspicion and calls into question not only
research data, but also the researcher, the research design, and the interpretation of findings. Every
ject disci- part of the research process comes under c$tical scrutiny, exposing its taken-for-granted assump-
'iate, or a
tions that may serve elite interests or that may produce findings that reinforce the sratus quo. Criti-
iplines as cal interdisciplinarity rejects the belief that research can be apolitical, objective, and value neurral
the unity (Alvesson & Sk<ildberg,2000, p. 110).
Critical interdisciplinarians are also suspicious of holism and integratlon (Larruca, 2001 , p.246).
They tauh instrumentalists for merely integrating disciplinary insights withour advocating rhe rransfor-
mation 0f the disciplines themselves. Rather than building bridges between disciplines for practical
problem-solving purposes as instrumentalists do, critical interdisciplinarians seek to dismantle boundar-
ies of all kinds and challenge existing power structures, demanding that interdisciplinarity respond to
;e can be the needs and problems of oppressed and marginalized groups (Kann, 1 979, pp. 1 87- I 88). Canadian
nstrumen-
studies scholar Jill Vickers makes the case for critical interdisciplinarity in Canadian studies (see Box
ns; on the
2.4).Her analysis is similar to critiques in race and ethnic studies, non-Western cultural studies, peace
: Box 2.5).
and conflict studies, and women's studies.

Box2.4
rplify
Certainly, for many advocates of I-D, the motive is to pur back together things which
r end
disciplinary methods of analysis broke into parts. . . . Tlqe Asia Studies scholar wants her
1 and
students to understand China orJapan in their complexiry. nor as fragmented expertise.
rblem
Educators in the professions want their students to learn social work or engineering as
struc-
a carefully structured synthesis of the knowledge from the different disciplines they will
rell, a
need to counsel clients or design compqters. . . .
xplic-
(Continued)
 I

38 I PABT I :: UNDEFSTANDINGINTEBDISCIPLINARYSTUDIES
I

she focusel
(Continued) or worldvie
cess (see B
[The] assertion that interdisciplinarity is essentially a process for achieving integrative
synthesis is problematic, however, because it ignores the most important issues about the $
*
nature of knowledge raised by the "four posts" [i.e., post.modernism, post-positivism,
$ Box;
post-colonialism, post-sffucturalisml. Both post-modernists and post-colonialists would *
4
assert that [the instrumentalist] goal of integration and synthesis is an attempt to impose { lne ter
(or retain) a totalizing account of difference, since integration usually ihvolves the absorp- in ,.
i pllnes.
tion of the weaker by the stronger. . . .
{ is that
As practiced by most scholars and students in Canada, I-D Canadian Studies is a
freld of self-studies which emerged partly in opposition to European dominance and
-{ relevar
t torv. s(
partly in opposition to U.S. dominance. . . . The concept of critical interdisctplinarity
captures...twoforcesatwork-theintegrativetendency...andaself-asserting,disin-
tW
3

tegrative tendency which tries to draw the focus away from the centre of existing knowl-
Some ir
edge systems, away from the Western-centered towards the indigenous, away from the
Andrew Co
male-centered towards women-centered, and so on. . . . overlappinl
This must involve us in the question of what different kinds of cognitive communi- social life. I
ties cons,ider evidence or its equivalent in terms of what makes one "bit" of knowledge city of Lake
persuasive to us while other "bits" are not persuasive. Here the answers among the diffep on rwo levt
ent types of cognitive communities are very different. In women's studies, for example, andonas
testimonial ("lived experience") plays a crucial role. In native studies, traditional knowl- and interdi

edge preserved over the centuries through an oral tradition and interpreted by Elders is
central. (Vickers, 1998, pp. 21 -23)
Box i

Over tl
Instrumental Interdisciplinarity 1910, (

80% o
The more common conception of interdisciplinarity is instrumental interdisciplinarily. This is a
the po1
pragmatic conception of interdisciplinarity that focuses on research, borrowing (from disciplines),
Sub
and practrcal problem solving in response to the demands of society (Weingaft, 2000, p. 59). The
(32%)
insrrumental approach embraces the full diversity of authors and perspectives, rather than rejecting
their legitimacy or, as Vickers indicates, 'trawing the focus away from those with which one dis- three ir
agrees, as critical interdisciplinarity does." Instead, instrumentalists seek to create commonalities of met:
between conflicting disciplinary insights, integrate these, and construct more comprehensive under" distribr
standings of complex problems. Though pragmatic, instrumental interdisciplinarity necessitates of dist
questioning the disciplines, but does s0 without being hostile to them. Instrumental interdisciplinar- opport
ians are aware that disciplinary understandings are biased but believe that these can be carefully
evaluated in order to reveal less-biased insights that can then be integrated into a more holistic
understanding. Marilyn R. Tayler (2012) provides an example of an instrumental approach in which
 Chapter 2 :: lnterdisciplinary Studies Defined
l,n
she focuses primarily on which disciplines are relevant to her subject in terms of their perspectives
or worldview and how occasional "overlapping" of these perspectives complicates the research pro-
cess (see Box 2.5).
)grative
out the
itivism,
Box 2.5
would
mp0se
The term "disciptine," in the context of interdisciplinary research, encompasses subdisci-
tbsorp-
plines, schools of thought and interdisciplinary fields. . . . What they all have in common
is that each is characterized by its own perspective or world view . . . The potentially
esisa
relevant fietds for this study include religion, religious studies, political science, law, his-
:e and
tory, sociology and cultural studies. (p. 26)
'inari$
, disin-
knowl-
Some interdisciplinarians combine instrumental with critical approaches. For example, Michan
rm the
Andrew Connor (2012) describes how a purely instrumental approach fails to integrate the multiple,
overtapping, and occasionally conflicting elements oi the essential relationship between places and
rmuni-
social life. In his case study of "the metropolitan problem" (i.e., suburban sprawl) exemplified in the
vledge
city of Lakewood in Los Angetes County, California, Connor critiques the effects of "metropolitization"
differ- on two levels: on "a deeply practical one that resonates with public policy and social justice issues,"
rmple, and on a scholarly one that takes experts to task for failing to develop "self-consciously integrative
inowl- and interdisciplinary methods" (see Box 2.6).
Jers is

i
&
$
Box 2.6
+

Over the course of the 20th century, the United States became a metropolitan nation. In
1910, only 28% of Americans lived in cities or their surrounding suburbs, but by 2000,

This is a 80% of Americans lived in metropolitan areas, and in37 of 50 states, the majority of
sciplines), the population lived in metropolitan areas (Hobbs & Stoops, 2002,pp.1,7)-
39). The Suburban population (31 % of Americans) had nearly reached parity with urban
L rejecting (32%) in 1 960. By 2000, just over half of the U.S. population lived in suburbs, while only
r one dis- three in ten Amerieans lived in cities (Hobbs &Stoops, 2002,p.33). This ongoing process
nonalities of metropolitanization is important because social benefrts and problems are not evenly
ve under- distributed in space; residential location ties individuals and families t0 spaiial patterns
cessitates
of distribution. Sections of metropolitan areas can be described as "communiiies of
lsciplinar-
opportunity" (Reece, Rogers, Gambhir, & Powell, 2007), and differences in opportunity
carefully
e holistic (Continued)
in which
ON I ,ONT I :: UNDEBSTANDING]NTEBDISCIPLINABYSTUDIES
I

educati

(Continued)
ol their
bounda
organized spatially can have tremendous effects. Local living environments influence life insure i
chances, shape perceptions, political views, and values; and structure political, economic, Whe

social, and ecological conflicts. On one level, then, the problem of metropolitan forma- moting.
tion is a deeply practical one that resonates with public policy and social justice issues. disciplir
draw ot
But the merropolitan problem is also a scholarly problem, in the sense that eflorts to
requirer
understand metropoliian areas have been incompletely developed an-d inadequately inte-
lund pu
grated. Though there is evidence that "metropolitan studies" (as distinct from "urban" or
political
"suburban" studies) is emerging as a multidisciplinary scholarly endeavol its practition
involves
ers to dare have not developed self-consciously integrative and interdisciplinary methods. humani,
More often, metropolitan scholars continue to address similar, though not wholly congru- The
enr, sets of problems and issues using characteristically disciplinary methods and theo- its/ocus
retical approaches. In this chapter, adapted from a larger research project, the application oJ the ac
of a purposefully interdisciplinary research process is considered as a demonstration of By it
one possible interdisciplinary synthesis for metropolitan studies. (pp. 53-54) foreign c
border c
claims, a
source o
Connor's pioneering work in the interdisciplinary field ol American studies demonstrates that the
distinctions between instrumental and critical interdisciplinarity are not absolute and unbrid$eable'
AIl interdisciplinary problems require critical assessment of the insights of disciplines and of the
assumptions underlying them. What interdisciplinary problems don'trequire is questioning of disci-
plinarity, which is the focus of critical interdisciplinarity.
The approach to interdisciplinary studies set out in this book is instrumental, seeing interdisciplinar
ity as a way to approach complex problems, but the authors are receptive to any constructive challenges
to rhe interdisciplinary process (including ways t0 improve the evaluation of disciplinary insights and the
identification and assessment of assumptions underlying them) provided by critical interdisciplinarians.

Useful Metaphors of Interdisciplinary Studies

Metaphors are imporrant to interdiscip)intry studies in three ways: (1) They help us visualize an unfa-
miliar concept, (2) they help us contrast this mode 0t learning with disciplinary modes of learning, and
(3) they help us communicate ro others what interdisciplinary studies is about. To this end, three
metaphors are presented, each of which"communicates one or more key aspects of interdisciplinarity.

The Metaphor of Boundary Crossing iisryffiryffiq

Figure 2.7
The metaphor of boundary or border crossing compares disciplines to territories, countries, or spaces.
Boundariesexist in many lorms, including geographical, social, economic, political, religious, gender, Source.'iSt,
 Chapter 2 :: lnterdisciplinary Studies Defined
lo,
educational, legal, and ethnic. We are surrounded by boundaries. However, we are mostly unaware
of their existence until we happen to find one blocking our progress. An example of an economtc
boundary is attempting to purchase a luxury car without having the money necessary to pay for it,
tence life
insure it, and maintain it.
;onomic, When applied to interdiscrplinary learning, the metaphor of boundary crossing depicts the process of
n forma- moving from one discipline or knowledge Jormation to another, say, from sociolo$y to economics. Inter-
issues. disciplinary studies typically involves investigating a boundary-overlapping issue where you have to
rfforts to draw on expert views from two 0r more disciplines. The issue ol human cloning, for example,
ely inte- requires crossing the boundaries between biology, religion, ethics, and law The problem ol how to
'ban" or fund public education calls for crossing the boundaries between education, economics, sociology, and
"actition political science. The question 0f how to interpret the meaning of a poem or painting or song lyrics
lethods. involves crossing the boundaries between communications, psychology, and several disciplines in the
humanities such as literature, art history, and music.
congru-
The metaphor of boundary crossing is useful for communicating two aspects of interdisciplinarity:
rd theo-
itsJocusonthedisctplinesassourcesof expertinformationonaparticularproblem, anditsdescription
lication
oJ the action required to access expertise.
rtion of
By its focus on the disciplines, the metaphor ol boundary crossing implies that they are similar to
loreign countries with well-defined borders and carefully guarded points of entry such as the U.S.-Mexico
border crossing shown in Figure 2.7.[t is trtlt that disciplines historically staked out therr differences,
claims, and activities and built instituti0nal structures to define and protect their knowledge practices and
source of funding. In universities, these structures typically are called academic departments.
tes that the
bridgeable.
and of the
rg of disci-

Cisciplinar-
challenges
rts and the
plinarians.

: an unfa-
ning, and
nd, three
iplinariry.

qr'try.re'r3!ryi4rysrrye!53j@f:#@wE${EF4.qs 6,.,?ry ry @sq 6"... .. * . . q1. T. -.. .,, /

1 "

r spaces. Figure 2.7 U.S.-Mexico Border Crossing

, gender, Source: iStockphoto
o, to*t, ,, UNDERSTANDING INTERDISCIPLINARY STUDIES
I
The metaphor of boundary crossing also says something about the action required to access this
expertise. Interdisciplinary learners are like travelers who move from Country A to Country B to
Country C in search of knowledge relevant to the problem under study. To search productively, the
"traveler" must learn the language of each "country." For interdisciplinarians, crossing disciplinary
boundaries is necessary l0 access disciplinary experiise.
This territorial metaphor suffers from two deficiencies. First, it conveys the notion that disciplines
are sratic rather than dynamic and evolving entities. The reality is that within each discipline there
are those who challenge and erode the boundaries of their discipline. The second is the notion
that

language poses a significant or even insurmountable barrier to accessing expertise in unfamiliar

Oisiiptines. While language poses a challenge, it is a manageable one, requiring only that the
inter-
disciplinarian learn enou$h of a discipline's language to work productively in it.
Becoming interdisciplinary involves seeing yourself as a traveler in search of knowledge from disciplines
that wi1 help you to develop a useful program of study and solve specific problems. Becoming interdisciplin-
ary also involves your learning to communicate productively with others who are different from you.

The Metaphor of Bridge Building

rq.@
The metaphor of bridge building is a useful way to communicate another important aspect of
inter- Figure 2.8
advance
disciplinaiy learning: the idea of connechng knowtedge from two or more disciplines in order to Source: iStocl
undustanding. The purpose of a bridge is to connect two points of land that are divided
by some
impassable obstacle such as a river or ravine. A bridge makes communication possible'
is something ln other
There are two attractigns t0 rhis metaphor. The first is the idea that interdisciplinarity
are like the land on either side connections
rhat rakes place between two disciplines. Accordingly, the disciplines
knowl- The desi,
that the Golden Gate Bridge connects (see Figure 2.8). Each shore offers depth ofspecialized
it possible for you to draw way. This is
edge on particular topics. Interdisciplinarity is like the bridge that makes
more formations. begins. The,
on disciplinary expertise and make connections between two or knowledge
there's a lot
The second attracrion of this metaphor is the idea that interdisciplinary studies has an applied
sive underst
orientation. Making connections between different knowledge domains is not merely a stimulating
an imprecisr
intellectual exercise but a practical way to deepen and broaden your understanding of
a complex
For example, connecting the engineering
topic that would not be possible using a single disciplinary approach.
the complex problem of the causes of ter- Furthern
views of authors from psychology and political science on
studies, the
rorism can provide new insights into this troubling pheflomenon'
stud- to another p
There are, however, limitations with using bridge building to describe interdisciplinary
the activity have to be b
ies. Critical reflection is the process of dnalyzing, questioning, and reconsidering
(cognitive or physical) that you are engaged in and stands in contrast to the metaphor of brid$"
ing. This "looking back" serves several purposes:
The Metal
. To revisit key decisions that were made
. To consrruct knowledge about yourself in terms of asking "why you made the decisions that The metaphc
focus of this
You did"
o To view the project as a whole rather than as a series of separate parts and actions
foreign langu

o To make meaning of the experience for future reference $uages, each

 Chapter 2 :: lnterdisciplinary Studies OetineO +S
|
ACCCSS thiS
)untry B to
rctively, rhe
lisciplinary

disciplines
pline there
rotion that
unfamiliar
t the inter-

disciplines
erdisciplin-
1 you.

;t of inter-
Figure 2,8 Golden Gate Bridge, San Francisco:?View Across Bay
b advance
Source: iStockphoto
by some

omething In other words, interdisciplinary studies cares as much about understandtng the implications of the
rither side connections it makes as it does about the process of mahing connecnons.
:d knowl- The designers of a bridge do not tend to engage in critical reflection on the project once it is under
u to draw way. This is because civil engineers can design the whole bridge at the outset, before construction
ns. begins. They can do this because what they are constructing is simple, not complex. In contrast,
n applied there's a lot of simulation, experimentation, and trial and error in constructing a more comprehen-
imularing sive understanding. That's because a full understanding of a complex problem (unlike a bridge) yields
complex an imprecise and shifting pattern (not an unvarying blueprint). There are right and wrong choices in
:cting the engineering, whereas in interdisciplinary work the choices are between better and worse.
res of ter- Furthermore, whereas physical bridges are built to handle a variety of vehicles, in interdisciplinary
studies, the bridge between disciplines is designed only for the specific problem being studied. Shift
lry stud- ro another problem, or even t0 a different combination of disciplines, and a new bridSe will probably
: activity have to be built.
of bridg-

The Metaphor of Bilingualism

tons that The metaphor of bilingualism offers another useful way te,visualize the concept of interdisciplinarity. The
focus of this metaphor is on communication through the use of language and compares disciplines to
foreign languages. The attraction of this metaphor is that it recognizes that disciplines, like foreign lan-
guages, each have their own vocabulary which must be understood in order for individuals to be able to
OO I,O*, I :: UNDERSTANDING1NTERDISCIPLINARYSIUDIES
I

communicate with each Other (see Figure

2.9). One popular introductory-level sociol-
ogy textbook lists over a hundred key terms
that students are expected to learn, much
r@
',rgi16ge, ,
like a foreign language. Imagine the linguistic
'.B,uitding
challenge that you would face if, after having
spent two years majoring in art history, you
decided to major in blology in order t0 g0 to
medical school. Ot if after majoring in psy-
chology, you decided to major in criminal-
Bilingual
justice t0 enter law enforcement. For many,
developing proficiency in a new discipline is
as dillicult and time consuming as develop-
ing proficiency in a foreign language.
There are two limitations to the metaphor
of bilingualism. First, because bilingualism
means fluency in two languages, it implies
that you cannot work in new disciplines with-
Figure 2.9 Difticulty in Communicating With Another Discipline
out first mastering them. This is not the case. .. WW
Source: Corbis Rather than requiring mastery, interdisciplin-

ary studies involves developing adequacy in disciplines relevant to the problem such that you can access
their insights and understand them.
There is a second and more serious limitation ol the metaphor of bilingualism. It is often assumed
that translation or merely sorting out disciplinary vocabularies is all that is required t0 engage in Fro
interdisciplinary work. But, as noted earlier in the definition of interdisciplinary studies, a hallmark cipl
ol interdisciplinarity is integration of insights from the relevant disciplines. lntegration involves far
In'
more than translaiion. Even when the insights are expressed in the same language, they olten con-
int(
flict. So a basic competency of interdisciplinarity is the ability to recognize and address the sources
of conllict in disciplinary perspectives. of
isc
Table 2.3 summary of Aspects of lnterdisciplinary studies Provided by Each Metaphor disr
asp

Boundary Compares Focuses on the disciplines as Conveys [he incorrect

Crossing interdisciplinary stddies sources o[ expertise on a given nolion that disciplines 1. Der
to crossing physical topic are static rather than fieL
boundaries dynamlc entities em
2. Describes the action required to
access rhat expertise Fails to describe the 2. In'
language baffier between edu
disciplines
 Cnapter 2 :: Interdisciplinary Studies OetineO +S
|
(see Figure
level sociol-
d key terms
earn, much
he linguistic Interdisciplinary studies is Jhe designers of a bridge
alter having somethjng rhar rakes place do:nor tend to,engage in
history, you between two disciplines, critical reflection on lhe,l
'der to go to ) Interdisciplinary studies has an ploject'once it is under'
ring in psy- . applied orientarion. way,
:1,., .., .,.
in criminal '
Bilingualism Compares t. Recognizes that, like foreign Assumes that you must
. For many,
interdisciplinary studies languages, each discipline has master each discipline
discipline is
to learning foreign its own vocabulary that must before working in it
as develop-
languages be understood in order for
age Bilingualism involves
individuals to be able to
e metaphor t. eitherlor thinking.
parilclpate rn a conversatt0n
;ilingualism lntegrating disciplinary
with othgrs from that discipline
;, it implies insights involves more
plines with- than translation.
rot the case.
terdisciplin-
CAN ACCESS

' CRITIcAL Tr+rNxrlrc Sumrtorus

:n assumed
engage in
From your close reading of the five delinitions of interdisciplinary studies, explain how interdis-
a hallmark
ciplinarity differs from disciplinarity in terms of (a) purpose, (b) process, and (c) product.
nvolves far
often con- In "The Fable of the Elephant House," how could the narrative be altered to include (a) an
.he sources interdisciplinary approach to the project and (b) a transdisciplinary approach?

Of the various metaphors used in this chapter to describe interdisciplinary studies, which one
is closest to (a) the definition of interdisciplinary studies and (b) your undersranding of inter-

fr,
disciplinarity? Can you think of another metaphor that perhaps combines several of the useful

q'
aspects of the metaphors discussed?

AppucanoNs AND Exrnctses

lrrect *,

prines * Develop your personal definiti0n of interdisciplinary studies as it relates to the interdisclplinary
than field you are working in so that you can easily communicate it to friends, family, and potential
ta
*
4, employers.
the 4:

f, In your opinion, how do you think interdisciplinary srudies can add value ro your college
berween
fu:

stf&ry,xtrF6,
ou I too, r :: UNDtgsIANDINC INItBDISCIPLINARYSTt-lDlES
I

Conduct separate interviews of four classmates and ask them to define "social justice" in a
single sentence. Write down their responses word for word. Use close reading t0 identify any
commonalities in their definitions. Then develop a comprehensive definition of "socialjustice."

Read the following excerpt from a scholarly article and determine whether the authors are
engaged in interdisciplinary or transdisciplinary work:

"lntegration of disciplines and interest groups in tandscape research projects is expected to

contribute to a better understanding of landscapes and to solve problems related to land use,
planning, and policy development. By integration in landscape research'projects we mean that
different disciplines and knowledge communities are bridged and their knowledge fused
together to address a research question" (8. Tress, Tress, & Fry, 2005).

How might the instrumental approach to interdisciplinarity be used to provide creative and
meaningful solutions to many of the complex problems that plague human society?

From your reading of the discussions of critical and instrumental interdisciplinarity, which
approach would likely be more helpful to policy makers as they grapple with the iollowing issues:

a. The development ol green energy technolo$ies

b. What to do about immigrants who are undocumented

c. The preservation of fine and performing arts programs in public education during a time
of severe budgetary constraints

For students working primarily in the fine and performing arts, explain how the popular techno
aestheric of "remixing" is a useful and not so useful metaphor for interdisciplinary studies.