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11.More information
In the development of the social sciences, interdisciplinarity has played an important role. It has often helped the social sciences to survive epistemological crises. The question now is to know if interdisciplinarity can also help the social sciences overcome the crises brought about by the radical critique of knowledge as the work of language on itself, i.e. the “linguistic turn”. The claim made by this article, while directly related to what is, in essence, interdisciplinarity — i.e., an experience of otherness —, also tends to moderate methodological and disciplinary interests in favour of more active and throughtful participation in “forms of experience”.
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This text presents partial results of a literature review on integrated approaches (integration and interdisciplinarity) in contexts related to science, technology, and mathematics at a high school level. The main concepts of interdisciplinarity systems and integration are discussed based on the strict sense of the term interdisciplinarity as well as in the broader sense used in academic curriculums. These concepts were also examined from both research and practical angles (professional activities in class). Some results are presented as statements of fact whereas other results are worded as challenges that have to be considered when implementing integrated approaches such as multidisciplinary ones. Amongst the results, we note that multidisciplinary integration remains a broad concept whereas many reasons are brought forth to justify its use especially relating to knowledge contextualization and motivation.
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The three most widely used terms associated with interdisciplinarity – multidisciplinary, interdisciplinary, transdisciplinary – constitute a core taxonomy for understanding the degree of interaction and integration among disciplines and the degree of collaboration in teamwork. Typologies further distinguish methodological activities aimed at improving results from theoretical frameworks which are of a more comprehensive or epistemological form. Bridge building leaves existing approaches intact, while restructuration produces new interdisciplines and fields. Instrumental or opportunistic problem solving differs from critical forms that question the existing structure of knowledge and education. Transdisciplinarity encompasses the quest for unity as well as new transcendent frameworks for understanding complex phenomena and trans-sector research involving stakeholders in society.
Keywords: Multidisciplinarité, interdisciplinarité, transdisciplinarité, intégration, collaboration, Multidisciplinarity, interdisciplinarity, transdisciplinarity, integration, collaboration
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School systems, whether involved in primary, secondary or post-secondary education, are currently facing a major problem, that of the fragmentation of knowledge. Integrative Pedagogy, which applies interdisciplinary teaching strategies, was suggested as one way of solving this problem. In fact, research demonstrates that interdisciplinary studies not only promote integration of knowledge but also facilitate the transfer of knowledge and the creation of links and skills among disciplines, making knowledge more relevant to everyday life. This article is divided into four main sections, followed by a glossary educational terms. It deals with the integration of subject matter and focuses on interdisciplinary practices in the school environment. We first clarify the concept of interdisciplinary education and the particular advantages of applying it. We then present the characteristics of various models of interdisciplinary projects, accompanied by concrete examples in the school environment. We conclude by discussing the pedagogical conditions needed for the interdisciplinary approach to be successful, while keeping the individual identity of each subject matter in tact.
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This article questions the possibility of an interdisciplinarity that would be practiced outside the scientific field. To provide some answer, it shows how philosophy is intrinsically associated with subjectivity, how science progressively pulls away from philosophy, how this distancing enables the division of knowledge, how the division of knowledge calls for interdisciplinarity. Having established that, it reports some requests for an unscientific interdisciplinarity and then shows that these aspirations relate more to philosophy than interdisciplinarity.
Keywords: Interdisciplinarité, discipline, philosophie, science, subjectivité, psyché, Interdisciplinarity, Discipline, Philosophy, Science, Subjectivity, Psyche
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In 2016, the director Jérémie Niel and the choreographer Catherine Gaudet presented their play La très excellente et lamentable tragédie de Roméo et Juliette at L'Usine C (Montreal). Retracing the comments of both artists during the conference Alternatives interdisciplinaires : de l'identité des arts vivants (GRIAV, 2016), this article examines how this interdisciplinary encounter was constructed in a relational dialogism relating to the issue of the disciplinary: in an interdisciplinarity-process primarily based on the expertise of each individual in the studio, and in an interdisciplinarity-work subsequently expressed in a heteromorphic production concerned to avoid all possible categorizations.