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Interdisciplinarity constitutes a common and fertile scientific practice; accordingly, there are numerous interdisciplinary theories, but there is no theory of interdisciplinarity. Essays on interdisciplinarity speak of an approach destined to save the world, dichotomize monodisciplinarity and interdisciplinarity, or draw typologies of interdisciplinary work. However, they do not generate theories of interdisciplinarity. In fact, the project of such a theory is absurd because if scientific theories exist, a theory of science cannot. This is what the current paper will argue.
Keywords: Interdisciplinarité, épistémologie, typologie, Interdisciplinarity, epistemology, typology
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This article focuses on the representation among the first class of graduates from a doctoral program in gerontology with respect to the interdisciplinary component within their curriculum. This component is presented as a source of personal and professional enrichment for students, and is essential to the deep understanding of complex phenomena that emerge in the aging process, and to the formation of a gerontological perspective. The fundamental condition for this favourable effect appears to be the establishment – in the context of seminars – of an inter-epistemological educational space that managed to extend itself to other areas of learning.
Keywords: Formation, épistémologie, gérontologie, interdisciplinarité, pédagogie universitaire, Education, epistemology, gerontology, interdisciplinarity, university education
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Interdisciplinarity is emerging as a new development in academic education and research. The analysis of its potential, but also the obstacles it encounters, highlights the complex relationship it has with institutionalized disciplines. Interdisciplinarity is seen here as an interaction process between different disciplines and not just as a simple addition of heterogeneous knowledges. Instead of asserting that there is a unified theory, which would be equivalent to the birth of a new paradigm, we must instead take into account the diverse epistemological positions that work together for the co-development of the interdisciplinary process.
Keywords: Interdisciplinarité, sciences humaines et sociales, complexité, paradigme, dialogisme, Interdisciplinarity, human and social sciences, complexity, paradigm, dialogism
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The author of this article makes a conceptual distinction between interdisciplinarity in theory and in artistic practices. Interdisciplinarity can, in fact, be viewed from two perspectives: theoretical knowledge and epistemology on one hand, and artistic practices on the other. Interdisciplinarity, in the strict sense of the word, involves a confrontation of constituted disciplines, methodologies and theories from different epistemological horizons. It is therefore important to distinguish this confrontation from the encounter of several arts within theatrical performance or performance, which is interartistic. Interartistic creation, for its part, refers more specifically to creative processes based on complex dialogues between various practices that preserve their autonomy, which is yet to be distinguished from the fact that the art of theatre calls upon different mediums. The notion of interartistic seeks to designate praxes above all, which (this is a hypothesis) would tend to move away from the staging model.
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Librarians have been interested in interdisciplinary research for several years now, whether it is about information practices, how to offer adapted services or how to rethink their organisations. Coming from different fields of research (humanities, health sciences...), they find similar issues and needs to be addressed. These include the importance of collaboration, as well as the desire of librarians to be more proactive and better integrated into research activities. In order to meet the challenges of interdisciplinarity, librarians have two main assets : the ability to see the big picture of research and their neutrality. As for their place with researchers, several roles are mentioned : facilitators, mediators, integrators, brokers, or border crossers. These roles require the development of skills in project management, data science and epistemology. Finally, by embracing interdisciplinarity, librarians can benefit from greater recognition of their participation in the production of knowledge.
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This article presents the issues arising from the debates on teacher training faced with the problem of interdisciplinarity since the 1970s in France. This contribution focuses on the process of anchoring interdisciplinarity in teacher training. This is corresponding to the impetus of the Amiens conference and the creation of the 10% educational system (1973-1974), then the establishment of the University Institute for Teacher Training (1989) and finally the creation of the Higher School of Teaching and Education (2013). This evolution of the position and status of teachers within French schools makes the practice of the profession much more complex to understand. A high level of skills is now essential for him to consider the multiplicity of disciplinary.
Keywords: Approche interdisciplinaire, formation des enseignants, politique éducative, innovation pédagogique, échec scolaire, Interdisciplinary approach, teacher training, educational policies, educational innovation, school failure