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A Hands-On Approach to Interdisciplinary Learning

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A Hands-On Approach to Interdisciplinary Learning

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プラスチック汚染について「知る」だけでなく、実際に清掃活動や具体的なアクションに取り組むことで、生徒たちはより深く学んでいると感じました。
こうした体験を通して、自分が社会やコミュニティの一員であるという実感が生まれ、自らの行動が周囲に与える影響を理解できるのだと思います。

この記事を通じて、学際的な学びが、受け身で知識を得るだけの学習から、自ら問いを立て、行動に移す主体的な学びへとどう変化を促すのかに強く関心を持ちました。

I was struck by how students weren’t just learning about plastic pollution, but actually acting on it through cleanup efforts and other real-world initiatives.
These experiences help them see themselves as active members of society and realize the impact their actions can have on their communities.

Reading this article made me curious about how interdisciplinary learning can shift students from being passive recipients of knowledge to becoming active, reflective problem-solvers who take ownership of their learning.

*Prompt: Translate this into English without changing the tone or intent or adding any information.

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A Hands-On Approach to Interdisciplinary Learning

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By integrating multiple subjects in a cohesive project, teachers can empower students to think flexibly and persist through challenges.

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14 Ways to Run Constructivist Activities to Enhance Peer Learning

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14 Ways to Run Constructivist Activities to Enhance Peer Learning

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The article by Preeti Ravi provides a good list of ideas for teachers to conduct constructivist-based teaching and learning to enhance student participation in their education. From her list and other related readings, we gather that:

Multidisciplinary involves distinct disciplines addressing a shared theme without integrating methods.

Interdisciplinary integrates concepts, methods and communication across at least two disciplines to form new understanding.

Transdisciplinary transcends disciplines entirely, reflecting real-world complexity.

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When I just read about this knowledge in IB system, I really curious how these three learnings to be used in DP programme. After read multiple materials, here is a quick summary based on my understanding.

The DP is structured around disciplinary learning as the main part because students need to choose subjects from six groups of language and literature, sciences, math...From this, students can learn academic skills and required knowledge regarding specific subjects.

Meanwhile, DP also require students to complete Theory of Knowledge, and Extended Essay, which provide students the opportunities to have interdisciplinary learning. Because students need to combine two or more subjects, and to explore a topic by integrating their ideas and methods from different disciplines, then to explore broader connections.

Besides, DP also promotes students to have transdisciplinary thinking through Creative, Activity and Service, because students need to apply what they learnt in real life and transdisciplinary learning focuses on real world themes or problems that require knowledge and skills from many fileds.

Together, these approaches help students to develop a connected understanding of the world.

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Exploring the Nuances of Disciplinary Terms

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Exploring the Nuances of Disciplinary Terms

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When I started this course, the first Pear Deck question asked, “What do you think will be the most difficult?” I answered that understanding the definitions of the terms multidisciplinarity, interdisciplinarity, and transdisciplinarity seemed the most challenging. To grasp the differences, I first read this article, and I found the example using curry as a metaphor particularly helpful. Through this familiar, concrete image, I was able to understand the distinctions between the three concepts more intuitively and visually. What caught my attention was that when I used Google Translate to translate the article into Japanese, all three terms were simply translated as “学際性” (interdisciplinarity). On the other hand, when I entered the same terms into ChatGPT, they were translated as “多分野性” (multidisciplinarity), “学際性” (interdisciplinarity), and “超学際性” (transdisciplinarity), making the differences even clearer through the nuances carried by the different Kanji characters. Later, when I looked at diagrams from another article, the visual organisation further deepened my understanding. This process was not just passive learning, but metacognitive learning, as I noticed my confusion, compared sources, and rebuilt my understanding!

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Multi-, inter-, and transdisciplinarity; what is what?

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This article clearly explained the differences between multidisciplinary, interdisciplinary, and transdisciplinary approaches—terms I was often confused about.

★Multidisciplinary involves drawing on knowledge from different fields, but each discipline remains separate.

Example (from AI): A project on climate change where a biologist, an economist, and a sociologist each present their findings independently.

★Interdisciplinary integrates knowledge and methods from different fields, which can lead to new insights or solutions.

Example: A study on climate change that combines biological data and economic theory to create a unified model for policy recommendations.

★Transdisciplinary goes beyond academic disciplines, focusing on real-world problems and often including non-academic perspectives.

Example (from AI): Learning centered on a real-world issue—like climate change—where the boundaries between subjects are erased, and inquiry drives the learning process.

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Multi-, inter-, and transdisciplinarity; what is what?

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This article points out the differences between interdisciplinary and transdisciplinary education. Transdisciplinary is a particular approach to integration. Then the article goes on to make the case for integrated education. There are some strong psychological, sociological and philosophical arguments. The conclusion is that students should be involved in planning, conducting and evaluating their own learning and that high-stakes testing is the biggest hurdle to transdisciplinary learning.

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The digital classroom, transforming the way we learn

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Interdisciplinary teaching refers to the concept of learning a single subject from multiple perspectives. Proven to boost learning outcomes and enthusiasm around learning, interdisciplinary teaching allows students to think critically, identify their own prejudices, accept the unknown and respect ethical quandaries. It also enables students to understand insights from different disciplines, synthesizes information surrounding a topic and, ultimately, offers a more complete understanding of an issue. Interdisciplinary teaching goes beyond multi-disciplinary or cross-disciplinary teaching, which only requires the consideration of different perspectives, and often requires collaboration between multiple educators to properly execute. Source: I nterdisciplinary Teaching Definition and Meaning | Top Hat.

Transdisciplinary education is the education that brings integration of different disciplines in a harmonious manner to construct new knowledge and uplift the learner to higher domains of cognitive abilities and sustained knowledge and skills. An approach to curriculum integration that dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes. I nternational bureau of education

An integrated curriculum is described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts. Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. Integrated Curriculum: Definition, Benefits & Examples .... https://naturez-vous.com/integrated-curriculum-definition-benefits-examples/

Defining Integrated Curriculum

What exactly is integrated curriculum? In its simplest conception, it is about making connections. What kind of connections? Across disciplines? To real life? Are the connections skill-based or knowledge-based? source: Meeting Standards Through Integrated Curriculum by Susan M. Drake and Rebecca C. Burns

Deeper Conceptual understanding

While information and facts are crucial to a student's success, what's more important-but often underdeveloped because testing does not typically assess this-is the ability to find connections. When we teach for understanding and not memorization, we're leveling the playing field and equipping students with the skills to succeed in the future. The ability to transfer skills and knowledge will be much more advantageous than information that might become irrelevant, and making this the primary focus will relieve the burden on students to try to memorize information separate from how it can be utilized in a project or real-world setting. Source: Getting Smart
Transfer of learning occurs when the student is motivated by the topic, motivated to learn, has previous knowledge on the subject, and knows how to connect new information to existing information. The learner must then be able to retrieve this information and apply it to new learning. A lot of breaks can happen in this chain, but if we model this formula in our teaching and make it a conscious process for students, then our learners stand a better chance of transferring that learning. Source: Larry Ferlazzo
Curriculum integration is a student-centered approach in which students are invited to join with their teachers to plan learning experiences that address both student concerns and major social issues. In examining these issues, students draw on pertinent content and skills from many subject areas and acquire many of the "common learnings" or life skills essential for all citizens in a democracy.

The arguments

The literature on curriculum integration is extensive. Since the early 1990s, the National
Association for Core Curriculum (1991) has distributed a list of Selected References with 65
citations and also Recent Books on Integrative/Interdisciplinary Curriculum (published since
1990) with more than 75 titles (NACC, 2001). Succinct summaries may be found in Vars
(1987/1993) and Beane (1997) Source: CurriculumTesting Vars

I Psychological

A. Students are more highly motivated and learn better because integrative curriculum relates to their needs, problems, concerns, interests, and aspirations. (Faunce & Bossing, 1951/1958) B. Students learn better because integrative curriculum is more compatible with the way the brain works, thus enhancing the development of higher-order thinking skills. (Caine & Caine, 1991; Hart, 1983) II.

. Students learn better because integrative curriculum is more compatible with the way the
brain works, thus enhancing the development of higher-order thinking skills. (Caine & Caine,
1991; Hart, 1983)

2 Sociological

A. Students are better prepared for life in contemporary society because integrative curriculum addresses current social problems in all their real-life complexity. (Van Til, 1976)

B. Students learn major concepts and processes of the disciplines through studying carefully designed integrated units. (Erickson, 1998; Jacobs, 1989)

3 Philosophical

A. Integrative curriculum provides a coherent core of common learnings essential for all citizens in a democracy. (Beane, 1997; Vars, 1969)

B. Integrative curriculum provides a meaningful framework for examining values. (Apple & Beane, 1995; Zapf, 1959)

Conclusion

Curriculum integration, in which students are directly involved in planning, conducting, and
evaluating their own learning, is a powerful way for middle level schools to demonstrate that
they are "developmentally-responsive." Mandated high-stakes testing is a major threat both to
curriculum integration and to the middle level school's commitment to meet the needs of young
adolescents.
Some reassurance can be drawn from six decades of research which shows that students in
interdisciplinary programs usually perform satisfactorily on standardized tests. How students will
do in the new state tests remains to be seen. But we have explained how it is possible to retain
significant features of curriculum integration, teach the most important state and district
standards, and do it all in a way that advances the ultimate purposes of education in a democracy.
Whether these efforts will be enough to "save" curriculum integration depends on how
committed we all are to the ideals of middle level education. Let us hope that we are up to the
task! Source: CurriculumTestingVars

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What is the difference between interdisciplinary and transdisciplinary education?

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Interdisciplinary teaching refers to the concept of learning a single subject from multiple perspectives. Proven to boost learning outcomes and enthusiasm around learning, interdisciplinary teaching allows students to think critically, identify their own prejudices, accept the unknown and respect ethical quandaries. It also enables students to understand insights from different disciplines, synthesizes information surrounding a topic...

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Interdisciplinary Learning - is it feasible?

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Interdisciplinary Learning - is it feasible?

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While the author shows an interesting glimpse of interdisciplinary learning, the feasibility of such a learning principle, especially at higher levels, is questioned. It is not a question of whether the students want it or not, but rather, does such a burden cause stress to the teacher? At higher levels, each class is much more straightforward regarding its approach to various due dates, and slightly veering from the course, even with good intentions, may ultimately cause damage. Nevertheless, if interdisciplinary learning is applied properly, and even organically, everybody can benefit.

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A Hands-On Approach to Interdisciplinary Learning

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By integrating multiple subjects in a cohesive project, teachers can empower students to think flexibly and persist through challenges.

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最初「trans- / inter- / multi- / disciplinary」について、日本語で聞いても、正直よくわからなかった。multi- や disciplinary については、まぁ、なじみがあったが、例えば inter- は日本語で「学際」と訳されるものの、「学びの“際”…」という感じで、ピンと来なかった。ただ、資料を読む中で、trans- は現実世界とのつながりを重視するといった点など、ようやくそれぞれの特徴が自分の中でつかめてきた気がする。（こういう知識の得方は急進的構成主義かな？）

At first, even when I heard the terms "trans- / inter- / multi- / disciplinary" in Japanese, I honestly didn’t really understand them. I was somewhat familiar with multi- and disciplinary, but for example, inter- is translated into Japanese as “学際” (gakusai), and I was left thinking, “the ‘sai’ or ‘boundary’ of learning…?”—it didn’t quite click. However, as I read through the materials, I started to get a sense of the distinct characteristics of each, such as how trans- places emphasis on connections to the real world. (Maybe this way of acquiring knowledge is an example of radical constructivism?)

*Prompt: Translate this into English without changing the tone or intent or adding any information.

Translated by ChatGPT (GPT-4o), 14 May 2025*

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Good overview article on the three different approaches to disciplinary pedagogies.

These kinds of philosophies can feel a bit abstract, so I thought I would illustrate them as applied to a hypothetical subunit (on artificial intelligence) for an DP IB course (Digital Society):

MULTIDISCIPLINARITY:

AI from Different Angles

Learn about AI from different perspectives studied independently, summarizing learnings from each.

(e.g., computer science and AI; psychology and AI; ethics and AI, economics and AI.)

INTERDISCIPLINARITY:

AI from Integrated Perspectives

Actively combine and contrast concepts from different fields, blending methods and insights across disciplines.

(e.g., the psychology of AI computer sciences; the economics of AI ethics.)

TRANSDISCIPLINARITY:

AI in the Real World

Collaborate directly with AI researchers, policymakers, companies, communities on urgent, real world AI challenges.

(e.g., creating city guidelines for facial recognition; working with startups to build fairer hiring AI weights.)

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Multi-, inter-, and transdisciplinarity; what is what?

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I now appreciate the idea of Transdiciplinarity especially when it comes to learning conceptual understanding. Instead of learning each subject in isolation, students are able to integrate different subjects under a common theme.

However, this kind of approach to teaching involves a lot of planning and reflection. It is a very difficult task for teachers but is definitely fulfilling when you see the result of student's learning.

When students experience their aha moments and make connections with their learnings instead of just giving them all the contents and test at the end, this is an example of a situation that makes it more meaningful and authentic.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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The article explains the difference between interdisciplinary and transdisciplinary concepts. Interdisciplinary approaches integrate knowledge from multiple disciplines to enhance learning within a single subject, aiming to develop critical thinking in students. In contrast, transdisciplinary approaches merge knowledge from different disciplines to create new knowledge, fostering students' innovative abilities and deep thinking skills. Xiaojie

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There are different ways to understand certain concepts especially when it comes to grabbing complete understanding of an academic concept coming straight out of a complicated research. To make this process of understanding clear and smooth, numerous techniques defined by certain terminologies have been introduced, and out of those, we have listed out some of the approaches defined ahead.
* Multidisciplinary:
People from different disciplines working together, each drawing on their disciplinary knowledge.
* Interdisciplinary:
Integrating knowledge and methods from different disciplines, using a real synthesis of approaches.
* Transdisciplinary:
Creating a unity of intellectual frameworks beyond the disciplinary perspective.
* Intra disciplinary:
Working within a single discipline.
* Cross disciplinary:
Viewing one discipline from the perspective of another.

Following are some of the most commonly used terminologies in scientific and research based concepts. We are going to elaborate "Interdisciplinary and Transdisciplinary Concepts " out of these with a brief description.

* Interdisciplinary Concepts:

Interdisciplinary concepts or inter-disciplinary education refers to the concepts or teaching of those concepts which requires learning a single subject from multiple perspectives.

Interdisciplinary concepts or interdisciplinary education is considered best when it comes to boosting the learning outcomes and making the whole understanding process interesting and enthusiastic for the students.

Interdisciplinary teaching allows students to think critically, identify their own prejudices, accept the unknown and respect ethical quandaries with enabling the students to understand different insights and perceptions of different disciplines, also synthesizes information surrounding a topic and, ultimately, offers a more complete understanding of an issue.

Interdisciplinary teaching goes beyond multi-disciplinary or cross-disciplinary teaching which is a bit more complicated due to its requirement of multiple teachers or educators and their mutual collaboration to execute the approach properly.

* Transdisciplinary Concepts:

Transdisciplinary concepts or transdisciplinary education that brings integration of different disciplines in a harmonious manner to construct new knowledge and uplift the learner to higher domains of abilities and sustained knowledge and skills.

An approach to curriculum integration that dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes.

Both of these techniques have got different point of views and perceptions by researchers and educationists belonging to different disciplines and research paradigms.

For everyone, the preference is different. For example, a very common perception about the interdisciplinary concept or interdisciplinary education is that it seems very costly in aspects of both time and money. Students trained by the domain of interdisciplinary concepts often experience lack in sufficient knowledge or skills.

Therefore it is quite early to make a statement regarding the best approach out of these. All we can do is to keep the research pace smooth and constant to find out further processions that can be made in the education and research sector.

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There are different ways to understand certain concepts especially when it comes to grabbing complete understanding of an academic concept coming straight out of a complicated research. To make this process of understanding clear and smooth, numerous techniques defined by certain terminologies have been introduced, and out of those, we have listed out some of the approaches defined ahead.

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This article points to the importance of maintain interdisciplinary learning/teaching in an ever technologically changing society. When fields like AI and other types of automation are increasing, ethics becomes more and more important. In the IB DP programs, for example in the TOK courses, how affectively does the interchange of disciplines address topics like technology? I agree that looking at a certain problem from multiple perspectives is advantageous but in order to utilize this to the fullest extent in a classroom setting, the interaction of subjects needs to be well understood and organized.

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contributed by Dennis Wesley, Independent educational researcher

Why is interdisciplinary learning important?

Is it all relevant, let alone necessary, in the context of contemporary education, which is dominated by engineering, the applied sciences, and other disciplines typically associated with good job prospects? Moreover, if one deems it a necessity, what disciplines should one include to make education truly interdisciplinary? These are just some questions advocates of interdisciplinarity encounter rather routinely from both parents and educators. On the other hand, some parents even consider interdisciplinary training a tedious, altogether avoidable complication.

See also Questions To Guide Inquiry-Based Learning

While it is clear that interdisciplinary training includes an introduction to the humanities, it must also be conceded that the sheer breadth of the humanities makes it difficult for educators to zero in on the best, most relevant disciplines. At the same time, the popularity of the humanities has been decreasing rather steadily. See, for instance, Benjamin Schmidt's August 2018 article on the alarming decline in the number of humanities majors in the US since the 2008 financial crisis. Well-planned interdisciplinary programs, therefore, are also highly likely to inject new life into the humanities.

Addressing Technological Developments from the Interdisciplinary Perspective

As some have argued , the very salience of engineering and the applied sciences, coupled with the technological developments these fields have enabled, has necessitated interdisciplinary training. For instance, as innovations continue to flood the automation and artificial intelligence industry-and indeed other industries-ethics is becoming an especially pertinent field.

Should we welcome technologies that are likely to endanger human labor?

See also 12 Things Every Lesson You Teach Should Have

How might this affect employment/unemployment rates? Should such a situation indeed arise, what are human beings likely to do with their newfound 'free time'?

Are we even capable of leading satisfying lives without employment as we know it today?

Ethics, as a discipline, encourages learners to grapple with these questions, which are undeniably important in the context of automation-related discussions. In fact, it can be argued that ethics is indispensable in the context of assessing the impacts-be they cultural, political, or even physical-of any technological development. Other prominent humanities disciplines such as philosophy, psychology, and even sociology encourage learners to consider how cultural differences might factor into people's perception of groundbreaking technological developments.

In essence, these disciplines urge us to avoid simplistic explanations, encouraging us instead to look at how people make and seek meaning. That is, a community may reject a particular technology not because it (the community) is backward, but because the applications of the technology in question might bring them more cons than pros. In other words, culture is an important factor in most matters, and it determines how people perceive changes, including what are billed as groundbreaking technological innovations. Ultimately, in this particular context, humanities disciplines will enable us to recognize that the effect of technology on human life is not uniform.

This is especially important to understand since more and more people are actively involved in designing technologies that address complex, real-life situations. Therefore, engineers and designers must also understand the importance of cultural relativism and the capacity for moral reasoning; interdisciplinary training is one of the best ways to ensure this.

Other Factors that Necessitate Interdisciplinary Training

According to , an interdisciplinary approach has been found to have the following benefits: it enables learners to recognize bias, think critically, and address ambiguity better. More importantly, an interdisciplinary approach, as the report shows, also allows learners to "acknowledge and appreciate ethical concerns." At the same time, we must recognize that these are not guarantees; interdisciplinary education is certainly not the ultimate answer to all educational problems.

However, when practiced earnestly, it is significantly better than one-dimensional education. Indeed, well-planned programs drive home not just the relevance but also the necessity of examining any given problem from multiple disciplinary perspectives. In short, interdisciplinary education urges us to acknowledge the complexity of the human condition. Moreover, an interdisciplinary perspective is necessary also because the world, our object of inquiry, is not merely black and white.

Being especially complex, human affairs defy simplistic explanations. Interdisciplinary education, therefore, allows us to better address contradictions and ambiguities.

Interdisciplinarity: Real-World Applications

While ethics, sociology, and anthropology are distinct disciplines, they nonetheless share very similar concerns. Moreover, nothing human is off-topic for a student of ethics, and the ubiquity of the internet has opened up new areas of critical ethical inquiry. For instance, as this on the difficulties faced by Facebook content moderators shows, determining and assessing moral or ethical standards is especially difficult in the context of social media.

Notably, it is not just the process of identifying offensive or inflammatory content that's dubious. To protect the safety of moderators, contracts are shrouded in secrecy and involve rigid non-disclosure clauses. Moreover, as the above article shows, the moderation business-a fairly recent development-requires critical attention, as moderators tend to be exploited and exposed to inhumane working conditions.

Employers typically state that the need for secrecy inevitably complicates the moderation business and that things will improve with time. Interdisciplinary education, therefore, can enable students to critically evaluate and alleviate this situation.

Needless to say, the industry could benefit from ethical and sociological insights. Interdisciplinary education is highly necessary and relevant today.

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The Benefits And Necessity Of Interdisciplinary Education

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Human affairs defy simplistic explanations. Interdisciplinary education allows us to better address contradictions and ambiguities.

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What is difference between Interdisciplinary and Transdisciplinary education?

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What is difference between Interdisciplinary and Transdisciplinary education?

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This article explains the potentiality and necessity for curriculum integration. Integrated curriculum defines "it is about making connections", and it said while it shows the importance of information and facts in forming deep conceptual understanding,what’s more important is  the ability to find connections. Since this ability is an area not usually assessed in tests, it is underdeveloped and teachers need to grow this area. This leads to the promotion of learning transfer, and these are areas that can be more developed if teachers are consciously made into a process with the guidance. Once transfer of learning is possible, students will find connections between their real lives and their learning, and they will realize the importance of learning.

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The digital classroom, transforming the way we learn

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Interdisciplinary teaching refers to the concept of learning a single subject from multiple perspectives. Proven to boost learning outcomes and enthusiasm around learning, interdisciplinary teaching allows students to think critically, identify their own prejudices, accept the unknown and respect ethical quandaries. It also enables students to understand insights from different disciplines, synthesizes information surrounding a topic and, ultimately, offers a more complete understanding of an issue. Interdisciplinary teaching goes beyond multi-disciplinary or cross-disciplinary teaching, which only requires the consideration of different perspectives, and often requires collaboration between multiple educators to properly execute. Source: I nterdisciplinary Teaching Definition and Meaning | Top Hat.

Transdisciplinary education is the education that brings integration of different disciplines in a harmonious manner to construct new knowledge and uplift the learner to higher domains of cognitive abilities and sustained knowledge and skills. An approach to curriculum integration that dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes. I nternational bureau of education

An integrated curriculum is described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts. Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. Integrated Curriculum: Definition, Benefits & Examples .... https://naturez-vous.com/integrated-curriculum-definition-benefits-examples/

Defining Integrated Curriculum

What exactly is integrated curriculum? In its simplest conception, it is about making connections. What kind of connections? Across disciplines? To real life? Are the connections skill-based or knowledge-based? source: Meeting Standards Through Integrated Curriculum by Susan M. Drake and Rebecca C. Burns

Deeper Conceptual understanding

While information and facts are crucial to a student's success, what's more important-but often underdeveloped because testing does not typically assess this-is the ability to find connections. When we teach for understanding and not memorization, we're leveling the playing field and equipping students with the skills to succeed in the future. The ability to transfer skills and knowledge will be much more advantageous than information that might become irrelevant, and making this the primary focus will relieve the burden on students to try to memorize information separate from how it can be utilized in a project or real-world setting. Source: Getting Smart
Transfer of learning occurs when the student is motivated by the topic, motivated to learn, has previous knowledge on the subject, and knows how to connect new information to existing information. The learner must then be able to retrieve this information and apply it to new learning. A lot of breaks can happen in this chain, but if we model this formula in our teaching and make it a conscious process for students, then our learners stand a better chance of transferring that learning. Source: Larry Ferlazzo
Curriculum integration is a student-centered approach in which students are invited to join with their teachers to plan learning experiences that address both student concerns and major social issues. In examining these issues, students draw on pertinent content and skills from many subject areas and acquire many of the "common learnings" or life skills essential for all citizens in a democracy.

The arguments

The literature on curriculum integration is extensive. Since the early 1990s, the National
Association for Core Curriculum (1991) has distributed a list of Selected References with 65
citations and also Recent Books on Integrative/Interdisciplinary Curriculum (published since
1990) with more than 75 titles (NACC, 2001). Succinct summaries may be found in Vars
(1987/1993) and Beane (1997) Source: CurriculumTesting Vars

I Psychological

A. Students are more highly motivated and learn better because integrative curriculum relates to their needs, problems, concerns, interests, and aspirations. (Faunce & Bossing, 1951/1958) B. Students learn better because integrative curriculum is more compatible with the way the brain works, thus enhancing the development of higher-order thinking skills. (Caine & Caine, 1991; Hart, 1983) II.

. Students learn better because integrative curriculum is more compatible with the way the
brain works, thus enhancing the development of higher-order thinking skills. (Caine & Caine,
1991; Hart, 1983)

2 Sociological

A. Students are better prepared for life in contemporary society because integrative curriculum addresses current social problems in all their real-life complexity. (Van Til, 1976)

B. Students learn major concepts and processes of the disciplines through studying carefully designed integrated units. (Erickson, 1998; Jacobs, 1989)

3 Philosophical

A. Integrative curriculum provides a coherent core of common learnings essential for all citizens in a democracy. (Beane, 1997; Vars, 1969)

B. Integrative curriculum provides a meaningful framework for examining values. (Apple & Beane, 1995; Zapf, 1959)

Conclusion

Curriculum integration, in which students are directly involved in planning, conducting, and
evaluating their own learning, is a powerful way for middle level schools to demonstrate that
they are "developmentally-responsive." Mandated high-stakes testing is a major threat both to
curriculum integration and to the middle level school's commitment to meet the needs of young
adolescents.
Some reassurance can be drawn from six decades of research which shows that students in
interdisciplinary programs usually perform satisfactorily on standardized tests. How students will
do in the new state tests remains to be seen. But we have explained how it is possible to retain
significant features of curriculum integration, teach the most important state and district
standards, and do it all in a way that advances the ultimate purposes of education in a democracy.
Whether these efforts will be enough to "save" curriculum integration depends on how
committed we all are to the ideals of middle level education. Let us hope that we are up to the
task! Source: CurriculumTestingVars

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What is the difference between interdisciplinary and transdisciplinary education?

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Interdisciplinary teaching refers to the concept of learning a single subject from multiple perspectives. Proven to boost learning outcomes and enthusiasm around learning, interdisciplinary teaching allows students to think critically, identify their own prejudices, accept the unknown and respect ethical quandaries. It also enables students to understand insights from different disciplines, synthesizes information surrounding a topic...

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What is the difference between interdisciplinary and transdisciplinary education?

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What is the difference between interdisciplinary and transdisciplinary education?

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This article describes that interdisciplinary learning "refers to the concept of learning that a single subject from multiple perspectives." So it helps students to see an issue from different angles and to think critically. And throughout this process, it also it allows students to identify their own prejudices, and I thought that having a discussion about war in the classroom can be interdisciplinary learning. This is because when discussing war, I think that people with different backgrounds have different feelings about war, and what is right will change for different people.

And it explains that transdisciplinary learning "brings integration of different discipline in a harmonious manner to construct new knowledge". My understanding of those two education is that it's both learnings are conceptualizing learning, but students think and collaborate through an issue in interdisciplinary learning, while students learn many perspectives by using the integrated curriculum. Mai

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The digital classroom, transforming the way we learn

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Interdisciplinary teaching refers to the concept of learning a single subject from multiple perspectives. Proven to boost learning outcomes and enthusiasm around learning, interdisciplinary teaching allows students to think critically, identify their own prejudices, accept the unknown and respect ethical quandaries. It also enables students to understand insights from different disciplines, synthesizes information surrounding a topic and, ultimately, offers a more complete understanding of an issue. Interdisciplinary teaching goes beyond multi-disciplinary or cross-disciplinary teaching, which only requires the consideration of different perspectives, and often requires collaboration between multiple educators to properly execute. Source: I nterdisciplinary Teaching Definition and Meaning | Top Hat.

Transdisciplinary education is the education that brings integration of different disciplines in a harmonious manner to construct new knowledge and uplift the learner to higher domains of cognitive abilities and sustained knowledge and skills. An approach to curriculum integration that dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes. I nternational bureau of education

An integrated curriculum is described as one that connects different areas of study by cutting across subject-matter lines and emphasizing unifying concepts. Integration focuses on making connections for students, allowing them to engage in relevant, meaningful activities that can be connected to real life. Integrated Curriculum: Definition, Benefits & Examples .... https://naturez-vous.com/integrated-curriculum-definition-benefits-examples/

Defining Integrated Curriculum

What exactly is integrated curriculum? In its simplest conception, it is about making connections. What kind of connections? Across disciplines? To real life? Are the connections skill-based or knowledge-based? source: Meeting Standards Through Integrated Curriculum by Susan M. Drake and Rebecca C. Burns

Deeper Conceptual understanding

While information and facts are crucial to a student's success, what's more important-but often underdeveloped because testing does not typically assess this-is the ability to find connections. When we teach for understanding and not memorization, we're leveling the playing field and equipping students with the skills to succeed in the future. The ability to transfer skills and knowledge will be much more advantageous than information that might become irrelevant, and making this the primary focus will relieve the burden on students to try to memorize information separate from how it can be utilized in a project or real-world setting. Source: Getting Smart
Transfer of learning occurs when the student is motivated by the topic, motivated to learn, has previous knowledge on the subject, and knows how to connect new information to existing information. The learner must then be able to retrieve this information and apply it to new learning. A lot of breaks can happen in this chain, but if we model this formula in our teaching and make it a conscious process for students, then our learners stand a better chance of transferring that learning. Source: Larry Ferlazzo
Curriculum integration is a student-centered approach in which students are invited to join with their teachers to plan learning experiences that address both student concerns and major social issues. In examining these issues, students draw on pertinent content and skills from many subject areas and acquire many of the "common learnings" or life skills essential for all citizens in a democracy.

The arguments

The literature on curriculum integration is extensive. Since the early 1990s, the National
Association for Core Curriculum (1991) has distributed a list of Selected References with 65
citations and also Recent Books on Integrative/Interdisciplinary Curriculum (published since
1990) with more than 75 titles (NACC, 2001). Succinct summaries may be found in Vars
(1987/1993) and Beane (1997) Source: CurriculumTesting Vars

I Psychological

A. Students are more highly motivated and learn better because integrative curriculum relates to their needs, problems, concerns, interests, and aspirations. (Faunce & Bossing, 1951/1958) B. Students learn better because integrative curriculum is more compatible with the way the brain works, thus enhancing the development of higher-order thinking skills. (Caine & Caine, 1991; Hart, 1983) II.

. Students learn better because integrative curriculum is more compatible with the way the
brain works, thus enhancing the development of higher-order thinking skills. (Caine & Caine,
1991; Hart, 1983)

2 Sociological

A. Students are better prepared for life in contemporary society because integrative curriculum addresses current social problems in all their real-life complexity. (Van Til, 1976)

B. Students learn major concepts and processes of the disciplines through studying carefully designed integrated units. (Erickson, 1998; Jacobs, 1989)

3 Philosophical

A. Integrative curriculum provides a coherent core of common learnings essential for all citizens in a democracy. (Beane, 1997; Vars, 1969)

B. Integrative curriculum provides a meaningful framework for examining values. (Apple & Beane, 1995; Zapf, 1959)

Conclusion

Curriculum integration, in which students are directly involved in planning, conducting, and
evaluating their own learning, is a powerful way for middle level schools to demonstrate that
they are "developmentally-responsive." Mandated high-stakes testing is a major threat both to
curriculum integration and to the middle level school's commitment to meet the needs of young
adolescents.
Some reassurance can be drawn from six decades of research which shows that students in
interdisciplinary programs usually perform satisfactorily on standardized tests. How students will
do in the new state tests remains to be seen. But we have explained how it is possible to retain
significant features of curriculum integration, teach the most important state and district
standards, and do it all in a way that advances the ultimate purposes of education in a democracy.
Whether these efforts will be enough to "save" curriculum integration depends on how
committed we all are to the ideals of middle level education. Let us hope that we are up to the
task! Source: CurriculumTestingVars

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What is the difference between interdisciplinary and transdisciplinary education?

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Interdisciplinary teaching refers to the concept of learning a single subject from multiple perspectives. Proven to boost learning outcomes and enthusiasm around learning, interdisciplinary teaching allows students to think critically, identify their own prejudices, accept the unknown and respect ethical quandaries. It also enables students to understand insights from different disciplines, synthesizes information surrounding a topic...

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This article explains about the differentiation.

Interdisciplinary concepts or education involve studying a single subject from multiple perspectives. It enhances critical thinking. It also helps in understanding insights and viewpoints from different fields, integrating information on a topic, and ultimately providing a more complete understanding of issues. This leads to conceptual thinking.

Transdisciplinary concepts or education involve harmoniously integrating different fields to create new knowledge, elevating learners to higher levels of abilities and sustainable knowledge and skills. This approach removes traditional boundaries between fields and organizes teaching and learning around constructing meaning in the context of real-world problems or themes.

Erina

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There are different ways to understand certain concepts especially when it comes to grabbing complete understanding of an academic concept coming straight out of a complicated research. To make this process of understanding clear and smooth, numerous techniques defined by certain terminologies have been introduced, and out of those, we have listed out some of the approaches defined ahead.
* Multidisciplinary:
People from different disciplines working together, each drawing on their disciplinary knowledge.
* Interdisciplinary:
Integrating knowledge and methods from different disciplines, using a real synthesis of approaches.
* Transdisciplinary:
Creating a unity of intellectual frameworks beyond the disciplinary perspective.
* Intra disciplinary:
Working within a single discipline.
* Cross disciplinary:
Viewing one discipline from the perspective of another.

Following are some of the most commonly used terminologies in scientific and research based concepts. We are going to elaborate "Interdisciplinary and Transdisciplinary Concepts " out of these with a brief description.

* Interdisciplinary Concepts:

Interdisciplinary concepts or inter-disciplinary education refers to the concepts or teaching of those concepts which requires learning a single subject from multiple perspectives.

Interdisciplinary concepts or interdisciplinary education is considered best when it comes to boosting the learning outcomes and making the whole understanding process interesting and enthusiastic for the students.

Interdisciplinary teaching allows students to think critically, identify their own prejudices, accept the unknown and respect ethical quandaries with enabling the students to understand different insights and perceptions of different disciplines, also synthesizes information surrounding a topic and, ultimately, offers a more complete understanding of an issue.

Interdisciplinary teaching goes beyond multi-disciplinary or cross-disciplinary teaching which is a bit more complicated due to its requirement of multiple teachers or educators and their mutual collaboration to execute the approach properly.

* Transdisciplinary Concepts:

Transdisciplinary concepts or transdisciplinary education that brings integration of different disciplines in a harmonious manner to construct new knowledge and uplift the learner to higher domains of abilities and sustained knowledge and skills.

An approach to curriculum integration that dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes.

Both of these techniques have got different point of views and perceptions by researchers and educationists belonging to different disciplines and research paradigms.

For everyone, the preference is different. For example, a very common perception about the interdisciplinary concept or interdisciplinary education is that it seems very costly in aspects of both time and money. Students trained by the domain of interdisciplinary concepts often experience lack in sufficient knowledge or skills.

Therefore it is quite early to make a statement regarding the best approach out of these. All we can do is to keep the research pace smooth and constant to find out further processions that can be made in the education and research sector.

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There are different ways to understand certain concepts especially when it comes to grabbing complete understanding of an academic concept coming straight out of a complicated research. To make this process of understanding clear and smooth, numerous techniques defined by certain terminologies have been introduced, and out of those, we have listed out some of the approaches defined ahead.

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This video clip explains the differences among three approaches in a concise manner. It states that all three approaches are complementary without any clear-cut lines. However, when taking a closer look, we find that multidisciplinary is self-contained in which each discipline keeps its boundaries. While an interdisciplinary approach is heterogeneous, allowing mixing of disciplines. Trans disciplinary is similar to interdisciplinary, but goes beyond it by including academics, researchers, actors of civic society such as representatives of private sectors as well as public administrators and the public itself. Both interdisciplinary and transdisciplinary approaches have common goals, shared terminology and shared mental image. Transdisciplinary approach does not happen naturally. Transcendence works to make it happen. When transdisciplinary approach works, we are able to reach innovative goals, enriched understanding and a synergy of new methods.

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Difference between Interdisciplinary, Transdisciplinary & Multidisciplinary Approach- Dr Veenus Jain

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This article provides a concise explanation of Interdisciplinary and Transdisciplinary Concepts. Additionally, the diagram included in the article is very helpful for understanding the differences between these concepts. As pointed out in the article, the preferred method can vary depending on the different disciplines and educators. Each method has its own advantages and disadvantages. The most important thing is to carefully consider and choose the best approach to deepen the learning of the students in front of us.

-Masami

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There are different ways to understand certain concepts especially when it comes to grabbing complete understanding of an academic concept coming straight out of a complicated research. To make this process of understanding clear and smooth, numerous techniques defined by certain terminologies have been introduced, and out of those, we have listed out some of the approaches defined ahead.
* Multidisciplinary:
People from different disciplines working together, each drawing on their disciplinary knowledge.
* Interdisciplinary:
Integrating knowledge and methods from different disciplines, using a real synthesis of approaches.
* Transdisciplinary:
Creating a unity of intellectual frameworks beyond the disciplinary perspective.
* Intra disciplinary:
Working within a single discipline.
* Cross disciplinary:
Viewing one discipline from the perspective of another.

Following are some of the most commonly used terminologies in scientific and research based concepts. We are going to elaborate "Interdisciplinary and Transdisciplinary Concepts " out of these with a brief description.

* Interdisciplinary Concepts:

Interdisciplinary concepts or inter-disciplinary education refers to the concepts or teaching of those concepts which requires learning a single subject from multiple perspectives.

Interdisciplinary concepts or interdisciplinary education is considered best when it comes to boosting the learning outcomes and making the whole understanding process interesting and enthusiastic for the students.

Interdisciplinary teaching allows students to think critically, identify their own prejudices, accept the unknown and respect ethical quandaries with enabling the students to understand different insights and perceptions of different disciplines, also synthesizes information surrounding a topic and, ultimately, offers a more complete understanding of an issue.

Interdisciplinary teaching goes beyond multi-disciplinary or cross-disciplinary teaching which is a bit more complicated due to its requirement of multiple teachers or educators and their mutual collaboration to execute the approach properly.

* Transdisciplinary Concepts:

Transdisciplinary concepts or transdisciplinary education that brings integration of different disciplines in a harmonious manner to construct new knowledge and uplift the learner to higher domains of abilities and sustained knowledge and skills.

An approach to curriculum integration that dissolves the boundaries between the conventional disciplines and organizes teaching and learning around the construction of meaning in the context of real-world problems or themes.

Both of these techniques have got different point of views and perceptions by researchers and educationists belonging to different disciplines and research paradigms.

For everyone, the preference is different. For example, a very common perception about the interdisciplinary concept or interdisciplinary education is that it seems very costly in aspects of both time and money. Students trained by the domain of interdisciplinary concepts often experience lack in sufficient knowledge or skills.

Therefore it is quite early to make a statement regarding the best approach out of these. All we can do is to keep the research pace smooth and constant to find out further processions that can be made in the education and research sector.

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There are different ways to understand certain concepts especially when it comes to grabbing complete understanding of an academic concept coming straight out of a complicated research. To make this process of understanding clear and smooth, numerous techniques defined by certain terminologies have been introduced, and out of those, we have listed out some of the approaches defined ahead.

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Transdisciplinarity: Thinking Inside and Outside the Box

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Transdisciplinarity: Thinking Inside and Outside the Box

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The author's experience of teaching a topic in her Latin American History class (Mayan Civilization) that was exactly the same as one of her student's Spanish class topic was a great example of how teachers can intergrate their teaching.
The author offers that for students to become the "ideal worker" for the next decade they need to be "T-shaped", in other words transdisciplinary thinkers.
Schools need to find ways to aide in this shift, but not at the expense of deep content knowledge.
The author presented points for Inside the Box and Outside the Box thinking.
1. Establishing the Foundation: Where students can dig deep inside of discipline and to develop understanding and critical thinking from the lens of a disciplinary thinker.
2. Fostering Collaboration: Where within schools there is collaboration  within disciplines and through shared teaching arrangements where more than one teacher teaches a course.
3. Whole-Grade Learning: Where schools can move to transdisiplinary units across an entire grade level that is examining a topic in depth.
4. Global Grand Challenges: Where students are forced to utilize multiple disciplines to begin developing solutions to ambitious and bold problems. And these challenges require a deep understanding of multiple perspectives and lenses.

This article's points are very similar to how many IB schools have their exhibitions to showcase products that students may have done through shared learnt materials across different subjects.

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The Benefits and Necessity of Interdisciplinary Education

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The Benefits and Necessity of Interdisciplinary Education

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The article titled "The Benefits and Necessity of Interdisciplinary Education" on TeachThought highlights the advantages and importance of interdisciplinary education. Interdisciplinary education refers to an approach that integrates knowledge and methodologies from different disciplines or subject areas to foster a more holistic and interconnected learning experience.

The article emphasizes several key benefits of interdisciplinary education:

1. Real-world relevance: Interdisciplinary education allows students to connect their learning to real-world contexts, making it more meaningful and applicable to their lives.

2. Holistic understanding: By exploring a topic or problem from multiple perspectives, students develop a more comprehensive understanding that transcends the boundaries of individual subjects.

3. Critical thinking and problem-solving skills: Interdisciplinary education nurtures critical thinking skills as students are encouraged to analyze complex issues, make connections between disciplines, and propose creative solutions.

4. Collaboration and communication: Interdisciplinary projects often require collaboration and effective communication, enabling students to develop essential interpersonal and teamwork skills.

5. Engagement and motivation: Integrating different subjects can enhance student engagement and motivation, as it promotes curiosity, inquiry, and the ability to see the relevance of their learning.

The article emphasizes the advantages of interdisciplinary learning, including practical applicability, comprehensive comprehension, critical thinking abilities, teamwork, and motivation. The importance of embracing multidisciplinary approaches is emphasized in order to adequately educate pupils for the complexities of the contemporary world.

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A Cornucopia of Multidisciplinary Teaching

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A Cornucopia of Multidisciplinary Teaching

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In the article, the concept of multidisciplinary learning is explored through an analogy to do with food flavors. (So many analogies in this module!)

The article states six key advantages for multidisciplinary learning.

Uncovering preconceptions or recognizing bias

Advancing critical thinking

Helping students develop their cognitive abilities

Promoting significant learning

Promoting understanding when students learn in heterogeneous ways

Minimal cost and maximum reward

The article also gives an example of how the multidisciplinary approach can be used through the topic of legends, myths, and fables to meet educational standards.

It sheds light on the importance of integrating multiple disciplines to create immersive and effective learning opportunities for students.

I really like the idea of interdisciplinary and multidisciplinary learning. I have for a long time used these approaches when planning a unit, but never really knew the difference between the two. I hope to review my units and incorporate these approaches even more in the near future.

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A Cornucopia of Multidisciplinary Teaching

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A Cornucopia of Multidisciplinary Teaching

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The author cleverly uses a metaphor that combining the flavours of cream cheese and raspberry jam illustrate the power of two different things and powering each other to achieve something bigger than themselves. I like the idea the article suggests that multidisciplinary teaching has many benefits in allowing students to learn in heterogeneous ways. A lot of the times, learning still tends to be very compartmentalized. However, I like to utilize resources that allow students to learn multiple things at once. I agree with the article that teaching English especially allows teachers many opportunities to teach multiple things at once such as comprehension, imagination, plot, moral message as well as vocabulary. As I have come to realize in the past two years, one of the things that I love about teaching elementary is its various opportunities to integrate a whole bunch of different perspectives and disciplines within one lesson. The IB PYP curriculum heavily encourages the use of transdisciplinary learning and I will very much enjoy teaching it when I work in an IB school in the future, has it already matches how I currently teach.

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VIDEO: Difference between Interdisciplinary, Transdisciplinary &  Multidisciplinary Approach by Dr Veenus Jain

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VIDEO: Difference between Interdisciplinary, Transdisciplinary &  Multidisciplinary Approach by Dr Veenus Jain

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In the short YouTube video made by Dr. Venus Jane, there is a distinction between interdisciplinary, transdisciplinary and multidisciplinary approach vs. studies. However, there is an unchanged essence as to the meaning of each term.

It seems that interdisciplinarity involves research/researchers from different perspectives sharing a common goal.

Multidisciplinarity, on the other hand, has several defining features: it is an additive model of research, researchers apply their own understandings, yet they don't share a common goal. This is the biggest difference between multidisciplinarity and interdisciplinarity, in that multidisciplinary team is self-contained.

On the other hand, transdisciplinarity incorporates perspectives by researchers (quite like interdisciplinarity) as well as involving a plethora of public and private representatives, across and beyond any common disciplines.

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In this video, a French academic speaks at length about the differences between these 3 things. I found it interesting that the definition she gave was quite different from the last definition I heard. Essentially, multidiciplinarity involved many disciplines working in parallell. Historically this occurred as academics became more and more specialized and it has allowed us to achieve incredible innovation, however there are gaps between the disciplines and we are finding now that we need whats in those gaps.
Interdisciplnarity essentially builds bridges between the disciplines and makes them talk to one another.
Transdisciplinarity finds the points of convergence between the disciplines and working together, the whole becomes more than the sum of it's parts.

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A less than two minute video exploring the difference between interdisciplinarity and transdisciplinarity. The main difference in Dr. Kelliher's explaination is that transdisciplinary work has a transformative aspect... it changes the way that people think about their disciplines going forward and maybe changes the way the disciplines work as opposed to just coming together in order to achieve a goal and then separating out again, everyone leaving pretty much as they arrived (interdisciplinarity).

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MYP Interdisciplinary Teaching and Learning

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MYP Interdisciplinary Teaching and Learning

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This document explains the MYP's approach to interdisciplinary learning. Among the ideas presented in this document, the idea that stood out to me the most was a common language among subjects. The MYP uses approaches to teaching and learning, concepts, and global contexts as a "common language" between multiple subjects. For example, the concept of "Systems" could be used to explain ecological systems and social systems. These concepts are ideas that reach beyond and between subjects, and explicitly including them in lessons encourages students to consider one idea from the perspectives of multiple subjects.

Considering the sixteen concepts and eight global contexts included in the MYP, I wonder if these play a large role in MYP teacher collaboration. I imagine that teaching about these concepts would work best if different teachers discussed them at about the same time. Do MYP teachers always align their concepts/contexts or are there times when one subject is covering something different? In either case, what kinds of collaborative decisions to teachers make when structuring the MYP curriculum?

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A Cornucopia of Multidisciplinary Teaching

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A Cornucopia of Multidisciplinary Teaching

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This article uses the metaphor of cream cheese and jam on a cracker to explain what multidisciplinary learning and teaching is. Just like the individual flavors of the jam, cream cheese, and cracker enhance each other, multidisciplinary learning takes ideas from multiple subjects and synergizes them to create a new perspective, idea, or experience. The key to accomplishing this synergy in learning is understanding the individual components of each idea, how they interact, and what they create when they interact.

The author of this article uses myths to provide an example of how this could play out in a classroom. In teaching a lesson on Pandora's Box, for example, a teacher might want to explain history, the literary elements of myths, and philosophy.

As someone who wants to teach literature, the possibilities of how multidisciplinary learning could enhance my classes is exciting. I wonder, though, what I should to do teach about subjects in which I am not knowledgeable. For example, a book that I've thought about teaching in a future class, Firekeeper's Daughter by Angeline Boulley, uses both literary and scientific allusions to chart the growth of characters. Particularly, there are references to sciences such as chemistry. I was not a good chemistry student when I was younger and I know very little about the subject. In teaching this book, I worry that if a student asked for guidance in understanding the scientific references, I wouldn't be able to help. I wonder how I can structure my classroom or educate myself to address my blindspots in knowledge.

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Transdisciplinarity: Thinking Inside and Outside the Box

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Transdisciplinarity: Thinking Inside and Outside the Box

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The author borrows the concept of "box" as a metaphor for intra- and inter-disciplinary. And put forward the challenges people will face in the future. For the knowledge structure, the author points out the "T" type of knowledge structure: not only have deep attainments in one's own professional field, but also a broad knowledge structure, so that they can be called talents.
Such a statement is also constructive for our practical work. For example, our IT team members, someone is very good at Java development, but he must also know general IT knowledge, eg, how to deal with simple IT problems, and need to know how to communicate with other people.

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The Benefits And Necessity Of Interdisciplinary Education

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The Benefits And Necessity Of Interdisciplinary Education

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In this article, the author points out the significance of interdisciplinary learning. The importance of literature, especially in the study of engineering and science. Moreover, the author points out some deep-seated problems brought about by technological development, namely, the ultimate goal of technological development is to promote human civilization and happiness, not just technology itself.
The development of technology may bring convenience to people, but at the same time it can also make people lost. Interdisciplinary education helps to explore and address these issues from a developmental perspective.

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