Interdisciplinarity

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Interdisciplinarity is a type of academic collaboration in which specialists drawn from two or more academic disciplines work together in pursuit of common goals.

Interdisciplinary programs sometimes arise from a shared conviction that the traditional disciplines are unable or unwilling to address an important problem. For example, social science disciplines such as anthropology and sociology paid little attention to the social analysis of technology throughout most of the twentieth century. As a result, many social scientists with interests in technology have joined science and technology studies programs, which are typically staffed by scholars drawn from numerous disciplines (including anthropology, history, philosophy, sociology, and women's studies). They may also arise from new research developments, such as nanotechnology, which cannot be addressed without combining the approaches of two or more disciplines. Examples include quantum information processing, which amalgamates elements of quantum physics and computer science, and bioinformatics, which combines molecular biology with computer science.

Many scientists believe that the most pressing problems facing humanity, including the AIDS pandemic, global warming, and the loss of biodiversity, can be solved only by developing interdisciplinary approaches.

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Multidisciplinarity

There are varying degrees of interdisciplinarity. In multidisciplinarity, researchers from two or more disciplines work together on a common problem, but without altering their disciplinary approaches or developing a common conceptual framework. True interdisciplinarity occurs when researchers from two or more disciplines pool their approaches and modify them so that they are better suited to the problem at hand.

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Barriers to interdisciplinarity

Because most participants in interdisciplinary ventures were trained in traditional disciplines, they must learn to appreciate differing perspectives and approaches. For example, a discipline that places more emphasis on quantitative "rigor" may produce practitioners who think of themselves (and their discipline) as "more scientific" than others; in turn, colleagues in "softer" disciplines may associate quantitative approaches with an inability to grasp the broader dimensions of a problem. An interdisciplinary program may not succeed if its members remain stuck in their disciplines (and in disciplinary attitudes).

From the disciplinary perspective, much interdisciplinary work is "soft," lacking in rigor, or ideologically motivated; these beliefs place barriers in the career paths of those who choose interdisciplinary work. For example, interdisciplinary grant applications are often refereed by peer reviewers drawn from established disciplines; not surprisingly, interdisciplinary researchers may experience difficulty getting funding for their research. In addition, untenured researchers know that, when they seek promotion and tenure, it is likely that some of the evaluators will lack commitment to interdisciplinarity. They may fear that making a commitment to interdisciplinary research will increase the risk of being denied tenure.

Interdisciplinary programs may fail if they are not given sufficient autonomy. For example, it is a common practice to recruit new interdisciplinary faculty to a joint appointment, with responsibilities in both an interdisciplinary program (such as women's studies) and a traditional discipline (such as history). If the traditional discipline makes the tenure decisions, new interdisciplinary faculty will be hesitant to commit themselves fully to interdisciplinary work.

Due to the existence of these and other barriers, interdisciplinary research areas are strongly motivated to become disciplines themselves. If they succeed, they can establish their own research funding programs and make their own tenure and promotion decisions. In so doing, they lower the risk of entry. Examples of former interdisciplinary research areas that have become disciplines include neuroscience, biochemistry, and biomedical engineering.

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New interdisciplinary programs

Universities worldwide recognize that, in order to address the problems facing humanity today, they must increase their commitment to interdisciplinarity. For example, a grass-roots effort by faculty and students at Stanford University resulted in a new program called Bio-X, which explores the intersections among biology, computer science, medicine, and engineering. The program is housed in the Clark Center, which opened in 2003. Situated along the pathways between the university and the medical center, the Clark Center is designed to both express and facilitate the concept of interdisciplinarity. Each lab is equipped with at least two scientists from each of the participating disciplines, but they are by no means fixed: for example, walls can be moved (or eliminated), and all equipment is on wheels. The entire building is designed to facilitate interdisciplinary communication and to accommodate new, rapid, and unexpected growth as it occurs.

A similar program has recently been instituted at Truman State University in Kirksville, Missouri. Undergraduate students must apply for acceptance into the program, and in the process design their own major using available courses in disciplinary programs. The major requires students take only two courses: an introductory course to interdisciplinary studies (focusing on the theory of interdisciplinarity) and a senior capstone (focusing on synthesis/praxis). The first class of IDSM majors at the school were: Rhetoric and Power, Philosophy in Literature, and Gender in Politics, though recently Biochemistry, Medieval Studies, and East Asian Studies were proposed.

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Relation to holism

Interdisciplinarity is a typical trait of holistic approaches in science. Not all scientists that are committed to interdisciplinarity consider themselves holists, however, as the term "holism" can carry negative connotations. Template:See

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See also

Highly interdisciplinary fields (see also: Category:Interdisciplinary fields) Template:Col-begin Template:Col-break

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External links

  • Siskin, L.S. & Little, J.W. (1995). The Subjects in Question. Teachers College Press. about the departmental organization of high schools and efforts to change that.de:Interdisziplinarität

fr:Interdisciplinarité nl:Interdisciplinariteit sl:Interdisciplinarnost sv:Tvärvetenskap

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