kleinguada - Klein - 1 Estrategias Pedaggicas y Curriculares

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Klein - 1 Estrategias Pedagógicas y Curriculares Interdisciplinares: Teórica y Metodológica en el Campo de la Interdisciplina Prof. (Dr.) Julie Thompson Klein Wayne State University Burton Clark stated the challenge that we face in this international seminar. Modern systems of higher education are confronted by a gap between older, simple expectations and complex realities that outrun those expectations. Definitions that depict one part or function of the university as its "essence" or "essential mission" only underscore the gap between simplified views and new operational realities that are transforming the way we think about knowledge and education (154-55). This transformation is signified by changing metaphors of knowledge and education. Once described as a foundation or linear structure , knowledge is now being depicted as a network, a web, and a dynamic system . The metaphor of unity , and its accompanying values of universality and certainty, has been replaced by metaphors of plurality and relationality in a complex world. Images of demarcated territories and borders are being supplanted by images of fractals , a kaleidoscope , or a wildly growing rhizome without a central root. Metaphors of disciplinary depth and compartmentalization are being supplemented by boundary crossing and crossfertilization . Isolated modes of research work are being reconstituted as affiliations, coalitions , and alliances . Older values of control, mastery and expertise are being replaced by dialogue, interaction, and negotiation , and the curriculum is being reconstructed as a space for integrating , connecting , linking , and clustering (Klein Mapping , 1). Interdisciplinarity lies at the heart of this transformation. In accounting for current interdisciplinary theory and method, I draw on experiences in North America and Europe. The discussion centers on two topics: (1) the shift from simple to complex structure, with emphasis on models of interdisciplinary work and corresponding definitions and theories; and (2) the emergence of a New Academy with emphasis on curricular and pedagogical practices. The conclusion proposes a set of concrete strategies for universities for institutional change. Structure and Theory First, we need a common definition and historical sense of what we are talking about. Klein and Newell define interdisciplinary studies as a "process of answering a question, solving a problem, or addressing a topic that is too broad or complex to be dealt with adequately by a single discipline or profession" (383). The earliest proactive efforts associated with interdisciplinary studies occurred in the core curriculum and general education movements during the opening decades of the twentieth century. The earliest documented use of the term “interdisciplinary” in research appeared in the social sciences in the 1920’s. By the 1930’s and 1940’s, the new interdisciplinary fields of area studies and American studies were emerging as well as the hybrid disciplines of social psychology and biochemistry. The borrowing of tools and
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kleinguada - Klein - 1 Estrategias Pedaggicas y Curriculares

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