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Advancing Interdisciplinary Studies

Authors:
  • Association for Interdisciplinary Studies

Abstract

Topics: Conceptualizing IDS (sets out a much-used definition), Origins & Motivations, Traditional IDS, IDS Today, ID Forms & Structures, From Simple to Complex Structure, From Visible to Invisible Forms, Conceptual & Organizational Variables, Fostering Communication & Collaboration, Visibility & Legitimacy, Teaching and Learning (Integration, Course Design, Pedagogy and Team-Teaching, Assessment & Evaluation, Program Review
... La question d'une théorie unificatrice possible reste ouverte et sans réponse. En ce moment nous pourrions éventuellement conclure ce paragraphe avec la définition largement citée de Klein et Newell (1998), en tant que guide du processus interdisciplinaire qui doit être appliqué envers la liaison entre la théologie et le travail social. L'interdisciplinarité y est comprise en tant que processus de réponse à une question, de résolution d'un problème ou d'analyse d'un sujet qui est trop large ou complexe pour être examiné de manière appropriée par une seule discipline ou métier... [Elle] s'appuie sur les perspectives disciplinaires et intègre leurs aperçus à travers la construction d'une perspective plus exhaustive (pp. ...
... Strategizing and scaffolding interdisciplinary teaching and learning are not without major challenges, especially in terms of tangibility, equality, and sufficiency. Interdisciplinarity may find itself often in a no man's land from a disciplinary point of view, being described as elusive in concept (Klein & Newell, 1998;Klein, 2000Klein, , 2002 and inadequate in functions such as gatekeeping fundamental disciplinary assumptions (Ng & Litzenberg, 2019) or prescribing tangible markers for assessing interdisciplinary work (Mansilla & Duraising, 2007). This intangibility may cripple deliberate efforts to advance interdisciplinarity, such as leveling disciplinary inequalities (Lyne, 2015;van Rijnsoever & Hessels, 2011;Viseu, 2015) where, for example, each academic discipline may have very different challenges in exploring interdisciplinary teaching and learning opportunities (van Rijnsoever & Hessels, 2011). ...
... La question d'une théorie unificatrice possible reste ouverte et sans réponse. En ce moment nous pourrions éventuellement conclure ce paragraphe avec la définition largement citée de Klein et Newell (1998), en tant que guide du processus interdisciplinaire qui doit être appliqué envers la liaison entre la théologie et le travail social. L'interdisciplinarité y est comprise en tant que processus de réponse à une question, de résolution d'un problème ou d'analyse d'un sujet qui est trop large ou complexe pour être examiné de manière appropriée par une seule discipline ou métier... [Elle] s'appuie sur les perspectives disciplinaires et intègre leurs aperçus à travers la construction d'une perspective plus exhaustive (pp. ...
... La question d'une théorie unificatrice possible reste ouverte et sans 39 réponse. En ce moment nous pourrions éventuellement conclure ce paragraphe avec la définition largement citée deKlein et Newell (1998), en tant que guide du processus interdisciplinaire qui doit être appliqué envers la liaison entre la théologie et le travail social. L'interdisciplinarité y est comprise en tant que ...
Book
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The aim of this manual is to offer a guide and training tool for social workers and other helping professions dealing with clients in the dynamic European social, economic, political, cultural, and religious frame in the beginning of the 21st century. After discussions on methods, explained in this book (I.3.), we organized the twenty chapters around four main aspects: a first part with founding elements (I.1. — I.5.), a second part with insights (II.1. — II.3.), a third part with reflections on spirituality and ethics regarding different social levels (III.1. — III.6.), and a fourth part with selected fields of application (IV.1. — IV.6.). With the first chapter (Opatrný, I.1.), readers are placed in the context of the European situation in the new millennium with a growing religious plurality and cultural diversity. These are the result of secularization waves, the adaptations and transformations of Christendom, migration processes, economic changes, and new geopolitical constellations. The second chapter (Gehrig, I.2.) puts in the centre the core reality and reason for existence of the social work profession: the human being. To help other people professionally requires an understanding of the person, the environment, the complexity of life and a reflexive attitude and capacity to comprehend these situations, processes, and persons. The chapter opens the discussion from a Christian humanist perspective with a focus on the concept of person. The third chapter on interdisciplinarity and method (Baumann, I.3.) is like a hinge between the initial contextualization, the following insights and the rest of the book. Its more complex and theoretical orientation based on Lonergan’s model of four levels of conscious intentionality offers a holistic tool for reflection on practice by which social workers can enhance their ability to be more attentive, intelligent, reasonable, and responsible. In continuity with the chapter and its interdisciplinary orientations, Gehrig shows in I.4. how spirituality is a field for encounters between theology and social work. Insights concludes with a theoretical comparative reading on the connection of social work to related concepts of law, ethics, and religion as expressions of norms (Birher, I.5.). Social workers are aware of how normative frames influence the professional practice and situations, clients find themselves in our societies. The second part of the book with its three chapters centres the attention on the core concepts of the topic, the founding elements. This part starts with a short explanation of the fundamental ethical and practical question of commitment to 328 clients in social work in the context of spirituality and ethics (Opatrný, II.1.). The issue of commitment appears as a continuous element in the book and its chapters. For understanding of the concept of spirituality in this manual and for social work, chapter II.2. (Opatrný and Gehrig) delivers the necessary understandings, followed by some basic ideas on social ethics addressed to the profession (Lacca, II.3.). In the third, more extensive part of the book, readers find explanations of spirituality and ethics on different social levels in practical fields, especially the context of organizations. Baumann offers a bridging chapter between parts two and three (III.1.), where the spirituality of the clients, of social workers, and the ethos of the organizations in a secular age are connected towards a spiritually and ethically attentive, intelligent, reasonable and responsible practice. In III.2., Opatrný reflects on the practice of spiritual assessment as a tool and expression of spiritual sensitive practice in the helping professions. Readers can find here some models and practical orientations. The following chapter III.3. (Lacca), enlarges the questions related to assessment by an ethical reflection on the topic. The rest of the third part is dedicated to the organizational field and leadership. Readers will find an example with the case of ecclesial charitable organizations (III.4., Birher), where the author connects with the ideas expressed in I.5. on norms and explains them; in III.5, Blank and Šimr show the cases of a Protestant and a Catholic organization in Germany and the Czech Republic and its support for the topic of spirituality; III.6. (Baumann) finishes part three with reflections on leadership in social work related to spirituality. The fourth part with selected fields of application shows how the topic of spirituality and ethics appears in exemplified groups and fields of reference for social work. IV.1. (Muñoz and Pereñiguez) describes for social workers the dramatic situations of refugees and migrants and the emerging spiritual questions related to it. Both authors then present in IV.2. a dialogue on how spirituality can be a part of female empowerment and an instrument for social change. In chapter IV.3. (Moya Faz and Baumann) we have included the topic of mental health, as spirituality frequently appears in psychological and health care research. Social workers have a strong professional presence in this field, too; actually, mental health is a topic in most of the training programs for social work. Youth work and spirituality in Ireland (IV.4., McManus) expresses an emerging topic and is the result of the enriching encounters and trainings of academics and practitioners in the project. Of course, the 329 challenging European social reality of elderly people is a necessary and urging focus in the topic of social work and spirituality and an ethical practice. Suchomelová and Moya Faz summarize the important aspects in chapter IV.5. The applications part finishes with a short reflection on the community development (Opatrný), as social work is not only case work or organizational practice, and people always belong to communities, groups of reference and relational local social realities which have to be integrated in the spiritually sensitive social work.
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Los trabajos incluidos en esta obra son el resultado de una invitación a estudiantes de posgrado y profesorado, integrantes de la Red Académica de Migración y Educación (RAME). Todos los autores han participado activamente en el seminario de investigación permanente (presencial y virtual) de la RAME, desde el 2012 y, en esta ocasión, comparten su primera publicación colectiva. La obra se integra de diez capítulos, en cada uno se muestra la riqueza de conocimiento que se está generando desde los espacios de investigación y docencia en las Instituciones de Educación públicas, en México. Se presentan las rutas metodológicas, los acercamientos teóricos y conceptuales, así como los hallazgos y las creativas propuestas de investigación en los estudios sobre migración, movilidad y exilio, desde el campo de la educación, en los diferentes niveles, contextos y procesos.
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Interdisciplinary courses have become a standard component in general education programs. The assumption is that they improve student outcomes. This article is an ethnographic case study of an interdisciplinary course at a research university. It examines the relationship among interdisciplinary curriculum, institutional context, and student outcomes.
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This article reports the results of a series of site visits examining modifications to science, technology, engineering, and mathematics (STEM) teaching and learning based on reform on three differing campuses. Innovations in STEM classrooms included collaborative approaches to learning; incorporation of active learning, authentic contexts, peer teaching; and interdisciplinary connections.
Conference Paper
Full-text available
Self-regulated learning is a process of taking control of and evaluating one's own learning and behaviour. It can be used to describe learning guided by metacognition - thinking about one's thinking; strategic action - planning, monitoring, and evaluating progress against a standard; and motivation to learn (Cazan, 2012). Self-regulated learning emphasises autonomy and control by the individual who monitors, directs, and regulates actions toward information acquisition goals, expanding expertise, and self-improvement. This paper aims to analyse the self-regulated learning from the perspective of the fundamental learning theories. Following the defined aim, self-regulated learning will be discussed from the perspective of behaviourism, social cognitivism, sociocultural theory and experiential learning theory. The paper is primarily grounded on theoretical discussion and contributes to further empirical and academic research, primarily in pedagogy and educational psychology.
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