This document discusses arguments against interdisciplinarity in academia. It makes three key points: 1) The goals, processes, and outcomes of interdisciplinarity are poorly defined and contested. 2) Fields that are inherently interdisciplinary, like Communication Studies and Women's Studies, benefit from having disciplinary status. 3) The current popularity of interdisciplinarity undermines more radical efforts to reorganize academic study into alternative structures. The document examines the origins of academic disciplines and problems with how interdisciplinarity is conceptualized and implemented.
TRANSLATION AND TRANSFER INTERDISCIPLINARY WRITING AND C.docxturveycharlyn
TRANSLATION AND TRANSFER:
INTERDISCIPLINARY WRITING AND COMMUNICATION
Denise COMER
Thompson Writing Program, Duke University
Durham, North Carolina, 27708, USA
ABSTRACT
As institutions of higher learning make growing numbers
of interdisciplinary faculty hires, establish ever more
interdisciplinary units, develop interdisciplinary curricula,
and pursue growth sectors such as global and online
education, the ability to write effectively across
disciplinary boundaries is becoming ever more vital, and
ever more complex. The rapidly changing and expanding
academic climate lends urgency for all students, faculty,
staff, and administrators not only to learn how to
communicate across disciplines, but also to reflect
meaningfully on why they might want to do so. Drawing
on David Russell’s activity theory and other scholarship on
writing transfer, this paper argues that scholars bear a
responsibility to honor and propagate their own
discipline’s discourse conventions even as they also must
develop strategies for effective interdisciplinary
communication through writing.
1
Keywords: Writing Transfer, Writing, Interdisciplinary
Communication.
1. INTRODUCTION
“Most public intellectuals as well as experts in future
studies would agree that the increasingly global society of
the first half of the twenty-first century will be
characterized by increasing connectivity, diversity, scale,
and rapidity of change…. [S]mall events on one part of the
planet and in one sphere of human existence can now end
up having large and relatively rapid effects on other parts
of the planet and in other spheres of human existence. …
Coping with this complexity will require a new way of
understanding—one that does not rely on having only a
single viewpoint.” [1]
One need not be involved in “future studies” or even
“interdisciplinary studies” to find ways in which
1
This paper is derived from a keynote address, “Academic Writing for
Inter-Disciplinary Communication,” that I delivered at the 2013
International Conference on Education and Information Systems,
Technologies and Applications (July 9-12, 2013; Orlando, Florida). I am
grateful for the input of the audience at the address, as well as feedback
on a subsequent draft from participants in the August 2013 Duke
University Postdoctoral Summer Seminar in Teaching Writing.
interdisciplinary communication already impacts the work
of the academy.
As postsecondary institutions make growing numbers of
interdisciplinary faculty hires, establish more
interdisciplinary units, develop interdisciplinary curricula,
and pursue growth sectors such as global and online
education, the ability to write effectively across disciplinary
boundaries is becoming ever more vital, and ever more
complex. The rapidly changing and expanding academic
climate lends urgency fo ...
TRANSLATION AND TRANSFER INTERDISCIPLINARY WRITING AND C.docxturveycharlyn
TRANSLATION AND TRANSFER:
INTERDISCIPLINARY WRITING AND COMMUNICATION
Denise COMER
Thompson Writing Program, Duke University
Durham, North Carolina, 27708, USA
ABSTRACT
As institutions of higher learning make growing numbers
of interdisciplinary faculty hires, establish ever more
interdisciplinary units, develop interdisciplinary curricula,
and pursue growth sectors such as global and online
education, the ability to write effectively across
disciplinary boundaries is becoming ever more vital, and
ever more complex. The rapidly changing and expanding
academic climate lends urgency for all students, faculty,
staff, and administrators not only to learn how to
communicate across disciplines, but also to reflect
meaningfully on why they might want to do so. Drawing
on David Russell’s activity theory and other scholarship on
writing transfer, this paper argues that scholars bear a
responsibility to honor and propagate their own
discipline’s discourse conventions even as they also must
develop strategies for effective interdisciplinary
communication through writing.
1
Keywords: Writing Transfer, Writing, Interdisciplinary
Communication.
1. INTRODUCTION
“Most public intellectuals as well as experts in future
studies would agree that the increasingly global society of
the first half of the twenty-first century will be
characterized by increasing connectivity, diversity, scale,
and rapidity of change…. [S]mall events on one part of the
planet and in one sphere of human existence can now end
up having large and relatively rapid effects on other parts
of the planet and in other spheres of human existence. …
Coping with this complexity will require a new way of
understanding—one that does not rely on having only a
single viewpoint.” [1]
One need not be involved in “future studies” or even
“interdisciplinary studies” to find ways in which
1
This paper is derived from a keynote address, “Academic Writing for
Inter-Disciplinary Communication,” that I delivered at the 2013
International Conference on Education and Information Systems,
Technologies and Applications (July 9-12, 2013; Orlando, Florida). I am
grateful for the input of the audience at the address, as well as feedback
on a subsequent draft from participants in the August 2013 Duke
University Postdoctoral Summer Seminar in Teaching Writing.
interdisciplinary communication already impacts the work
of the academy.
As postsecondary institutions make growing numbers of
interdisciplinary faculty hires, establish more
interdisciplinary units, develop interdisciplinary curricula,
and pursue growth sectors such as global and online
education, the ability to write effectively across disciplinary
boundaries is becoming ever more vital, and ever more
complex. The rapidly changing and expanding academic
climate lends urgency fo ...
EXPERIENCE & EDUCATION John Dewey The .docxgitagrimston
EXPERIENCE & EDUCATION
John Dewey
The great educational theorist's most concise statement of his ideas about the needs,
the problems, and the possibilities of education--written after his experience with the
progressive schools and in the light of the criticisms his theories received.
"No one has done more to keep alive the fundamental ideals of liberal civilization." -
Morris R. Cohen
Experience and Education is the best concise statement on education ever published
by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the
twentieth century. Written more than two decades after Democracy and Education
(Dewey's most comprehensive statement of his position in educational philosophy), this
book demonstrates how Dewey reformulated his ideas as a result of his intervening
experience with the progressive schools and in the light of the criticisms his theories had
received .
Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that
neither the old nor the new education is adequate and that each is miseducative because
neither of them applies the principles of a carefully developed philosophy of experience.
Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience
and its relation to education. He particularly urges that all teachers and educators looking
for a new movement in education should think in terms of the deeped and larger issues of
education rather than in terms of some divisive "ism" about education, even such an
"ism" as "progressivism." His philosophy, here expressed in its most essential, most
readable form, predicates an American educational system that respects all sources of
experience, on that offers a true learning situation that is both historical and social, both
orderly and dynamic.
"John Dewey is to be classed among those who have made philosophic thought
relevant to the needs of their own day. In the performance of this function he is to be
classed with the ancient stoics, with Augustine, with Aquinas, with Francis Bacon, with
Descartes, with Locke, with Auguste Comte."
--Alfred North Whitehead
"No one who is informed in the educational held can doubt for a moment the profound
influence of John Dewey on both the theory and the practice of American education."
--William Heard Kilpatrick
"John Dewey is unquestionably the preeminent figure in American philosophy; no one
has done more to keep alive the fundamental ideals of liberal civilization; and if there
could be such an office as that of national philosopher, no one else could be properly
mentioned for it."
--"Morris R. Cohen
Preface
ALL SOCIAL movements involve conflicts, which are reflected intellectually in
controversies. It would not be a sign of health if such an important social interest as
education were not also an aren ...
Cause And Effect College Essay. Buy cause and effect essay structure example ...Frances Armijo
How to Write Cause and Effect Essay: Step by Step Guide : CollegeRant. Cause/Effect Essay In this essay, you will analyze the causes and. Cause and effect introduction paragraph examples. How to Write a .... How to write a cause and effect thesis for an essay - 123helpmepost.x .... 022 Cause And Effect Essay Examples Example Good How To Write Middle S .... Cause and effect essay. 2 Cause and Effect Essay Examples That Will Cause a Stir. Wondrous Cause And Effect Essay Examples For College Thatsnotus. Cause and Effect Essays. Scholarship essay: Cause and effect analysis essay. Cause and Effect Essay. College Essay: Essay on cause and effect. Cause and Effect Essay Examples YourDictionary. 40 Cause and Effect Essay Topics for Students - writemyessay的部落格 - udn部落格. Cause And Efect Essay - Examples amp; Topics NEW Pro Essay Help. Buy cause and effect essay structure example global warming! Global .... Cause and effect essay tips. Cause And Effect Essay Structure Amat. Cause and Effect Essay Essays Causality. Cause and effect essay examples for college. Free Cause and Effect .... Cause And Effect Essay Examples College. Why are cause and effect essays written. 003 Essay Example Writing Cause Effect Wwwpodiumlubrificantescombr And .... Cause amp; Effect Essays. Cause and Effect Essay - Writing Guide, Topics amp; Examples. Cause and effect essay prompts. 110 Cause and Effect Essay Topics For .... Cause amp; Effect Essay - Excelsior College OWL - How to Write a Cause and .... 017 Cause And Effect Expository Essay Example Thatsnotus. Cause and effect essay college education Free cause and effect essays. Essays Examples With Cause And Effect. Expository Essay: Cause and effect essay. Cause and Effect Essay Education Teachers Economies Cause And Effect College Essay Cause And Effect College Essay. Buy cause and effect essay structure example global warming! Global ...
The Knowledge and Experience of Self-Referral Consciousness and the
Fulfillment of
Interdisciplinary Study
Samuel Y. Boothby
Maharishi University of Management
Fairfield, Iowa
What is the value of studying humanities in a business or technical .pdfinfo785431
What is the value of studying humanities in a business or technical curriculum?
Solution
Having learned more about the myths and stories of Western civilization, I am understanding
more how study of the humanities (art, history, and literature) can be used to help people better
understand and communicate with one another. It is obvious that the study of humanities is not
just a college course, but it is an ongoing process and practice in life.
The humanities can first be used to understand the past which has created the present. The
culture which we have was shaped by the past. Facts, findings, and literature of even thousands
of years ago have influenced our world today. Knowing this past can allow people to understand
our present; knowing how we came to this present helps us to communicate about it and the
future.
The study of the humanities can also be used to realize differing interpretations of life and
history. Studying facts of the past helps to understand literature of the past. Art reflects the
cultures of the past, and shows how we achieved what we have today. For example, the Song of
Roland was very biased about the Saracens (Muslims). If one only studied literature, they would
have a totally skewed interpretation of who the Muslims were. By studying history though, we
know that the battle in this literature wasn\'t even against Muslims. Also by studying history and
religion we can see how Islam developed and what it really is. This is just one example of how
the comprehensive study of the humanities can be used to understand the world, and to
communicate fairly and intelligently with others in the world.
The humanities are not just part of the college\'s curriculum. The study of the humanities teaches
one how to study and look at how the past developed and how it has impacted today\'s world.
The humanities allows people of different cultures to communicate and understand their
sometimes common pasts but present differences. The humanities shows how different
disciplines affect and complement one another. Finally, the study of the humanities shows that
this study is ongoing and continual, constantly evolving and shaping.
Highly successful executives, entrepreneurs and policy makers offer words of wisdom about the
practical value of studying the humanities. “I think if you have a good background in what it is to
be human, an understanding of life, culture and society, it gives you a good perspective on
starting a business, instead of an education purely in business...You can always pick up how to
read a balance sheet and how to figure out profit and loss, but it\'s harder to pick up the other
stuff on the fly. ”
1. The humanities prepare you to fulfill your civic and cultural responsibilities.
The
reason that John Harvard left his library to the college in Cambridge,
Massachusetts, that Jane and Leland Stanford founded Stanford University, and
that states established land-grant colleges was to educate cultured and
useful citizens. T.
14Module Eight Communication, Socialization and Culture in Or.docxfelicidaddinwoodie
14
Module Eight: Communication, Socialization and Culture in Organizations
Objectives: Candidates will acquire knowledge of group communication and organizational patterns of communication (skill). They will learn to manage their professional activities better within an organizational context by improving their understanding of group dynamics (skill). They will recognize that group behavior is the medium for organizational culture and practice.
Key Concepts: Organization, organizational communication, communication flow, gatekeeper, communication networks, formal and informal communication, organizational culture, grapevine, subaltern, informational/cybernetic models of organizations, goal displacement, scientific management, Taylorism, fantasy themes, thick description, similes, subaltern,
Blackboard Discussion: Describe the informal network of information–grapevine–in your organization from the perspective of what gets communicated, to whom, when and for what reason? How important is the grapevine to your job? How is your professional identity shaped by the grapevine? Can you afford to ignore the grapevine in your school? (What are the positive and negative consequences if you do?) What impact does the information in the grapevine have on your classroom?
On-line Activities: Please read Becker, The Dehumanized World (found in Course Documents). What is his main point? (Hint: Consider the qualities of language discussed in week two of the course as well as the content of this week’s module.). More specifically, why is the concept of reification important to anyone who works in an organization. Why are we reading his work in this module on organizational communication and culture?
Assignment(s) for Week Eight: Find an example of a locally produced official document (policy, clarification of policy from your principal, memo to all staff from district, school newsletter, email from another teacher). Consider how this/these documents promote specific social, task or procedural norms. Examine how identities are constructed in the document (what are they saying about “who” you are. What are the overt and hidden assumptions regarding what management, teachers, students and parents are supposed to do (role expectations)?
Consider how they encourage or discourage a culture of civility by the report and command or content/relational messages given off.
Readings: Chapter 13, Informative Speaking, (pp. 396-415)
Introduction to Module Eight:
One of the objectives in this course according to the course description is that candidates will understand the dynamics of interpersonal communication in educational structures. For much of this course we have been exploring the interpersonal against the backdrop of the organizational, but we have not focused specifically on the organizational forms of communication, common to most institutions, such as schools. Probably every single one of us knows something about working in an organization. Most o ...
GRADUATE SCHOOL.METHODOLOGY OF COLLEGE TEACHING
Source: Learning and Teaching in Higher Education: The Reflective Professional: Greg Light, Susanna Calkins, Roy Cox
2020429 Reconsidering Theory and Practice in Ethnomusicology.docxcameroncourtney45
2020/4/29 Reconsidering Theory and Practice in Ethnomusicology: Applying, Advocating, and Engaging Beyond Academia
https://ethnomusicologyreview.ucla.edu/print/journal/volume/17/piece/602 1/37
Published on Ethnomusicology Review (https://ethnomusicologyreview.ucla.edu)
Home > Reconsidering Theory and Practice in Ethnomusicology: Applying, Advocating, and Engaging Beyond Academia
Reconsidering Theory and Practice in Ethnomusicology:
Applying, Advocating, and Engaging Beyond Academia
Dr. Rebecca Dirksen
The branch of ethnomusicology commonly referred to as “applied ethnomusicology” has
received comparatively little attention within the university setting. The relative lack of
academic debate surrounding research and representation activities labeled “applied” does
not, however, denote a paucity of such activity. Nor does it reflect an absence of interest in
the subject. The dearth of discussion does reveal, however, long-held tensions between
“pure” and “practical” scholarship and ingrained prejudices against matters perceived as
atheoretical. These tensions and prejudices have decreased significantly in recent years but
nevertheless remain present across the discipline. Arguably more relevant today, the
positioning of applied ethnomusicology off to the side of more dominant discourses hints at
some of the typical job parameters and work-related stresses faced by “applied”
ethnomusicologists, which have tended to limit publications; this, in turn, has limited broader
considerations of the subject.
In reality, applied research is central to the field and increasing in importance. Whether or not
it is widely discussed, most ethnomusicologists have applied their theoretical training in some
way during their careers, if not consistently, then at least on a periodic basis. Moreover,
applied ethnomusicology is not a new phenomenon, as has sometimes been assumed. In fact,
academic conversation on the subject hails at least as far back as 1944, when Charles Seeger
issued a call for the development of an “applied musicology”—although many researchers
were engaging in applied activities long before then. Today, applied ethnomusicology stands in
firm response to “does it even matter?” and “what does it mean for the ‘real world’?” in an
era when intellectual occupations are frequently dismissed as irrelevant and elitist, and the
arts and humanities are too often written off as fluff or luxury.
In responding to a contemporary world, we also have some tough questions to ask of
ourselves. Among them: across the discipline, are we appropriately preparing new generations
of ethnomusicologists, given where the academic and non-academic job market now stands
and where it may be in the future? Although some excellent courses do of course exist, formal
study of applied ethnomusicology needs to make its way more prominently into current
graduate curriculums as part of this preparation for new professional realities. As a group of
h.
2020429 Reconsidering Theory and Practice in Ethnomusicology.docxjesusamckone
2020/4/29 Reconsidering Theory and Practice in Ethnomusicology: Applying, Advocating, and Engaging Beyond Academia
https://ethnomusicologyreview.ucla.edu/print/journal/volume/17/piece/602 1/37
Published on Ethnomusicology Review (https://ethnomusicologyreview.ucla.edu)
Home > Reconsidering Theory and Practice in Ethnomusicology: Applying, Advocating, and Engaging Beyond Academia
Reconsidering Theory and Practice in Ethnomusicology:
Applying, Advocating, and Engaging Beyond Academia
Dr. Rebecca Dirksen
The branch of ethnomusicology commonly referred to as “applied ethnomusicology” has
received comparatively little attention within the university setting. The relative lack of
academic debate surrounding research and representation activities labeled “applied” does
not, however, denote a paucity of such activity. Nor does it reflect an absence of interest in
the subject. The dearth of discussion does reveal, however, long-held tensions between
“pure” and “practical” scholarship and ingrained prejudices against matters perceived as
atheoretical. These tensions and prejudices have decreased significantly in recent years but
nevertheless remain present across the discipline. Arguably more relevant today, the
positioning of applied ethnomusicology off to the side of more dominant discourses hints at
some of the typical job parameters and work-related stresses faced by “applied”
ethnomusicologists, which have tended to limit publications; this, in turn, has limited broader
considerations of the subject.
In reality, applied research is central to the field and increasing in importance. Whether or not
it is widely discussed, most ethnomusicologists have applied their theoretical training in some
way during their careers, if not consistently, then at least on a periodic basis. Moreover,
applied ethnomusicology is not a new phenomenon, as has sometimes been assumed. In fact,
academic conversation on the subject hails at least as far back as 1944, when Charles Seeger
issued a call for the development of an “applied musicology”—although many researchers
were engaging in applied activities long before then. Today, applied ethnomusicology stands in
firm response to “does it even matter?” and “what does it mean for the ‘real world’?” in an
era when intellectual occupations are frequently dismissed as irrelevant and elitist, and the
arts and humanities are too often written off as fluff or luxury.
In responding to a contemporary world, we also have some tough questions to ask of
ourselves. Among them: across the discipline, are we appropriately preparing new generations
of ethnomusicologists, given where the academic and non-academic job market now stands
and where it may be in the future? Although some excellent courses do of course exist, formal
study of applied ethnomusicology needs to make its way more prominently into current
graduate curriculums as part of this preparation for new professional realities. As a group of
h.
EXPERIENCE & EDUCATION John Dewey The .docxgitagrimston
EXPERIENCE & EDUCATION
John Dewey
The great educational theorist's most concise statement of his ideas about the needs,
the problems, and the possibilities of education--written after his experience with the
progressive schools and in the light of the criticisms his theories received.
"No one has done more to keep alive the fundamental ideals of liberal civilization." -
Morris R. Cohen
Experience and Education is the best concise statement on education ever published
by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the
twentieth century. Written more than two decades after Democracy and Education
(Dewey's most comprehensive statement of his position in educational philosophy), this
book demonstrates how Dewey reformulated his ideas as a result of his intervening
experience with the progressive schools and in the light of the criticisms his theories had
received .
Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that
neither the old nor the new education is adequate and that each is miseducative because
neither of them applies the principles of a carefully developed philosophy of experience.
Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience
and its relation to education. He particularly urges that all teachers and educators looking
for a new movement in education should think in terms of the deeped and larger issues of
education rather than in terms of some divisive "ism" about education, even such an
"ism" as "progressivism." His philosophy, here expressed in its most essential, most
readable form, predicates an American educational system that respects all sources of
experience, on that offers a true learning situation that is both historical and social, both
orderly and dynamic.
"John Dewey is to be classed among those who have made philosophic thought
relevant to the needs of their own day. In the performance of this function he is to be
classed with the ancient stoics, with Augustine, with Aquinas, with Francis Bacon, with
Descartes, with Locke, with Auguste Comte."
--Alfred North Whitehead
"No one who is informed in the educational held can doubt for a moment the profound
influence of John Dewey on both the theory and the practice of American education."
--William Heard Kilpatrick
"John Dewey is unquestionably the preeminent figure in American philosophy; no one
has done more to keep alive the fundamental ideals of liberal civilization; and if there
could be such an office as that of national philosopher, no one else could be properly
mentioned for it."
--"Morris R. Cohen
Preface
ALL SOCIAL movements involve conflicts, which are reflected intellectually in
controversies. It would not be a sign of health if such an important social interest as
education were not also an aren ...
Cause And Effect College Essay. Buy cause and effect essay structure example ...Frances Armijo
How to Write Cause and Effect Essay: Step by Step Guide : CollegeRant. Cause/Effect Essay In this essay, you will analyze the causes and. Cause and effect introduction paragraph examples. How to Write a .... How to write a cause and effect thesis for an essay - 123helpmepost.x .... 022 Cause And Effect Essay Examples Example Good How To Write Middle S .... Cause and effect essay. 2 Cause and Effect Essay Examples That Will Cause a Stir. Wondrous Cause And Effect Essay Examples For College Thatsnotus. Cause and Effect Essays. Scholarship essay: Cause and effect analysis essay. Cause and Effect Essay. College Essay: Essay on cause and effect. Cause and Effect Essay Examples YourDictionary. 40 Cause and Effect Essay Topics for Students - writemyessay的部落格 - udn部落格. Cause And Efect Essay - Examples amp; Topics NEW Pro Essay Help. Buy cause and effect essay structure example global warming! Global .... Cause and effect essay tips. Cause And Effect Essay Structure Amat. Cause and Effect Essay Essays Causality. Cause and effect essay examples for college. Free Cause and Effect .... Cause And Effect Essay Examples College. Why are cause and effect essays written. 003 Essay Example Writing Cause Effect Wwwpodiumlubrificantescombr And .... Cause amp; Effect Essays. Cause and Effect Essay - Writing Guide, Topics amp; Examples. Cause and effect essay prompts. 110 Cause and Effect Essay Topics For .... Cause amp; Effect Essay - Excelsior College OWL - How to Write a Cause and .... 017 Cause And Effect Expository Essay Example Thatsnotus. Cause and effect essay college education Free cause and effect essays. Essays Examples With Cause And Effect. Expository Essay: Cause and effect essay. Cause and Effect Essay Education Teachers Economies Cause And Effect College Essay Cause And Effect College Essay. Buy cause and effect essay structure example global warming! Global ...
The Knowledge and Experience of Self-Referral Consciousness and the
Fulfillment of
Interdisciplinary Study
Samuel Y. Boothby
Maharishi University of Management
Fairfield, Iowa
What is the value of studying humanities in a business or technical .pdfinfo785431
What is the value of studying humanities in a business or technical curriculum?
Solution
Having learned more about the myths and stories of Western civilization, I am understanding
more how study of the humanities (art, history, and literature) can be used to help people better
understand and communicate with one another. It is obvious that the study of humanities is not
just a college course, but it is an ongoing process and practice in life.
The humanities can first be used to understand the past which has created the present. The
culture which we have was shaped by the past. Facts, findings, and literature of even thousands
of years ago have influenced our world today. Knowing this past can allow people to understand
our present; knowing how we came to this present helps us to communicate about it and the
future.
The study of the humanities can also be used to realize differing interpretations of life and
history. Studying facts of the past helps to understand literature of the past. Art reflects the
cultures of the past, and shows how we achieved what we have today. For example, the Song of
Roland was very biased about the Saracens (Muslims). If one only studied literature, they would
have a totally skewed interpretation of who the Muslims were. By studying history though, we
know that the battle in this literature wasn\'t even against Muslims. Also by studying history and
religion we can see how Islam developed and what it really is. This is just one example of how
the comprehensive study of the humanities can be used to understand the world, and to
communicate fairly and intelligently with others in the world.
The humanities are not just part of the college\'s curriculum. The study of the humanities teaches
one how to study and look at how the past developed and how it has impacted today\'s world.
The humanities allows people of different cultures to communicate and understand their
sometimes common pasts but present differences. The humanities shows how different
disciplines affect and complement one another. Finally, the study of the humanities shows that
this study is ongoing and continual, constantly evolving and shaping.
Highly successful executives, entrepreneurs and policy makers offer words of wisdom about the
practical value of studying the humanities. “I think if you have a good background in what it is to
be human, an understanding of life, culture and society, it gives you a good perspective on
starting a business, instead of an education purely in business...You can always pick up how to
read a balance sheet and how to figure out profit and loss, but it\'s harder to pick up the other
stuff on the fly. ”
1. The humanities prepare you to fulfill your civic and cultural responsibilities.
The
reason that John Harvard left his library to the college in Cambridge,
Massachusetts, that Jane and Leland Stanford founded Stanford University, and
that states established land-grant colleges was to educate cultured and
useful citizens. T.
14Module Eight Communication, Socialization and Culture in Or.docxfelicidaddinwoodie
14
Module Eight: Communication, Socialization and Culture in Organizations
Objectives: Candidates will acquire knowledge of group communication and organizational patterns of communication (skill). They will learn to manage their professional activities better within an organizational context by improving their understanding of group dynamics (skill). They will recognize that group behavior is the medium for organizational culture and practice.
Key Concepts: Organization, organizational communication, communication flow, gatekeeper, communication networks, formal and informal communication, organizational culture, grapevine, subaltern, informational/cybernetic models of organizations, goal displacement, scientific management, Taylorism, fantasy themes, thick description, similes, subaltern,
Blackboard Discussion: Describe the informal network of information–grapevine–in your organization from the perspective of what gets communicated, to whom, when and for what reason? How important is the grapevine to your job? How is your professional identity shaped by the grapevine? Can you afford to ignore the grapevine in your school? (What are the positive and negative consequences if you do?) What impact does the information in the grapevine have on your classroom?
On-line Activities: Please read Becker, The Dehumanized World (found in Course Documents). What is his main point? (Hint: Consider the qualities of language discussed in week two of the course as well as the content of this week’s module.). More specifically, why is the concept of reification important to anyone who works in an organization. Why are we reading his work in this module on organizational communication and culture?
Assignment(s) for Week Eight: Find an example of a locally produced official document (policy, clarification of policy from your principal, memo to all staff from district, school newsletter, email from another teacher). Consider how this/these documents promote specific social, task or procedural norms. Examine how identities are constructed in the document (what are they saying about “who” you are. What are the overt and hidden assumptions regarding what management, teachers, students and parents are supposed to do (role expectations)?
Consider how they encourage or discourage a culture of civility by the report and command or content/relational messages given off.
Readings: Chapter 13, Informative Speaking, (pp. 396-415)
Introduction to Module Eight:
One of the objectives in this course according to the course description is that candidates will understand the dynamics of interpersonal communication in educational structures. For much of this course we have been exploring the interpersonal against the backdrop of the organizational, but we have not focused specifically on the organizational forms of communication, common to most institutions, such as schools. Probably every single one of us knows something about working in an organization. Most o ...
GRADUATE SCHOOL.METHODOLOGY OF COLLEGE TEACHING
Source: Learning and Teaching in Higher Education: The Reflective Professional: Greg Light, Susanna Calkins, Roy Cox
2020429 Reconsidering Theory and Practice in Ethnomusicology.docxcameroncourtney45
2020/4/29 Reconsidering Theory and Practice in Ethnomusicology: Applying, Advocating, and Engaging Beyond Academia
https://ethnomusicologyreview.ucla.edu/print/journal/volume/17/piece/602 1/37
Published on Ethnomusicology Review (https://ethnomusicologyreview.ucla.edu)
Home > Reconsidering Theory and Practice in Ethnomusicology: Applying, Advocating, and Engaging Beyond Academia
Reconsidering Theory and Practice in Ethnomusicology:
Applying, Advocating, and Engaging Beyond Academia
Dr. Rebecca Dirksen
The branch of ethnomusicology commonly referred to as “applied ethnomusicology” has
received comparatively little attention within the university setting. The relative lack of
academic debate surrounding research and representation activities labeled “applied” does
not, however, denote a paucity of such activity. Nor does it reflect an absence of interest in
the subject. The dearth of discussion does reveal, however, long-held tensions between
“pure” and “practical” scholarship and ingrained prejudices against matters perceived as
atheoretical. These tensions and prejudices have decreased significantly in recent years but
nevertheless remain present across the discipline. Arguably more relevant today, the
positioning of applied ethnomusicology off to the side of more dominant discourses hints at
some of the typical job parameters and work-related stresses faced by “applied”
ethnomusicologists, which have tended to limit publications; this, in turn, has limited broader
considerations of the subject.
In reality, applied research is central to the field and increasing in importance. Whether or not
it is widely discussed, most ethnomusicologists have applied their theoretical training in some
way during their careers, if not consistently, then at least on a periodic basis. Moreover,
applied ethnomusicology is not a new phenomenon, as has sometimes been assumed. In fact,
academic conversation on the subject hails at least as far back as 1944, when Charles Seeger
issued a call for the development of an “applied musicology”—although many researchers
were engaging in applied activities long before then. Today, applied ethnomusicology stands in
firm response to “does it even matter?” and “what does it mean for the ‘real world’?” in an
era when intellectual occupations are frequently dismissed as irrelevant and elitist, and the
arts and humanities are too often written off as fluff or luxury.
In responding to a contemporary world, we also have some tough questions to ask of
ourselves. Among them: across the discipline, are we appropriately preparing new generations
of ethnomusicologists, given where the academic and non-academic job market now stands
and where it may be in the future? Although some excellent courses do of course exist, formal
study of applied ethnomusicology needs to make its way more prominently into current
graduate curriculums as part of this preparation for new professional realities. As a group of
h.
2020429 Reconsidering Theory and Practice in Ethnomusicology.docxjesusamckone
2020/4/29 Reconsidering Theory and Practice in Ethnomusicology: Applying, Advocating, and Engaging Beyond Academia
https://ethnomusicologyreview.ucla.edu/print/journal/volume/17/piece/602 1/37
Published on Ethnomusicology Review (https://ethnomusicologyreview.ucla.edu)
Home > Reconsidering Theory and Practice in Ethnomusicology: Applying, Advocating, and Engaging Beyond Academia
Reconsidering Theory and Practice in Ethnomusicology:
Applying, Advocating, and Engaging Beyond Academia
Dr. Rebecca Dirksen
The branch of ethnomusicology commonly referred to as “applied ethnomusicology” has
received comparatively little attention within the university setting. The relative lack of
academic debate surrounding research and representation activities labeled “applied” does
not, however, denote a paucity of such activity. Nor does it reflect an absence of interest in
the subject. The dearth of discussion does reveal, however, long-held tensions between
“pure” and “practical” scholarship and ingrained prejudices against matters perceived as
atheoretical. These tensions and prejudices have decreased significantly in recent years but
nevertheless remain present across the discipline. Arguably more relevant today, the
positioning of applied ethnomusicology off to the side of more dominant discourses hints at
some of the typical job parameters and work-related stresses faced by “applied”
ethnomusicologists, which have tended to limit publications; this, in turn, has limited broader
considerations of the subject.
In reality, applied research is central to the field and increasing in importance. Whether or not
it is widely discussed, most ethnomusicologists have applied their theoretical training in some
way during their careers, if not consistently, then at least on a periodic basis. Moreover,
applied ethnomusicology is not a new phenomenon, as has sometimes been assumed. In fact,
academic conversation on the subject hails at least as far back as 1944, when Charles Seeger
issued a call for the development of an “applied musicology”—although many researchers
were engaging in applied activities long before then. Today, applied ethnomusicology stands in
firm response to “does it even matter?” and “what does it mean for the ‘real world’?” in an
era when intellectual occupations are frequently dismissed as irrelevant and elitist, and the
arts and humanities are too often written off as fluff or luxury.
In responding to a contemporary world, we also have some tough questions to ask of
ourselves. Among them: across the discipline, are we appropriately preparing new generations
of ethnomusicologists, given where the academic and non-academic job market now stands
and where it may be in the future? Although some excellent courses do of course exist, formal
study of applied ethnomusicology needs to make its way more prominently into current
graduate curriculums as part of this preparation for new professional realities. As a group of
h.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Against Interdisciplinarity
Valerie V. Peterson
Abstract: In this essay, I make a case for resisting
interdisciplinarity as a panacea for the limitations of the
contemporary disciplines, for three interrelated reasons.
First, the goals, processes, and products of
interdisciplinarity are ill-defined and contested. Second,
those areas of scholarship that are inherently
interdisciplinary like Communication Studies and
Women's Studies benefit from claiming disciplinary
status. Third, the current popularity of interdisciplinarity
undermines more radical projects to reorganize academic
study. In the end, we should not capitulate to the
popularity of interdisciplinarity, nor should we blindly
reinforce disciplinarity at the expense of thoughtful
scholarship and teaching.
This essay considers interdisciplinarity and the role
of interdisciplinarity in the future of Communication
Studies, Women's Studies, and other recently formed
disciplines. I open with a statement of position: I am
against interdisciplinarity. This means I am swimming
against the current of popular endorsement; as this special
issue of Women and Language attests, there is
considerable enthusiasm for the idea of interdisciplinarity
as a way of doing scholarship and a means of addressing
the complexities of contemporary issues. I argue that we
should not embrace interdisciplinarity without
considerable reflection, for three interrelated reasons.
First, the goals, processes, and products of
interdisciplinarity are ill-defined and contested, in part
thanks to the history of the disciplines in the academy and
in part due to the problems of interdisciplinary studies
themselves. Second, those areas of scholarship that claim
interdisciplinarity may be disadvantaged more than they
benefit from this claim. Third, the current popularity and
taken-for-granted "rightness" of interdisciplinarity
undermines more radical projects to reorganize academic
study. We can't realize more responsive and productive
perspectives if we can't get past the popular appeal of
interdisciplinarity.
My case against interdisciplinarity proceeds as
follows. Starting with a brief mention of the origins of the
modem university and the disciplines within them, I chart
the definitions of the terms "interdisciplinary" and
"interdisciplinarity" and outline problems associated with
interdisciplinary study. I offer a case study of the
"discipline" of Communication, followed by a discussion
of challenges faced by other relatively yoxmg areas of
study. I propose a few alternative means of academic
organization, not necessarily as practical alternatives, but
as means by which we might rethink our relationship to
disciplines and university structures more generally.
Finally I briefly discuss fears (of administrators, faculty
and community) that inhibit efforts to promote such
alternatives with understanding and courage in the face of
the complex and daunting challenges these times pose for
education and the university.
The Origins of Disciplines in the Modern University
We know that administrative structures are often
flawed. The system that arranges scholarly study into
disciplines certainly is flawed, and today's confusion over
the definition of interdisciplinary studies can be largely
attributed to the problems of disciplines and disciplinarity
preceding it. Disciplines are not natural "species," but
social organizations, "whose origins and continued
existence are as much attributable to educational politics
as to the needs of scholarly inquiry" (Newell & Green,
1998, p. 25). Disciplines have been variously and
incommensurately categorized by their subject matter
(e.g., the past), their method (e.g., participant-observer),
their perspective (e.g., the economic man), or the
questions they ask (e.g., philosophic) (Newell & Green,
1998). This results in a great deal of confusion, overlap,
and feuding.
The modem post-industrial university system is only
about one hundred and fifty years old. Basic ideas that
underlie the system were expressed by ancient thinkers
such as Plato, Aristotle, Cicero, and Quintilian but were
more fully articulated in Roman higher education and in
the medieval cathedral schools. (Thompson, 1990). By the
Middle Ages and partly in response to demands for
specialization in certain areas, the term "discipline" was
being used to differentiate the study of arts, theology, the
law, and medicine (Thompson, 1990). The growing
particularization of knowledge continued to have an effect
on the structuring of higher education, especially during
the eighteenth and nineteenth centuries in Germany,
France, Britain, and the United States. During that time,
universities were reconstituted for many reasons,
including advancements in natural sciences, the
privileging of the scientific method, the industrial
revolution, technological advancements, the expansion of
agriculture, and a consciousness made possible by
widespread print literacy (Thompson, 1990).
Just over a century ago, the rapid proliferation of new
knowledge in the sciences and human sciences led
reformers to demand that American colleges do
something in response. The dramatic increase in new
disciplinary "studies" posed challenges to organized
curricula and increasingly obscured any reasoned
connections among emerging fields. In this sudden
transformative surge, college curricula both expanded and
became fragmented into many separate pieces (Newell,
1998). By 1910, the typical college curriculum contained
twenty or more new disciplines that had not existed in the
1880s (Bennett, 1997). However, few educators felt that
difficulties posed by the new expanded curriculum had
been resolved (Newell, 1998). Regardless, the trend of
Women and Language, Vol. 31, No. 2, Pg. 42
2. disciplinarity has continued, especially as public and
private institutions feel increased pressure to create not
only well-educated but also employable graduates.
Stimulated by industry's appetite for educated
workers, the growing size of academic institutions, and
the pressures of managing resources, modem universities
of the twentieth and twenty-fu-st centuries have
increasingly compartmentalized and "disciplined"
intellectual life. A few colleges over the years have
challenged these trends by radically reconfiguring
themselves, but this requires presidents, provosts, deans,
faculty members, and communities with vision who are
dedicated to revolution. Such dedication is rare, and
probably will be more so in the future. Because
disciplines are one way to feed the job market and
because they are an entrenched feature of current
university systems, they are a difficult model of
administration to challenge.
Interdisciplinary, Interdisciplinarity, and Problems of
Interdisciplinarity
InterdiscipHnarity may seem, at first glance, to
challenge the entrenched disciplinary system of academe,
but we fmd on closer reflection that this is not the case.
Specifically, we need to distinguish interdisciplinary
practices from interdisciplinarity as a product or goal or
"cause." "Interdisciplinary" generically and inclusively
means "any deliberate crossing of disciplinary
boundaries" (Fiscella & Kimmel, p. 2). More specifically,
the word "interdisciplinary" suggests "bringing together
perspectives, concepts, themes, materials, methods,
insights, and/or theories from more than one academic
field of study or school subject to understand or resolve a
problem, answer a question, or treat a topic" (Fiscella &
Kimmel, p. 2). The interdisciplinary nature of many
intellectual endeavors is already afact of university life, a
consequence of the complexity of modem study, the
proliferation of information and knowledge, the
commercialization of knowledge and professional
practice, and the need to track across necessary but
permeable structures of university arrangement.
As compared to the adjective "interdisciplinary," the
noun "interdisciplinarity" is a less promising term. In her
detailed history of interdisciplinarity, Julie Thompson
Klein charts both the evolution of the term (which
emerged formally only in the twentieth century) and
disputes over its origins and meanings (1990, 19-39).
Whether conceptualized as a concerted effort to compare
disciplines, as a means to transform disciplines, or as a
focus on issues, problems, or topics drawing from
whatever knowledge serves them; I would argue that
interdisciplinary is to interdisciplinarity as leaming is to
education: the fn-st of the terms describes a process or
quality of a process, the second of the terms describes a
"cause" or result.
Lately, interdisciplinarity has become an increasingly
popular expression, with similarities to other buzzwords
or buzz phrases such as "think outside the box," "on the
same page," "proactive," "diversity," "best practices," and
"accountability" (Hubenthal, 1998, p. 428). As with all
these terms, we should remind ourselves that giving
something a new name and establishing bureaucratic
entities and goals in the service of that name, does not
mean we will automatically or miraculously accomplish
anything. For example, many essays about
interdisciplinarity comment upon the practice of scholarly
activity but are at least one step removed from that
scholarly activity as they do so (this piece of scholarship
included), and/or they are not themselves
interdisciplinary. The bibliography of Fiscella and
Kimmel's" Interdisciplinary Education: A Guide to
Resources (1999) lists over one thousand essays. Many
essays on interdisciplinary education report on context-
and subject-specific teaching projects that would be
difficult to replicate and from which it would be difficult
to extrapolate. Others are theoretical, with little grounding
in practice (Klein, 1990).
In a provocative and widely-cited essay, Thomas L.
Benson calls attention to five of the most widely held
arguments against interdisciplinary studies and expands
upon each in detail. The five arguments ¡ire: First,
interdisciplinary Studie,-; suffer from conceptual confusion
and no principles or values have been developed to serve
as their foundation. Second, it makes no sense for
students to attempt interdisciplinary projects without first
having a strong basis in the contributing disciplines.
Third, because of tlie explosion of knowledge in
disciplines, time spent in interdisciplinary courses makes
it harder for students to, at the same time, gain
disciplinary competence, which may make it harder for
them to get into graduate schools or secure good jobs.
Fourth, integrative studies courses are characteristically
shallow, trading intellectual rigor for topical excitement.
And fifth, interdisciplinarity is costly ( 1998).
Of the five arguments presented by Benson in 1998,
four are easily reflitetl (see Newell, 1998). The first
argument may hold, but confusion over principles and
values is characteristic of disciplines as well as
interdisciplinary studies, and solving that confusion is not
necessary to either intellectual paradigm. Ihe third
argument, concemed with how students spend their time
and the need for disciplinary preparation for graduate
work and careers, would not be a problem as long as
interdisciplinary education were offered as an option
rather than a requirement. The fourth argument, about
intellectual rigor, is unibunded. Even if interdisciplinary
courses are, at present, less rigorous than courses in the
disciplines, that failure would be the fault of the teacher(s)
of those courses, and not the fault of interdisciplinarity,
per se. The fifth argument, about cost, is a practical rather
than ethical consideration. If there is a commitment to
interdisciplinarity because it is a benefit to students, then
we should find ways to make that sort of education
available and affordable.
The second of Benson's arguments, however, offers a
stronger challenge to interdisciplinarity: It asserts that
students who would mt)st benefit from interdisciplinary
Women and Language, Vol. 31, No. 2, Pg. 43
3. study are those who have akeady achieved proficiency, or
at least competence, in the disciplines involved. This level
of skill and understanding takes time to develop, and it
takes even more time when students arrive at college
under-prepared for college-level work, as many do today.
The problem may be partly attributable to the interests of
faculty, who, over the years, tire of their own disciplinary
"home" and desire to borrow from and explore a broader
intellectual "landscape." Or as Nancy Arme Cluck rather
pointedly asks, "Is [interdisciplinary study] merely a new
game for bored scholars?" (1998, p. 361).
In an effort to bring their teaching interests in line
with their research, curious and energetic professors may
design courses reflecting these broader intellectual
territories and featuring and comparing a variety of
approaches to a subject. Such exploration is healthy and
productive for full-time or seasoned scholars, but may not
be as healthy for novice intellectuals whose habits of
mind have yet to be so well established that they might
benefit by being undermined or complicated. As Robert
Paul Wolff, author of The Ideal of the University (1969)
suggests, courses in theoretical economics and logic may
well do more to prepare students for grappling with the
socio-political crises of their time than interdisciplinary
seminars on poverty and the philosophy of war (cited in
Benson, 1997, pp. 78-79).
Still other scholars criticize interdisciplinary studies
for having emerged from "outside" rather than from
within academic need or interest, and for an inclination
toward administrative rather than scholarly productivity.
Bryan S. Turner's (1998) discussion of interdisciplinarity
in the context of the medical curriculum convincingly
demonstrates these issues. He shows how the
development of interdisciplinarity is related not only to
critical evaluations of monodisciplinary assumptions, but
also to financial constraints and to the postmodern
condition more generally. In the latter cases, he argues,
which are most common, the result of interdisciplinarity
is a fragmentary pastiche of disciplines and not
intellectual integration or a more unified, holistic
approach to medicine and medical education. In a
scathing description of the origins and consequences of
interdisciplinary studies such as women's studies, cultural
studies, and the like, Norman Birnbaum (1969) charges
that most interdisciplinary programs did not arise out of
the "inner necessity of the evolution of thought" but were
the product of interested sponsors and clients able to pay
for them. Such sponsorship, he argues, results in
something superficial and contrived, with little
intellectual or structural impact other than a proliferation
of administrative expertise (12).
Instead of breaking down barriers between
disciplines or building bridges across disciplines,
interdisciplinarity, as cause/object/goal, often maintains
and reinforces separation. This is not just the linguistic
implication of a compound word, where the prefix "inter"
has the effect of solidifying (rather than complicating or
eroding) the root word "disciplinarity." It is the
consequence of a powerful and conventional metaphor.
"interdisciplinarity is a cause/object/goal," that both
describes and sanctions the way people think and act in
everyday intellectual and academic life. In the chapter
"The Rhetoric of Interdisciplinarity," Klein points out the
problematic metaphorical implications of the ways people
talk and think about the terms "discipline" and
"interdisciplinarity." She notes how their talk is full of
expressions common to geopolitical struggle, war,
religious difference, and ideology. For example,
academics argue over 'territories" and "fiefdoms"
interdisciplinarity is a "threat" or an "exploration across
boundaries" or a "third-party challenge," people are
"converts" to a discipline or "against" them (Klein, 1990).
These metaphors are not simply superficial matters -
artful turns of phrase independent of the "reality" of the
situation - they are the very ground of human experience
(Lakoff& Johnson, 1980).
The criticisms raised against interdisciplinarity are
serious, but not all interdisciplinary studies are the same.
What is at stake differs depending upon the histories,
features, and issues of a particular interdisciplinary study:
who helped make it possible?; how is it defined by
others?; how does it characterize itself?; etc. I consider
Communication Studies and Women's Studies, two very
different areas of interdisciplinary study, in the following
sections.
The Case of Communication Studies
For Communication Studies, a "discipline" in which
at least some of the readers of this essay are currently
"located," the goal of interdisciplinarity should be
abandoned. The issue here is not that mixing is a bad idea
(it isn't). The issue is that the study of communication
already consists of a mix of people and inquiries coming
from a variety of intellectual and cultural backgrounds. In
other words. Communication Studies is akeady
interdisciplinary.
The study of communication is unique in that its
"objects" of study and processes of interest are the very
means by which humans gain access to and share ideas
about the world. Unlike other areas of study that separate
the means of knowing (methods) from the known
(theories or knowledge). Communication Studies is
primarily concerned with the relationship between means
of knowing - symbolic behavior as it appears in
linguistic, visual, non-verbal, and social forms - and "the
known." In other words, scholars of communication study
how humans (and sometimes also nonhumans)
communicate or make meaning in and about a wide
variety of things and in a multitude of ways.
Communication scholars may study the origins and means
of communication, or the way means of communication
(the alphabet, printing press, cellular telephone, intemet,
etc.) affect areas of interest or concern and the human
condition more generally. Among other things.
Communication scholars may study how communication
shapes and is shaped by the ways we "do" science, the
ways we make histories and perform myths, the ways we
Women and Language, Vol. 31, No. 2, Pg. 44
4. design homes and maintain communities and build
economies, and the ways we differently commune with
the earth and cosmos. Consequently, communication
scholars are often thought of as wanderers (or trespassers)
in other disciplinary territories.
As a discipline. Communication is a more recently
formed galaxy of scholarship than other areas of study
(e.g., history, English, and philosophy). Some histories of
Communication Studies place its birth on November 28,
1914, when a group of speech teachers looked to ancient
Greece for disciplinary footing in rhetoric and broke off
from the National Council of Teachers of English. These
speech teacher rebels expanded their group and scope of
study to eventually become the 7,000+ member National
Communication Association (for more on this history, see
Gray, 1964). Many other regional, national and
international associations have also appeared and
prospered in the 20"* century (e.g.. International
Communication Association, Association for Education in
Journalism and Mass Communication, Media Ecology
Association, Western Communication Association, and
Communication associations in Russia, South Africa,
China, Mexico, and other countries). Some
Communication scholars in the U.S. (see Bowers, 1989)
are inclined to call Communication a discipline as an
assertion of intellectual territory and means toward public
and institutional legitimacy. Many of these see the post-
WWn era of scholarship on propaganda and media as
integral to the development of the "discipline." Others are
disinclined to call Communication(s) a discipline, and
refer to it as a field (reflecting the variety of scholars from
which it draws). In any event, because the study of
communication has to do with populist power (the power
of speech rather than money or land), it is more common
in land-grant schools, and some elite universities do not
have departments devoted to it at all.
Communication departments are also a fairly recent
phenomenon. By "communication departments" I mean
all those departments or administrative units primarily
concemed with the study of communication regardless of
their particular title (e.g.. Communication Studies
Department, Speech Communication Department, School
of Communications, etc.). As relative latecomers on the
disciplinary scene, communication departments and
scholars have more of a challenge claiming subjects of
study, explaining their special contribution to the study of
humanity, and defending the ways their work is arranged
and located.
The point is that Communication Studies is especially
difficult to "discipline" and departmentalize. The variety
of departmental arrangements within and across colleges
and universities across the country, the variation in majors
offered by different communication departments,
perceptions of overlap in course content with other
departments/disciplines, and the challenge of finding and
indexing communication scholarship are all evidence of
this difficulty. Under these circumstances, and perhaps
also because of these circumstances, it is desirable that
Communication Studies be recognized as a discipline.
Despite the drawbacks of "domestication'" and the
challenges of coalition-building, it would be foolish to
toss away the hard-w(in legitimacy that this complex but
viable disciplinarity affords scholars of Communication
Studies in wider university and intellectual communities.
Other "Interdisciplinary" Areas of Study
Over the last forty years or so, other
"interdisciplinary" departments have appeared across
universities (Klein, l'J98a; 1998b). Their appearance is
largely the result of political activism and a lack of
attention paid to issues of concern in "traditional" (and
older) courses and areas of study, e.g., history, social
studies, philosophy, etc. (Birnbaum, 1969; Piscella &
Kimmel, 1999). Some authors argue that by presenting
perspectives of people who have been historically
underrepresented in the education canon, departments like
ethnic studies, women's studies, A frican-American/Black
studies, and cultural studies can challenge and transform
the assumptions, views, methodology, and interpretations
of a number of traditional disciplines (Bumell, 1991;
Butler, 1991). Others are not so sure. These more recently
formed departments are often publicly celebrated, but
they are also often ghettoized at their universities and in
scholarship, which often appears in specialized joumals
devoted to "those" coiicems. We can look to Women's
Studies as a case in point, and as a means of discussing
some of the special difficulties faced by this kind of
intellectual coalition.
DuBois, et al. (1987) note that, in general, people
have been receptive to Women's Studies, but that its
reach and potential impact is harder to assess. It is
difficult to know what counts as scholarship "on women"
because of the diversity of topics and types of work that
might qualify, and much of what is published as
scholarship appears in interdisciplinary joumals devoted
to women's studies. As Klein argues, "special issues" on
women may raise awateness, but they do not substitute
for sustained consideration in and by the mainstream:
"Building distinct subfields and assigning special rubrics
are effective ways of mounting a feminist presence, but
this strategy may ultimately reinforce marginalization"
(1998b, p. 458).
Howe and Lauter (1980) point out tliat difficulty
arises from the two distinct goals of Women's Studies.
One goal is to develop an interdisciplinary academic
program with its own distinctive curricula, research
concems, teaching methodologies, and student bodies.
The other is to implement a strategy for changing the
traditional, male-centered academic curriculum. While
other programs have also aimed to change the institution
within which they operated (e.g., general education, area
studies), no program has so clearly put fundamental
changes in curriculum, personnel, and structure at the top
of its agenda (p. 1). Ihis double charge for women's
studies presents extra challenges to research, evaluation,
and the possibilities of interaction across larger
intellectual and academic contexts.
Women and Language, Vol. 31, No. 2, Pg. 45
5. Many scholars in Women's Studies departments and
other politically focused departments are interested in
interdisciplinarity because they wish to be recognized by,
woven into, and/or present challenges to the disciplines,
departments, and bodies of knowledge that have the most
cultural capital and that (still) dominate and set the
cultural agenda. Yet despite these interdisciplinary
inclinations and in contrast to stated aims, Klein notes that
much of feminist scholarship retains a strongly
disciplinary character (1998b, p. 459). Other Women's
Studies scholars have commented on the "add women and
stir" phenomenon, where established disciplines briefly
make women an object of analysis. Some scholars,
understandably, hope that more than this can be achieved.
The disciplining of Women's Studies and other
interdisciplinary studies into clear and separate camps,
departments, and/or disciplines can also lead to problems
of exclusion within those scholarly and academic groups.
In her essay outlining a twenty-first century agenda for
interdisciplinary and international women's studies. Alma
Vinyard describes the problems of inclusion and
exclusion in two women's studies programs in which she
was involved:
Neither of the programs sought to validate the
experience of every woman. One was
exclusively based on race, ethnicity, and class;
the other excluded students - and faculty along
lines of political values and academic disciplines.
The exclusiveness in both instances was
relegated to informal power networks (of
students and faculty) based on friendship and
elitism (1998, p. 97).
Such stories remind us that simply replacing good-old-
boy networks with good-old-girl networks is no great
improvement, and no moral victory. Because of this
experience, Vinyard promises to resist and combat such
exclusivity in future programs; vowing "I have made a
personal commitment to be the voice of the conscious
reminder lest some forget and regress to exclusion
practices of the past" (p. 97). While her commitment is
commendable, it is unclear if this alone will be enough to
safeguard future programs.
The case of Women's Studies illustrates that
interdisciplinary studies can duplicate the rigidity and
narrowness of the disciplines rather than offering an
alternative. Stanley Fish, in his trenchant essay, "Being
Interdisciplinary Is So Very Hard to Do," points out that
exclusions and marginalizations emerge from within the
interdisciplinary impulse as well as in disciplinary
projects:
Partiality and parochialism are not eliminated or
even diminished by the exposure of their
operation, merely relocated. The blurring of
existing authoritative disciplinary lines and
boundaries will only create new lines and new
authorities; the interdisciplinary impulse finally
does not liberate us from the narrow confines of
academic ghettos to something more capacious;
it merely redomiciles us in enclosures that do not
advertise them as such (p. 244).
According to Fish, interdisciplinarity is not just
difficult, it's impossible. It leaves us "with projects
that look disconcertingly like the disciplinary projects
we are trying to escape" (pp. 244-245).
Women's Studies departments and other identity-
based interdisciplinary studies departments have an
interest in retaining and maintaining the walls that were
established, in the first place, to foster the growth and
health of scholarship from under-represented
perspectives. Traditional disciplines also have an interest
in these walls, as a means of "protecting" themselves
from challenges or "radical" ideas. Yet walls present a
conundnun for identity-based scholars who also have
interdisciplinarity as a goal. While teaching and research
in interdisciplinary programs may be intellectually as
rigorous as that in more "traditional" departments, as long
as interdisciplinary studies like Women's Studies "exhibit
an implicitly shared epistemology that dismantles the
boundary separating knowledge from action, discipline
from politics," departments and scholars related to them
will be seen as ideological (and often rightftilly so)
(Klein, 1998b, pp. 455-456). Consequently, they will
(continue to) encounter difficulties in being accepted by
and working in conjunction with other, more established
disciplines.
Communication departments share with other more
recently formed interdisciplinary departments the
challenge of being accepted. But neither more
disciplinarity nor more interdisciplinarity offers a way
forward. Too much disciplinarity both ghettoizes and
undermines integrative and activist goals, while moves
toward interdisciplinarity will be met with suspicion to
the extent that methods, pedagogy, and aims of Women's
Studies, Cultural Studies, Ethnic Studies, and similar
programs threaten existing academic practices and
structures (see Grossberg, 1993). For people in
Communication Studies and in other inherently
interdisciplinary programs, university arrangements that
are far more educationally radical may be more desirable,
but these arrangements are far too radical for most
academic leaders to imagine. Still, we must think more
creatively about our relationships to the disciplines and to
university structures more generally.
I offer a few modest proposals that move us beyond
narrow disciplinarity without succumbing to the
seemingly obvious option of interdisciplinarity. My
proposals are intellectual exercises with a purpose as I
contend that we must be willing to play out possibilities if
we are to avoid the lure of interdisciplinarity. At the same
time, I call attention to the reticence that often stymies
creative alternatives, calling out fears (among
administrators, faculty, and in the larger community) that
inspire resistance to such restructuring, in order to
encourage us to understand and overcome our all-too-
Women and Language, Vol. 31, No. 2, Pg. 46
6. ready turn to interdisciplinarity as the most viable
response to contemporary challenges to higher education
and the scholarly community.
Reconfiguring the Academy: A Few Modest Proposals
The organization of the early university offers a basis
for two proposals for reconfiguring the university
curriculum. The first returns to pre-disciplinary
arrangements. Early in the history of modem secular
education, universities inherited the holistic
organizational structures of monastic systems of
education from which they emerged. Klein explains.
As the modem university evolved fi-om the
medieval cathedral schools, a unified whole had
come to include both letters and sciences in the
customary divisions of the trivium (grammar,
logic, and rhetoric) and the quadrivium (music,
geometry, arithmetic, and astronomy). The idea
was not that a student should study everything
and forgo specialization but that specialization
would occur in a community of general studies,
'a little city.' The integration of knowledge was
to be the occasion for the union of men [sic], an
ideal embodied in the twin notions of a
community of disciplines of knowledge
{universitas scientiarum) and a community of
teachers and students {universitas magistrorum
et scholarium) (1990, p. 20).
The trivium of the liberal arts addresses matters of
language on a small, medium and large scale. Grammar is
the study of small-scale language concems (e.g., does this
subject go with this predicate?), logic is the study of mid-
scale language concems (e.g., can this assertion be validly
inferred from the preceding assertions?), and rhetoric is
the study of large-scale language concems (e.g., does this
organizational scheme and do these examples fit this
particular audience and occasion?). The quadrivium of the
liberal arts is concemed with matters of number and
theories of number in relation to dimensions of
experience: arithmetic (theory of numbers), geometry
(theory of numbers in space), music (theory of numbers in
time), and astronomy (theory of numbers in space and
time).
In the pre-disciplinary days of university education,
teaching across the arts would progress from the simpler
arts to the more complex (e.g., from arithmetic to
geometry, or from grammar to logic to rhetoric). The
process of educating students in the trivium and
quadrivium would not have been a perfectly discrete
process, as teachers would likely have had to backtrack
occasionally, especially if the art being taught (e.g.,
astronomy) contained one or more of the other arts (e.g.,
geometry, arithmetic). But both a logical and
chronological rationale govemed the way the arts were
divided; and for the way teachers and students might best
progress through them.
The trivium is concemed with symbolic behavior,
e.g., symbol creation, symbol use, interpretation. This
allows for teaching a broad range of subject matter within
each art, e.g., teaching the emotions appropriate to a
eulogy or the laws appropriate to a specific legal
document when teaching rhetoric, and for building upon
previous skills, e.g., using logic to inform and support
one's rhetorical performance. It also allows teachers and
students to make useful connections between and across
all seven of the liberal arts, e.g., in the ability to design
adequate or aesthetically pleasing lyrics to accompany a
musical score.
A radical suggestion, then, to deal with the problems
associated with disciplinarity and interdisciplinarity,
would be to rearrange the modem university. Consider the
following scenario: disciplines and departments that are
largely concemed with matters of the trivium and
quadrivium (Mathematics, Astronomy, African-American
Studies, English, Conununication, History, Philosophy,
Women's Studies, etc.) could be disassembled, and their
faculty retained. A coordinator in each of the seven liberal
arts (dean or chair) would arrange to have these faculty
members teach one or more of the liberal arts, depending
on their skills and interests. Much of the subject matter of
courses could stay the same, but the professors' focus and
the university's focus would be on the successful teaching
and leaming of the liberal arts themselves. Faculty
scholarship would still need to achieve high standards and
require attention to discipline, since the latter would still
be the reality of the suirounding situation, but liberal arts
faculty would no longer be required to publish solely in
their "home" disciplines and its joumals. Assessments of
scholarship and teaching in the liberal arts could then be
most concemed with the goals of rigorous, extensive, and
thorough research in the scholar's chosen area of concem,
and effective and artful scholarly performance (including
classroom documents ¡md performance). Vocational and
technical departments/majors/tracks e.g.. Nursing and
Accounting, as well as the hard sciences, e.g.. Biology,
Chemistry, and perhaps also the Social Sciences, e.g..
Psychology and Sociology, could still retain a system of
disciplinary organization and assessment, but might make
use of liberal arts courues and faculty to the extent they
find useful (for more on the challenges of "locating" the
social sciences, see Anton, 2004).
A second radical oirtion would be to replace what are
now often called "general education" requirements with
communication-based courses, especially courses relevant
to the trivium and theories of media that extend these arts.
Instead of offering the typical smorgasbord option where
students must take a bit of coursework in a variety of
different disciplines, colleges could require initial courses
addressing complex practices of meaning-making and
how these practices shape every other thing we thinlc
about and do (including arithmetic, geometry, music, and
astronomy). Because how we communicate affects every
other area of study, the first task of study would be to
leam more about how human communication works, how
it fails, how persuasion happens, and how to use and
Women and Language, Vol. 31, No. 2, Pg. 47
7. critique conventions of speech, writing, and (other)
media. Only after a thorough investigation of these
questions, complicating rather than simplifying the
phenomenon of communication, and only after sufficient
practice in communication skills, would students be ready
for pursuing specific areas of interest, one of which might
be even more advanced study of communication theories
and practices.
Klein (1990) points out the dangers of the sort of
argument I make here - one that privileges one
perspective, in this case communication, above others.
She notes the dangers of ethnocentrism and disciplinary
imperialism, but also the impossibility of the ultimate
dominance of any one view (especially any one view that
does not already enjoy widespread acceptance, such as
communication studies). She writes, "While resisting
attempts to usurp their data and theory in the name of
interdisciplinarity, disciplinarians may well assert their
own imperialistic claims" (p. 79). As an an example, she
cites John Deely (1980, p. xvi) who touts semiotics as
"the only game in town" - an "inherently" unified
doctrine of signs that reconceptualizes and transforms the
traditional disciplines." She also acknowledges Wayne C.
Booth's (1981, p. 37) argument that imperialistic claims
like these have value because they force matters into "the
courts of communal discourse" where intellectual cross-
pressures may yield new outlooks. It is in the spirit of
Booth's comments that I offer up my arguments.
A less radical option, and one with more real chance
of success, would be to encourage people in positions of
power such as administrators, established faculty, and
collectives of faculty, to assert the value of the liberal arts
and to resist simplistic notions of both disciplinarity and
interdisciplinarity. Because disciplines are currently a fact
of life and because they act as insurance against
intellectual extinction, some form of "on paper"
disciplinarity will be necessary. We should not forget,
however, that disciplines are mainly constructs of
convenience, historical achievements capable of alteration
but also, as achievements, able to exert a force that cannot
be ignored or wished away (Fish, 1998, p. 247).
Disciplines may also be thought of metaphorically as
musical notes or scores. Musical notes were created to
write down what musicians created, but music existed and
can exist without notes. Similarly, disciplines are useful
for categorizing what scholars have done, but scholarship
existed and can exist without disciplines. In many cases,
disciplines have artificially sliced and diced the activities
of scholars, including communication scholars, even
beyond the needs and demands of academic
bureaucracies. Such segregations, which include narrowly
disciplinary publication requirements and physical and
temporal distancing, undermine the diversity of everyday
intellectual experience and contribute to academic
impoverishment and isolation.
Courageously Resisting Both Disciplinarity and
Interdisciplinarity
Fear is often to blame for both overemphasizing
disciplinarity and the tum toward interdisciplinarity as an
altemative and as an "objective." Fear can be spread by
review boards, administrators, faculty, and the
community, especially when times and university budgets
are tight. Understandably, university leaders fear the loss
of funding dollars and their own reputations, and can
inadvertently undermine scholarship and teaching in an
effort to display accountability to the communities they
serve. For example, formal requests for funding, formal
reports on sabbaticals, tenure and promotion portfolio
design, yearly faculty activity reports, and formal
strategic planning, all take up far more faculty time,
physical energy, and psychic energy than they did forty
years ago. Interdisciplinarity often adds to this workload
as joint appointments and new interdisciplinary entities on
campus extend and complicate the administrative duties
of faculty
Leaders of universities also fear looking different
than other schools even when unique arrangements may
be best for students and faculty because they will have to
explain to reviewers these less traditional arrangements
whose assessments are linked to funding. Scholars who
are part of "younger" departments and disciplines such as
Communication Studies, Women's Studies, Ethnic
Studies, etc., may be less bound to conventional academic
arrangements and scholarly allegiances because they are
still "sorting out" the place and claims of their areas of
expertise not to mention struggling with internal
departmental diversity. The differences in methods,
philosophies of knowledge and teaching, as well as
diversity of resources required in such subgroups may
lead to heated debates over funding and undermine
cohesion across the university. This also does not help
administrators.
There are other sources of fear as well. Worried
parents can influence the way legislators, administrators,
and faculty members see a school or university's
"mission." The inclination of parents toward disciplinary
"job-training"/pre-professional approaches to intellectual
development may lead students to pursue courses of study
that actually leave them less able to adjust to the technical
and ethical demands of a fast-changing society and tight
job market. In addition, faculty may instill fear in
colleagues and in aspiring scholars by stressing the
importance of adopting a recognizable disciplinary or
subdisciplinary label. As a result, aspiring scholars will
tailor their studies to a narrow swath of texts/studies
recognized in one area, and by one small group of people,
in the hopes of being seen as an expert and getting a job.
Such illiberality often does not help job candidates, nor
does it suit the liberal arts, which then becomes a
Women and Language, Vol. 31, No. 2, Pg. 48
8. collection of narrowly trained specialists looking to
"interdisciplinarity" as a fix. It is no surprise that Kenneth
Burke, celebrated in both English and Communication
departments/"disciplines" as a scholar of rhetoric, spent
time with brilliant intelle cts, and wrote extensively, but
only took a few university courses. Perhaps only someone
so "undisciplined" and 5e//^disciplined could have read as
widely and as deeply, and become so vastly educated in a
territory of mind that can't help but balk at the discipline
of disciplines and departments and university hierarchy.
Final Thoughts
Interdisciplinary studies cannot correct the problems
of disciplinary study. As Fish (1998) points out,
interdisciplinary studies are ah'eady all around us, and the
problems of disciplinarity remain. People in disciplines
already "borrow" information and techniques from other
disciplines, they expand into intellectual realms claimed
by other disciplines, and some even work to establish new
disciplines, including disciplines of counter-professionals/
experts (Schon, 1983, p. 340). Fish fmds nothing
necessarily reprehensible about these activities:
sometimes a discipline is worth establishing or
maintaining, and sometimes it is time to let disciplinary
claims or status go. But he also recognizes that these
activities in no way lead to "liberation, freedom,
openness," or a "broader" more "holistic" view of
humanity. As he puts it, "The American mind, like any
other, will always be closed, and the only question is
whether we find the form of closure it currently assumes
answerable to our present urgencies" (pp. 249).
If Communication Studies, Women's Studies, and
other recently formed disciplinary fields wish to make
their way in the university system, then we should not
capitulate to the popularity of interdisciplinarity, nor
should we blindly reinforce disciplinarity at the expense
of thoughtful scholarship and teaching. We must do what
we can to quell the fears of administrators, the public, and
aspiring scholars and colleagues. We can put up a healthy
resistance to "being disciplined," even as we exist within
a particular department in a particular university, and we
can practice self-discipline in our ovra teaching and
scholarship. This means being the kind of
teachers/scholars who take an interest across a wide range
of knowledge without having to do so under a specially
named course or program of interdisciplinary study, and
without having to take students into these courses or
programs of study before they are ready. Doing these
things, and persuading others in positions across the
university and in the community to do the same, will help
keep our fiawed but functional university systems
productive and fiexible enough to address the intellectual
and educational needs of this historical moment.
Note
I would like to thank John Waite Bowers, my e-pen-pal, for
conversations over the years about a whole host of fun topics and for his
thoughtful critical feedback on this and other projects. I would also like
to thank Patty Sotirin and two anonymous reviewers for their helpful
suggestions and editing.
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Valerie V. Peterson is an Associate Professor of Communication
who writes about visual communication, rhetoric, communication
theory, sex and sexuality, popular culture, and pedagogy. Her published
work includes academic articles, book chapters, encyclopedia entries,
and other writings on such topics as rhetorical and communication
theory, visual rhetoric, argtunent and identity. Sophistic thought, sexual
politics, the Ellen TV sitcom, the Joy of Sex, and the Kama Sutra. She is
the managing editor of Explorations in Media Ecology and teaches at
Grand Valley State University. She can be contacted at
petersov@gvsu.edu.
Women and Language, Vol. 31, No. 2, Pg. 50