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Interdisciplinary
The document discusses interdisciplinary approaches to education, including terminology, concepts, and the significance of these approaches in the Nepalese curriculum. It emphasizes the importance of integrating multiple disciplines to foster significant learning, promote structural knowledge, and address complex issues like homosexuality through various perspectives. Challenges such as misunderstandings, time constraints, and inadequate resources are also highlighted as obstacles to effective interdisciplinary collaboration.
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Interdisciplinary
- 1. P R ES E N T E D B Y : - S Y E D J A U WA D INTERDISCIPLINARY APPROACHES TO EDUCATION
- 2. SCOPES • 1. RelatedTerminology • 2. Concept • 3. Interdisciplinary approach in Nepalese curriculum • 4. Perspectives in Interdisciplinary Learning • 5. Significance learning • 6. Strengths and Weakness of Interdisciplinary Education
- 3. RELATED TERMINOLOGY • •A disciplinary or holistic courses attempt to gain • comprehensive picture without specific • attention to disciplines or professional fields. • • Multi-disciplinary: a term used to study different • disciplines or subject separately to understand • phenomena
- 4. INTERDISCIPLINARY • • Twoor more disciplines are brought together, • preferably in such a way that the disciplines interact • with one another and have some effect on one • another's perspectives (Rowntree, 1982, p. 135) • • Integration of multidisciplinary knowledge across a • central program (Ivanistskyaya, Clark, Montgomery and • Primeau, 2002) • • Involvement of several different professional areas • (Ivanistskyaya, Clark, Montgomery and Primeau, 2002)
- 5. SOCIAL MARKETING DEMANDS INTERDISCIPLINARYAPPROACH • 1. Commercial marketing • 2. Social anthropology • 3. Behavioral psychology • 4. Communication theory • 5. Education
- 6. PERSPECTIVES IN INTERDISCIPLINARY LEARNING •1. It facilitates the development of structural • knowledge: an understanding of higher-order • relationships and organizing principles • 2. Encourage to perceive the connections between • seemingly unrelated domains, thereby facilitating • a personalized process of organizing knowledge. • 3. Assimilate newly integrated concepts with prior • knowledge and experience
- 7. INTERDISCIPLINARY PROMOTES SIGNIFICANT LEARNING •1. Foundational Knowledge acquiring information and • understanding ideas • 2. Application – acquiring an understanding of how and when to • use skills • 3. Integration – the capacity to connect ideas • 4. Human Dimension - recognition of the social and personal • implications of issues • 5. Learning How-to-Learn – obtaining insights into the process of • learning
- 8. AN EXAMPLE OFA SUBJECT THAT TAKES AN INTERDISCIPLINARY APPROACH • Main • issue • Homosexuality: In particular, the different perspectives • and views of homosexuality • Disciplines • to be • integrated • Discipline 1: Biology • Understand and take a position on the extent to which • homosexuality is acquired or innate • Discipline 2: Laws, rights and politics • Understand and evaluate the current policy, laws and rights • about homosexuality and their social effects • Discipline 4: Theology • Understand and evaluate the reasoning behind the positions • taken by various religious groups • Discipline 5: Psychology and Sociology • Understand the psychological and sociological implications • of particular views about homosexuality
- 9. CHALLENGES IN INTERDISCIPLINARY •1. Misunderstanding of disciplines • 2. Over-reliance on one theory or perspective • 3. Integration confusion, time consuming in curriculum • preparation • 4. Lack of sufficient time for collaboration work • 5. Overlapping roles • 6. Territorial and status conflict • 7. Inadequate funding • 8. Isolate from the core of own field • 9. Lacks specific understand knowledge
- 10. REFERENCE • Jones, C.(2010). Interdisciplinary approach-advantages, • disadvantages and future benefits of interdisciplinary • studies. ESSI, 7 (1). College of Dupage • Ivanistskaya, L., Clark, D., Montgomery, G., & Primeau, R. • (2002). Interdisciplinary learning: process and • outcomes. Innovation Higher Educaiton, 27 (2). Human • Sciences Press, Inc. • Golding, C. (2009). Integrating the discipline: successful • interdisciplinary subjects. Center for the study of higher • education. The University of MELBOUNE. • Bennett, S. (Feb, 2012). Increasing psychology’s role in • interdisciplinary science. 43 (2) Monitor ON • PSYCHOLOGY. APA Publication.