Is Interdisciplinarity Old News? A Disciplined Consideration of Interdisciplinarity

Autor/in	Barrett, Brian D.
Titel	Is Interdisciplinarity Old News? A Disciplined Consideration of Interdisciplinarity
Quelle	In: British Journal of Sociology of Education, 33 (2012) 1, S.97-114 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2012.632868
Schlagwörter	Stellungnahme; Higher Education; Interdisciplinary Approach; Universities; Problem Based Learning; Theories; Identification; College Faculty; Researchers; College Students; Federal Legislation; Foreign Countries; California; United Kingdom; United States; Virginia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; University; Universität; Problem-based learning; Problemorientiertes Lernen; Theory; Theorie; Identifikation; Identifizierung; Fakultät; Researcher; Forscher; Collegestudent; Bundesrecht; Ausland; Kalifornien; Großbritannien; USA
Abstract	This paper draws on the theory of Basil Bernstein and on more recent applications of it by Rob Moore, John Beck and Michael Young to respond to recent calls for the replacement of discipline-based university faculties and departments with "problem-based" curricula and programmes of study. It considers, particularly, the potential consequences of such a shift in higher education policy for the identities of university teachers, researchers and students, and suggests that these calls for reform are premised especially on the problematic assumption that, in Bernsteinian terms, "regionalised" curricular inputs can be expected to produce "generic" knowledge outcomes within the university. (Contains 10 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10