Disciplinary & Interdisciplinary Studies

Interdisciplinary Learning: A Cognitive-Epistemological Foundation

Preparing individuals to lead informed and fulfilling lives in dynamic knowledge societies requires that we nurture synthesizing minds. We must nurture individuals’ capacity to to knit together knowledge from vast and disparate sources into coherent wholes in order to address pressing issues of cultural and natural survival (Gardner 2006).  Synthesis is a fundamental human capacity. It manifests early in life, when children engage in symbolic play, create artistic compositions, or learn the rules of a new game. To a certain extent, we learn to synthesize rather effortlessly by participating in societies where analogies, rich visual representations, and simple systems are ubiquitous. Interdisciplinary synthesis, however, presents heightened cognitive demands and requires deliberate instruction. It implies the integration of knowledge and modes of thinking in two or more disciplines in search for better understanding. Understanding how individuals learn to integrate different forms of expertise to create a work of art, explain a multifaceted phenomenon, fashion a new technology or propose a sustainable environmental solution is essential if we are to cultivate this capacity among collegiate and pre-collegiate youth. What cognitive processes are central to interdisciplinary integration?  What kind of “knowing” is embodied in a historical monument, an explanation overfishing or a sustainable development policy?  On what basis can we discern the relative success of such form of integrative cognition? Ultimately, how can we design instruction to nurture potent forms of interdisciplinary integration?

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Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools

"Let's build dynamic learning communities that engage students, promote deep understanding, and sustain a lifetime of inquiry. Once again we are in the throes of curriculum reforms designed to transform education. However, these efforts generally neglect the vital role classroom and school culture play in promoting learning. Any curriculum, good or bad, will sink or float on the culture of the classroom in which it is enacted. Culture matters not only to realize curricular goals, but also as a shaper of students' development as powerful thinkers and learners. Creating Cultures of Thinking, written by leading Harvard University researcher Ron Ritchhart, builds the case for "enculturation" as the key to deep learning and the development of the habits of mind and dispositions needed in a changing world. He demystifies the process of creating dynamic learning communities by first identifying and then walking us through the eight forces we must marshal to build strong group culture. Case studies, practical guidelines, self-assessments, and inquiry projects enable teachers and administrators—as well as anyone interested in fostering group learning—to understand and shape powerful learning communities."