Interdisciplinarity is fast becoming as important outside academia as within. Academics, policy makers, and the general public seek methods and approaches to help organize and integrate the vast amounts of knowledge being produced, both within research and at all levels of education. Taking stock of interdisciplinarity as it nears its century mark, The Oxford Handbook of Interdisciplinarity constitutes a major new reference work on a topic of growing academic and societal importance. The collection is distinguished by its breadth of coverage, with chapters written by leading experts from multiple networks and organizations. The volume is edited by respected interdisciplinary scholars and supported by a prestigious advisory board to ensure the highest quality and breadth of coverage. The Oxford Handbook of Interdisciplinarity provides a synoptic overview of the current state of interdisciplinary research, education, administration and management, and problem solving-knowledge that spans the disciplines and interdisciplinary fields, and crosses the space between the academic community and society at large. Its 37 chapters and 15 case studies provide a snapshot of the state of knowledge integration. Offering the most broad-based account of inter- and transdisciplinarity to date, its original essays bring together many of the globe's leading thinkers on interdisciplinary research, education, and the institutional aspects of interdisciplinarity, as well as reflections on how knowledge is integrated into societal needs.
Show moreInterdisciplinarity is fast becoming as important outside academia as within. Academics, policy makers, and the general public seek methods and approaches to help organize and integrate the vast amounts of knowledge being produced, both within research and at all levels of education. Taking stock of interdisciplinarity as it nears its century mark, The Oxford Handbook of Interdisciplinarity constitutes a major new reference work on a topic of growing academic and societal importance. The collection is distinguished by its breadth of coverage, with chapters written by leading experts from multiple networks and organizations. The volume is edited by respected interdisciplinary scholars and supported by a prestigious advisory board to ensure the highest quality and breadth of coverage. The Oxford Handbook of Interdisciplinarity provides a synoptic overview of the current state of interdisciplinary research, education, administration and management, and problem solving-knowledge that spans the disciplines and interdisciplinary fields, and crosses the space between the academic community and society at large. Its 37 chapters and 15 case studies provide a snapshot of the state of knowledge integration. Offering the most broad-based account of inter- and transdisciplinarity to date, its original essays bring together many of the globe's leading thinkers on interdisciplinary research, education, and the institutional aspects of interdisciplinarity, as well as reflections on how knowledge is integrated into societal needs.
Show moreRobert Frodeman: Introduction
PART I: THE TERRAIN OF KNOWLEDGE
1: Peter Weingart: A Short History of Knowledge Formations
2: Julie Thompson Klein: A Taxonomy of Interdisciplinarity
3: Wolfgang Krohn: Interdisciplinary Cases and Disciplinary
Knowledge
4: Steve Fuller: Deviant Interdisciplinarity
5: Dan Sarewitz: Against Holism
PART 2: INTERDISCIPLINARITY IN THE DISCIPLINES
6: Robert P. Crease: Physical Sciences
7: Craig Calhoun & Diana Rhoten: Integrating the Social Sciences:
Theoretical Knowledge, Methodological Tools, and Practical
Applications
8: Warren Burggren, Kent Chapman, Bradley Keller, Michael Monticino
& John Torday: Biological Sciences
9: Julie Thompson Klein & Richard Parncutt: Art and Music
Research
10: Patricia J. Culligan & Feniosky Peña-Mora: Engineering
11: Sarah E. Fredericks: Religious Studies
12: Carole L. Palmer: Information Research on
Interdisciplinarity
PART 3: KNOWLEDGE INTERDISCIPLINED
13: Sheila Jasanoff: A Field of its Own: the Emergence of Science
and Technology Studies
14: Cathy N. Davidson: Humanities and Technology in the Information
Age
15: Adam Briggle & Clifford G. Christians: Media and
Communication
16: Paul Thagard: Cognitive Science
17: Johannes Lenhard: Computation and Simulation
18: Anne Balsamo & Carl Mitcham: Ethics
19: Prasad Boradkar: Design as Problem Solving
20: Veronica Boix Mansilla: Learning to Synthesize: The Development
of Interdisciplinary Understanding
PART 4: INSTITUTIONALIZING INTERDISCIPLINARITY
21: Katri Huutoniemi: Evaluating Interdisciplinary Research
22: J. Britt Holbrook: Peer Review
23: Clark A. Miller: Policy Challenges and University Reform
24: Beth A. Casey: Administering Interdisciplinary Programs
25: William H. Newell: Undergraduate General Education
26: Deborah DeZure: Interdisciplinary Pedagogies in Higher
Education
27: Stephanie Pfirman & Paula J.S. Martin: Facilitating
Interdisciplinary Scholars
28: Jessica K. Graybill & Vivek Shandas: Doctoral Student and Early
Career Academic Perspectives
29: Daniel Callahan: A Memoir of an Interdisciplinary Career
PART 5: KNOWLEDGE TRANSDISCIPLINED
30: Gertrude Hirsch Hadorn, Christian Pohl, & Gabriele Bammer:
Solving Problems through Transdisciplinary Research
31: Styse Strijbos: Systems Thinking
32: Daniel Stokols, Kara L. Hall, Richard P. Moser, Annie Feng,
Shalini Misra, and Brandie K. Taylor: Cross-disciplinary Team
Science Initiatives: Research, Training, and Translation
33: J. Baird Callicott: The Environment
34: Jennifer L. Terpstra, Allan Best, David B. Abrams, & Gregg
Moor: Health Science and Health Services
35: Marilyn Averill: Law
36: Sven Ove Hansson: Risk
37: Bruce A. Vojak, Raymond L. Price, & Abbie Griffin: Corporate
Innovation
Index
Robert Frodeman is Professor of Philosophy in the Department of
Philosophy and Religion Studies at the University of North Texas.
He specializes in environmental philosophy, science policy, and
questions concerning interdisciplinarity. Holder of advanced
degrees in philosophy (a PhD, from Penn State) and geology (a
masters from the University of Colorado), he has held positions at
the University of Texas, the University of Tennessee, and the
University of Colorado.
He served as a consultant for the US Geological Survey for eight
years, was the 2001-2002 Hennebach Professor of the Humanities at
the Colorado School of Mines, and was an ESRC Fellow at
Lancaster
University in England in the spring of 2005. He is the author of
'Geo-Logic: Breaking Ground between Philosophy and the Earth
Sciences' (2003), and co-editor of the 'Encyclopaedia of
Environmental Ethics and Philosophy' (2008). He is founding
Director of UNT's Center for the Study of Interdisciplinarity.
Julie Thompson Klein is Professor of Humanities at Wayne University
and has been a Visiting Professor in Japan, Fulbright professor in
Nepal, Distinguished Visitor at the University of
Auckland/New Zealand, and Senior Fellow at the Association of
American Colleges & Universities. Klein is an internationally
recognized expert on interdisciplinarity and teaches
interdisciplinary humanities,
American cultural studies, and digital humanities. She received the
Kenneth Boulding Award for outstanding scholarship on
interdisciplinarity and the Ramamoorthy & Yeh Transdisciplinary
Distinguished Achievement Award. She has lectured throughout North
America, Europe, Latin America, and the South Pacific, served on
national task forces, and advised public and private agencies. She
has written and edited several books. Carl Mitcham is Professor of
Liberal Arts and International Studies
and Director of the Hennebach Program in Humanities at the Colorado
School of Mines. He is also a faculty member of the European
Graduate School and has held visiting appointments in Spain and the
Netherlands.
His major publications include Thinking through Technology: The
Path between Engineering and Philosophy (1994) and the four volume
Encyclopedia of Science, Technology, and Ethics (2005).
This book, with chapters contributed by leading experts from multiple networks and organisations, takes science integration a stage further by reporting on the extensive work which has been done in recent years to organise and integrate knowledge in the sciences, social sciences and humanities ... It should prove a useful source of information for those keen to foster consensus building and networking in national and international political affairs. Chemistry World
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