David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Social Epistemology 20 (3 & 4):315 – 331 (2006)
The extraordinary complexity of knowledge in today's world creates a paradox. On the one hand, its sheer volume and intricacy demand disciplinary specialization, even sub-specialization; innovative research or scholarship increasingly requires immersion in the details of one's disciplinary dialogue. On the other hand, that very immersion can limit innovation. Disciplinary specialization inhibits faculty from broadening their intellectual horizons - considering questions of importance outside their discipline, learning other methods for answering these questions and pondering the possible significance of other disciplines' findings for their own work. This article seeks to understand more fully the factors that enhance and impede cross-disciplinary conversations and the possible longer-term effects of those conversations. Based on 46 interviews with a sample of seminar participants, it examines the experiences of faculty members who ventured (voluntarily) into multidisciplinary waters and its implications for the organization of disciplines and universities.
|Keywords||No keywords specified (fix it)|
No categories specified
(categorize this paper)
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
Fred D'Agostino (2012). Disciplinarity and the Growth of Knowledge. Social Epistemology 26 (3-4):331-350.
Similar books and articles
Lorraine Y. Landry (1999). Multi-Disciplinary Competence Assessment: A Case Study in Consensus and Culture. Theoretical Medicine and Bioethics 20 (5):423-437.
Susanne Sleenhoff Daan Schuurbiers, F. Jacobs Johannes & Patricia Osseweijer (2009). Multidisciplinary Engagement with Nanoethics Through Education—the Nanobio-Raise Advanced Courses as a Case Study and Model. NanoEthics 3 (3).
Daan Schuurbiers, Susanne Sleenhoff, Johannes Jacobs & Patricia Osseweijer (2009). Multidisciplinary Engagement with Nanoethics Through Education—The Nanobio-RAISE Advanced Courses as a Case Study and Model. NanoEthics 3 (3):197-211.
Jens Aagaard-Hansen & Uno Svedin (2009). Quality Issues in Cross-Disciplinary Research: Towards a Two-Pronged Approach to Evaluation. Social Epistemology 23 (2):165 – 176.
Jens Aagaard‐Hansen & Uno Svedin (2009). Quality Issues in Cross‐Disciplinary Research: Towards a Two‐Pronged Approach to Evaluation. Social Epistemology 23 (2):165-176.
Vicki M. Marsh, Dorcas M. Kamuya, Albert M. Mlamba, Thomas N. Williams & Sassy S. Molyneux (2012). Benefits and Payments for Research Participants: Experiences and Views From a Research Centre on the Kenyan Coast. BMC Medical Ethics (1):13-.
Alexander Powell, Maureen A. O'Malley, Staffan Mueller-Wille, Jane Calvert & John Dupré (2007). Disciplinary Baptisms: A Comparison of the Naming Stories of Genetics, Molecular Biology, Genomics and Systems Biology. History and Philosophy of the Life Sciences 29 (1):5-32.
Robert Frodeman (2008). Philosophy Unbound. Environmental Ethics 30 (3):313-324.
Jens Aagaard-Hansen (2007). The Challenges of Cross-Disciplinary Research. Social Epistemology 21 (4):425 – 438.
Added to index2009-01-28
Total downloads13 ( #122,430 of 1,102,742 )
Recent downloads (6 months)3 ( #120,386 of 1,102,742 )
How can I increase my downloads?