Search results for 'Interdisciplinary' (try it on Scholar)

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  1. David A. Stone (2013). The Experience of the Tacit in Multi- and Interdisciplinary Collaboration. Phenomenology and the Cognitive Sciences 12 (2):289-308.score: 18.0
    In exploring his concept of interactional expertise in the context of managers of big science projects, Collins identifies the development and deployment tacit knowledge as central, but acknowledges that sociologically, he cannot probe the concept further in developmental or pedagogical directions. In using the term tacit knowledge, Collins relies on the concept as articulated by Michael Polanyi. In coining the term, Polanyi acknowledges his reliance on Heidegger’s concept of being-in-the-world. This paper explores how Polanyi, and so Collins, fails to adequately (...)
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  2. Aaron Panofsky (2011). Field Analysis and Interdisciplinary Science: Scientific Capital Exchange in Behavior Genetics. Minerva 49 (3):295-316.score: 18.0
    This paper uses Pierre Bourdieu’s field theory to develop tools for analyzing interdisciplinary scientific fields. Interdisciplinary fields are scientific spaces where no single form of scientific capital has a monopoly and therefore multiple forms of scientific capital constitute the structures and stakes of scientific competition. Scientists compete to accumulate and define forms of scientific capital and also to set the rates of exchange between them. The paper illustrates this framework by applying it to the interdisciplinary field of (...)
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  3. Elizabeth Towell, Kathleen L. McFadden, William C. McCoy & Amy Buhrow (2012). Creating an Interdisciplinary Business Ethics Program. Journal of Academic Ethics 10 (2):93-112.score: 18.0
    Driven by recent accreditation mandates, a changing legal environment, and multiple high-visibility corporate ethics scandals, many business schools are responding to the growing movement within higher education to integrate ethics into the curricula. The literature suggests that the amount of attention given to ethics varies widely among institutions, and has not been coherently developed. Moreover, institutions have struggled to tie related projects and instruction to the overall concept of assurance of student learning. The purpose of this paper is to provide (...)
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  4. Andrew Higgins & Alexis Dyschkant (2014). Interdisciplinary Collaboration in Philosophy. Metaphilosophy 45 (3):372-398.score: 18.0
    Many philosophers would, in theory, agree that the methods and tools of philosophy ought to be supplemented by those of other academic disciplines. In practice, however, the sociological data suggest that most philosophers fail to engage or collaborate with other academics, and this article argues that this is problematic for philosophy as a discipline. In relation to the value of interdisciplinary collaboration, the article highlights how experimental philosophers can benefit the field, but only insofar as they draw from the (...)
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  5. Janet Smithson, Catherine Hennessy & Robin Means (2012). Online Interaction and" Real Information Flow": Contrasts Between Talking About Interdisciplinarity and Achieving Interdisciplinary Collaboration. Journal of Research Practice 8 (1):Article - P1.score: 18.0
    In this article we study how members of an interdisciplinary research team use an online forum for communicating about their research project. We use the concepts of "community of practice" and "connectivity" to consider the online interaction within a wider question of how people from different academic traditions "do" interdisciplinarity. The online forum for this Grey and Pleasant Land project did not take off as hoped, even after a series of interventions and amendments, and we consider what the barriers (...)
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  6. Andrew Yuengert (2011). Economics and Interdisciplinary Exchange in Catholic Social Teaching and “Caritas in Veritate”. Journal of Business Ethics 100 (S1):41-54.score: 18.0
    The social sciences, and particularly economics, play an important role in business. This article reviews the account of the interdisciplinary conversation between Catholic Social Teaching and the social sciences (especially economics) over the last century, and describes Benedict XVI’s development of this account in Caritas in Veritate . Over time the popes recognized that the technical approach of economics was a barrier to fruitful collaboration between economics and Catholic Social Teaching, both because the economic approach is reductionist, and because (...)
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  7. Hartwig Spitzer (2013). Introduction of Interdisciplinary Teaching: Two Case Studies. Science and Engineering Ethics 19 (4):1451-1454.score: 18.0
    Interdisciplinary courses on science, engineering and society have been successfully established in two cases, at Bilkent University, Ankara, Turkey, and at the University of Hamburg, Germany. In both cases there were institutional and perceptual barriers that had to be overcome in the primarily disciplinary departments. The ingredients of success included a clear vision of interdisciplinary themes and didactics, and the exploitation of institutional opportunities. Haldun M. Ozaktas in Ankara used the dynamics of an accreditation process to establish courses (...)
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  8. Andy Blunden (2009). An Interdisciplinary Concept of Activity. Outlines. Critical Practice Studies 11 (1):1-26.score: 18.0
    It is suggested that if Cultural-Historical Activity Theory (CHAT) is to fulfil its potential as an approach to cultural and historical science in general, then an interdisciplinary concept of activity is needed. Such a concept of activity would provide a common foundation for all the human sciences, underpinning concepts of, for example, state and social movement equally as, for example, learning and personality. For this is needed a clear conception of the ‘unit of analysis’ of activity, i.e., of what (...)
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  9. Jonathan Ives (2014). A Method of Reflexive Balancing in a Pragmatic, Interdisciplinary and Reflexive Bioethics. Bioethics 28 (6):302-312.score: 18.0
    In recent years there has been a wealth of literature arguing the need for empirical and interdisciplinary approaches to bioethics, based on the premise that an empirically informed ethical analysis is more grounded, contextually sensitive and therefore more relevant to clinical practice than an ‘abstract’ philosophical analysis. Bioethics has (arguably) always been an interdisciplinary field, and the rise of ‘empirical’ (bio)ethics need not be seen as an attempt to give a new name to the longstanding practice of (...) collaboration, but can perhaps best be understood as a substantive attempt to engage with the nature of that interdisciplinarity and to articulate the relationship between the many different disciplines (some of them empirical) that contribute to the field. It can also be described as an endeavour to explain how different disciplinary approaches can be integrated to effectively answer normative questions in bioethics, and fundamental to that endeavour is the need to think about how a robust methodology can be articulated that successfully marries apparently divergent epistemological and metaethical perspectives with method. This paper proposes ‘Reflexive Bioethics’ (RB) as a methodology for interdisciplinary and empirical bioethics, which utilizes a method of ‘Reflexive Balancing’ (RBL). RBL has been developed in response to criticisms of various forms of reflective equilibrium, and is built upon a pragmatic characterization of Bioethics and a ‘quasi-moral foundationalism’, which allows RBL to avoid some of the difficulties associated with RE and yet retain the flexible egalitarianism that makes it intuitively appealing to many. (shrink)
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  10. David Andre Waldman (2013). Interdisciplinary Research is the Key. Frontiers in Human Neuroscience 7.score: 18.0
  11. Andrea Armstrong & Douglas Jackson-Smith (2013). Forms and Levels of Integration: Evaluation of an Interdisciplinary Team-Building Project. Journal of Research Practice 9 (1):Article M1.score: 18.0
    Team science models are frequently promoted as the best way to study complex societal and environmental problems. Despite increasing popularity, there is relatively little research on the processes and mechanisms that facilitate the emergence of integration of interdisciplinary teams. This article evaluates a suite of recent team-building and grant-writing activities designed to address water management in the Western U.S. We use qualitative methods to document the emergence of integrative capacity at the individual, group, and institutional levels, with particular attention (...)
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  12. Michael Butler Jr (2013). Operationalizing Interdisciplinary Research–a Model of Co-Production in Organizational Cognitive Neuroscience. Frontiers in Human Neuroscience 7:720.score: 18.0
    Operationalizing interdisciplinary research – a model of co-production in organizational cognitive neuroscience.
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  13. Glenn C. Graber & Christopher D. Pionke (2006). A Team-Taught Interdisciplinary Approach to Engineering Ethics. Science and Engineering Ethics 12 (2):313-320.score: 15.0
    This paper outlines the development and implementation of a new course in Engineering Ethics at the University of Tennessee. This is a three-semester-hour course and is jointly taught by an engineering professor and a philosophy professor. While traditional pedagogical techniques such as case studies, position papers, and classroom discussions are used, additional activities such as developing a code of ethics and student-developed scenarios are employed to encourage critical thinking. Among the topics addressed in the course are engineering as a profession (...)
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  14. Janna Hastings, Werner Ceusters, Barry Smith & Kevin Mulligan (2011). The Emotion Ontology: Enabling Interdisciplinary Research in the Affective Sciences. In CONTEXT ’11, The Seventh International and Interdisciplinary Conference on Modeling and Using Context. Springer.score: 15.0
    Affective science conducts interdisciplinary research into the emotions and other affective phenomena. Currently, such research is hampered by the lack of common definitions of terms used to describe, categorise and report both individual emotional experiences and the results of scientific investigations of such experiences. High quality ontologies provide formal definitions for types of entities in reality and for the relationships between such entities, definitions which can be used to disambiguate and unify data across different disciplines. Heretofore, there has been (...)
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  15. Rick Szostak (2013). Research Skills for the Future: An Interdisciplinary Perspective. Journal of Research Practice 9 (1):Article V3.score: 15.0
    This article is a response to a Viewpoint & Discussion article published in this journal: Ulrich, W., & Dash, D. P. (2013). Research skills for the future: Summary and critique of a comparative study in eight countries. Journal of Research Practice, 9(1), Article V1.
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  16. Arthur Efron (forthcoming). The Sexual Body: An Interdisciplinary Perspective. Journal of Mind and Behavior.score: 15.0
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  17. William A. Blanpied & Wendy Weisman-Dermer (eds.) (1975). Proceedings of the Aaas Interdisciplinary Workshop on the Interrelationships Between Science and Technology, and Ethics and Values, Sheraton Conference Center, Reston, Virginia, 10-12 April 1975. [REVIEW] American Association for the Advancement of Science.score: 15.0
     
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  18. Peter Žeňuch & Katarína Žeňuchová (2013). Slovak Slavistics: Past and Present. Interdisciplinary Discourses of Slovak Academic Slavistics. Human Affairs 23 (2):258-275.score: 15.0
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  19. Stephan Kirste (ed.) (2012). Interdisciplinary Research in Jurisprudence and Constitutionalism. Druck Nomos, Franz Steiner Verlag ;.score: 15.0
     
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  20. Bryan Frances, Why I Think Research in Non-Applied, Non-Interdisciplinary, Non-Historical Philosophy is Worthwhile.score: 12.0
    On occasion, someone will ask you why you’re a philosopher and not a scientist or some other, more obviously respectable, intellectual. Or a high and mighty philosopher will dismiss all of philosophy with the exception of the history of philosophy. Others will restrict philosophy’s importance to applied philosophy or philosophy with obvious interdisciplinary features. Or someone from a different discipline might be respectful of the philosophical profession but in need of an explanation of why research in philosophy that is (...)
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  21. Peter Carruthers & Jill Boucher (eds.) (1998). Language and Thought: Interdisciplinary Themes. Cambridge University Press.score: 12.0
    What is the place of language in human cognition? Do we sometimes think in natural language? Or is language for purposes of interpersonal communication only? Although these questions have been much debated in the past, they have almost dropped from sight in recent decades amongst those interested in the cognitive sciences. Language and Thought is intended to persuade such people to think again. It brings together essays by a distinguished interdisciplinary team of philosophers and psychologists, who discuss various ways (...)
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  22. B. D. Josephson & V. S. Ramachandran (eds.) (1980). Consciousness and the Physical World: Edited Proceedings of an Interdisciplinary Symposium on Consciousness Held at the University of Cambridge in January 1978. Pergamon Press.score: 12.0
    Edited proceedings of an interdisciplinary symposium on consciousness held at the University of Cambridge in January 1978. Includes a foreword by Freeman Dyson. Chapter authors: G. Vesey, R.L. Gregory, H.C. Longuet-Higgins, N.K. Humphrey, H.B. Barlow, D.M. MacKay, B.D. Josephson, M. Roth, V.S. Ramachandran, S. Padfield, and (editorial summary only) E. Noakes. -/- Page numbering convention: 'go to page n' accesses the pair of scanned pages 2n and 2n+1. A text-format version of the book (OCR generated with occasional errors) is (...)
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  23. Gareth S. Owen, Fabian Freyenhagen, Genevra Richardson & Matthew Hotopf (2009). Mental Capacity and Decisional Autonomy: An Interdisciplinary Challenge. Inquiry 52 (1):79 – 107.score: 12.0
    With the waves of reform occurring in mental health legislation in England and other jurisdictions, mental capacity is set to become a key medico-legal concept. The concept is central to the law of informed consent and is closely aligned to the philosophical concept of autonomy. It is also closely related to mental disorder. This paper explores the interdisciplinary terrain where mental capacity is located. Our aim is to identify core dilemmas and to suggest pathways for future interdisciplinary research. (...)
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  24. Collin Rice & Joshua Smart (2011). Interdisciplinary Modeling: A Case Study of Evolutionary Economics. Biology and Philosophy 26 (5):655-675.score: 12.0
    Biologists and economists use models to study complex systems. This similarity between these disciplines has led to an interesting development: the borrowing of various components of model-based theorizing between the two domains. A major recent example of this strategy is economists’ utilization of the resources of evolutionary biology in order to construct models of economic systems. This general strategy has come to be called evolutionary economics and has been a source of much debate among economists. Although philosophers have developed literatures (...)
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  25. Margaret A. Boden (1990). Interdisciplinary Epistemology. Synthese 85 (2):185 - 197.score: 12.0
    In commemorating Piaget we should not remember his psychology alone. He hoped for a biologically grounded epistemology, which would require interdisciplinary effort. This paper mentions some recent research in biology, embryology, and philosophy that is consonant with Piaget's epistemological aims. The authors do not cite Piaget as a prime intellectual influence, there being no distinctive Piagetian methodology outside psychology. But they each mention him as someone whose work is relevant to theirs and whose interdisciplinary aims will be achieved (...)
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  26. Jeanette K. Gundel & Nancy Ann Hedberg (eds.) (2008). Reference: Interdisciplinary Perspectives. Oxford University Press.score: 12.0
    The ability to produce and understand referring expressions is basic to human language use and human cognition. Reference comprises the ability to think of and represent objects (both real and imagined/fictional), to indicate to others which of these objects we are talking about, and to determine what others are talking about when they use a nominal expression. The articles in this volume are concerned with some of the central themes and challenges in research on reference within the cognitive sciences - (...)
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  27. Paul Howard-Jones & Kate Fenton (2012). The Need for Interdisciplinary Dialogue in Developing Ethical Approaches to Neuroeducational Research. Neuroethics 5 (2):119-134.score: 12.0
    This paper argues that many ethical issues in neuroeducational research cannot be appropriately addressed using the principles and guidance available in one of these areas alone, or by applying these in simple combination. Instead, interdisciplinary and public dialogue will be required to develop appropriate normative principles. In developing this argument, it examines neuroscientific and educational perspectives within three broad categories of ethical issue arising at the interface of cognitive neuroscience and education: issues regarding the carrying out of interdisciplinary (...)
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  28. Zachary Stein, Michael Connell & Howard Gardner (2008). Exercising Quality Control in Interdisciplinary Education: Toward an Epistemologically Responsible Approach. Journal of Philosophy of Education 42 (3-4):401-414.score: 12.0
    This article argues that certain philosophically devised quality control parameters should guide approaches to interdisciplinary education. We sketch the kind of reflections we think are necessary in order to produce epistemologically responsible curricula. We suggest that the two overarching epistemic dimensions of levels of analysis and basic viewpoints go a long way towards clarifying the structure of interdisciplinary validity claims. Through a discussion of how best to teach basic ideas about numeracy in Mind, Brain, and Education, we discuss (...)
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  29. Anna Goppel & Anne Schwenkenbecher (2012). Philosophy and International Law: Reflections on Interdisciplinary Research Into Terrorism. Ancilla Iuris 111.score: 12.0
    This essay investigates the possibilities and limits of interdisciplinary research into terrorism. It is shown that approaches that combine philosophy and international law are necessary, and when such an approach needs to be adopted. However, it is also important not to underestimate how much of a challenge is posed by the absence of agreement concerning the definition of terrorism, and also by the structural differences in the way the two disciplines address the problem and formulate the issues. Not least, (...)
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  30. Jennifer G. Jesse (2011). Reflections on the Benefits and Risks of Interdisciplinary Study in Theology, Philosophy, and Literature. American Journal of Theology and Philosophy 32 (1):62 - 73.score: 12.0
    In recent years, multidisciplinary study has become all the rage in academic circles. Scholars have been going all out for interdisciplinarity, not only in research programs, but pedagogically in the classroom, and structurally in higher education curricula. Fewer and fewer cautionary voices are being heeded or even heard in this conversation. In this essay, I advocate a mediating position on this issue that has emerged from reflecting on my own professional work with interdisciplinary scholarship. That work includes research, scholarship, (...)
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  31. Fenna van Nes (2011). Mathematics Education and Neurosciences: Towards Interdisciplinary Insights Into the Development of Young Children's Mathematical Abilities. Educational Philosophy and Theory 43 (1):75-80.score: 12.0
    The Mathematics Education and Neurosciences project is an interdisciplinary research program that bridges mathematics education research with neuroscientific research. The bidirectional collaboration will provide greater insight into young children's (aged four to six years) mathematical abilities. Specifically, by combining qualitative ‘design research’ with quantitative ‘experimental research’, we aim to come to a more thorough understanding of prerequisites that are involved in the development of early spatial and number sense. The mathematics education researchers are concerned with kindergartner's spatial structuring ability, (...)
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  32. Broder Breckling & Hauke Reuter (2004). Analysing Biodiversity: The Necessity of Interdisciplinary Trends in the Development of Ecological Theory. Poiesis and Praxis 3 (s 1-2):83-105.score: 12.0
    Technological advancement has an ambivalent character concerning the impact on biodiversity. It accounts for major detrimental environmental impacts and aggravates threads to biodiversity. On the other hand, from an application perspective of environmental science, there are technical advancements, which increase the potential of analysis, detection and monitoring of environmental changes and open a wider spectrum of sustainable use strategies.The concept of biodiversity emerged in the last two decades as a political issue to protect the structural and functional basis of (...)
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  33. Hanne Andersen & Susann Wagenknecht (2013). Epistemic Dependence in Interdisciplinary Groups. Synthese 190 (11):1881-1898.score: 12.0
    In interdisciplinary research scientists have to share and integrate knowledge between people and across disciplinary boundaries. An important issue for philosophy of science is to understand how scientists who work in these kinds of environments exchange knowledge and develop new concepts and theories across diverging fields. There is a substantial literature within social epistemology that discusses the social aspects of scientific knowledge, but so far few attempts have been made to apply these resources to the analysis of interdisciplinary (...)
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  34. I. T. Kasavin (2009). The Idea of Interdisciplinary Approach in Contemporary Epistemology. Diogenes 56 (2-3):110-124.score: 12.0
    This paper presents some perspectives in contemporary epistemology, relating in particular to the links between contextualism and interdisciplinary approaches. The author considers the role played by different theories of context in the frame of a social epistemology.
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  35. Edward Hackett & Diana Rhoten (2009). The Snowbird Charrette: Integrative Interdisciplinary Collaboration in Environmental Research Design. Minerva 47 (4):407-440.score: 12.0
    The integration of ideas, methods, and data from diverse disciplines has been a transformative force in science and higher education, attracting policy interventions, program innovations, financial resources, and talented people. Much energy has been invested in producing a new generation of scientists trained to work fluidly across disciplines, sectors, and research problems, yet the success of such investments has been difficult to measure. Using the Integrative Graduate Education and Research Training (IGERT) program of the U.S. National Science Foundation as a (...)
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  36. J. Britt Holbrook (2013). What is Interdisciplinary Communication? Reflections on the Very Idea of Disciplinary Integration. Synthese 190 (11):1865-1879.score: 12.0
    In this paper I attempt to answer the question: What is interdisciplinary communication? I attempt to answer this question, rather than what some might consider the ontologically prior question—what is interdisciplinarity (ID)?—for two reasons: (1) there is no generally agreed-upon definition of ID; and (2) one’s views regarding interdisciplinary communication have a normative relationship with one’s other views of ID, including one’s views of its very essence. I support these claims with reference to the growing literature on ID, (...)
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  37. Alessandro Antonietti, Antonella Corradini & E. Jonathan Lowe (eds.) (2008). Psycho-Physical Dualism Today: An Interdisciplinary Approach. Lexington Books.score: 12.0
    This book presents a state-of-the-art overview of current developments in this exciting new area of interdisciplinary collaboration, and will be indispensable ...
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  38. Kjetil Fretheim (2011). Development, Ethics and Theology: Interdisciplinary Connections and Challenges. Journal of Global Ethics 7 (3):303-313.score: 12.0
    In this paper, I address the interdisciplinary character of development studies and ethics by discussing the relationship between Christian theology and development studies in general and development ethics in particular. I begin by presenting development theology, a kind of theology that critically reflects on the meaning and implications of the Christian faith with regard to improving the lives of people living in material poverty. This kind of theology is related to the better-known liberation theology, and I discuss the role (...)
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  39. William H. Newell (2011). The Road From Interdisciplinary Studies to Complexity. World Futures 67 (4-5):330 - 342.score: 12.0
    The founder of the profession of interdisciplinary studies revisits the intellectual odyssey he undertook in developing a theory of interdisciplinary studies, which eventually led him to complex systems theory. The precise relationship between complex systems and interdisciplinary studies is probed and the implications of that relationship for both theories are critically examined.
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  40. Erika Mansnerus (2013). Modeling in the Social Sciences: Interdisciplinary Comparison. Perspectives on Science 21 (2):267-272.score: 12.0
    Building energy models result from interdisciplinary expertise and collaboration. In order to understand this, models are best seen as narrative devices, capable of integrating various ingredients and to address both research questions and policy initiatives. Shipworth's account of models as sausage machines that can potentially mix ingredients challenges us to reevaluate the epistemological consequences of the use of models as interdisciplinary tools. Models tell stories to different audiences, and through stories, they integrate available expertise to highlight the key (...)
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  41. Wim J. Steen (1990). Interdisciplinary Integration in Biology? An Overview. Acta Biotheoretica 38 (1).score: 12.0
    Philosophical theories about reduction and integration in science are at variance with what is happenign in science. A realistic approach to science show that possibilities for reduction and integration are limited. The classical ideal of a unified science has since long been rejected in philosophy. But the current emphasis on interdisciplinary integration in philosophy and in science shows that it survives in a different guise. It is necessary to redress the balance, specifically in biology. Methodological analysis shows that many (...)
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  42. Machiel Keestra (2011). Understanding Human Action: Integrating Meanings, Mechanisms, Causes, and Contexts. In Repko Allen, Szostak Rick & Newell William (eds.), Interdisciplinary Research: Case Studies of Integrative Understandings of Complex Problems. Sage.score: 12.0
    Humans are capable of understanding an incredible variety of actions performed by other humans. Even though these range from primary biological actions, like eating and fleeing, to acts in parliament or in poetry, humans generally can make sense of each other’s actions. Understanding other people’s actions is called action understanding, and it can transcend differences in race, gender, culture, age, and social and historical circumstances. Action understanding is the cognitive ability to make sense of another person’s action by integrating perceptual (...)
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  43. J. Owens, J. Ives & A. Cribb (2012). IEEN Workshop Report: Aims and Methods in Interdisciplinary and Empirical Bioethics. Clinical Ethics 7 (4):157-160.score: 12.0
    Bioethics is a diverse field that accommodates a broad range of perspectives and disciplines. The recent explosion of literature on methods in interdisciplinary and empirical ethics might appear, however, to overshadow the fact that ‘bioethics’ has long been an interdisciplinary field. The Interdisciplinary and Empirical Ethics Network (IEEN) was established, with funding from the Wellcome Trust, to facilitate critical and constructive discussion around the nature of this disciplinary diversity and shift focus away from the ‘empirical turn’, towards (...)
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  44. Paul Thagard, Being Interdisciplinary: Trading Zones in Cognitive Science.score: 12.0
    By the early part of the twentieth century, academia in the English-speaking world had stabilized (or ossified!) into a set of scientific and humanistic disciplines that still survives at the century’s end. The natural sciences have such disciplines as physics, chemistry, and biology, and the social sciences include economics, psychology, and sociology. These disciplines provide a convenient organizing principle for university departments and professional organizations, but they often bear little relation to cuttingedge research, which can concern topics that cut across (...)
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  45. Hanne Andersen (2013). The Second Essential Tension: On Tradition and Innovation in Interdisciplinary Research. Topoi 32 (1):3-8.score: 12.0
    In his analysis of “the essential tension between tradition and innovation” Thomas S. Kuhn focused on the apparent paradox that, on the one hand, normal research is a highly convergent activity based upon a settled consensus, but, on the other hand, the ultimate effect of this tradition-bound work has invariably been to change the tradition. Kuhn argued that, on the one hand, without the possibility of divergent thought, fundamental innovation would be precluded. On the other hand, without a strong emphasis (...)
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  46. Maurice A. M. de Wachter (1982). Interdisciplinary Bioethics: But Where Do We Start?: A Reflection on Epochè as Method. Journal of Medicine and Philosophy 7 (3):275-288.score: 12.0
    It is generally accepted that bioethics is an interdisciplinary science. Why this is so and what it means is not always clear or agreed upon and, in this author's view, its implications are insufficiently researched. On the basis of involvement in projects which were labelled interdisciplinary, the author reflects upon the method of interdisciplinarity, especially its starting point. It is suggested that interdisciplinarity cannot thrive unless it curbs, from the very start, the inevitable reductions of all monodisciplinary approaches. (...)
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  47. Trace Jordan (1989). Themes and Schemes: A Philosophical Approach to Interdisciplinary Science Teaching. Synthese 80 (1):63--79.score: 12.0
    An interdisciplinary fusion between the philosophy of science and the teaching of science can help to eradicate the disciplinary rigidity entrenched in both. In this paper I approach the history of sciencethematically, identifying general themes which transcend the boundaries of individual disciplines. Such conceptual themes can be used as a basis for an interdisciplinary introduction to university science, encouraging certain important cognitive skills not exercised during the disciplinary training emphasised in traditional approaches. Courses which teach themes such as (...)
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  48. M. Tjiattas (2001). Interdisciplinary Methodology: The Case of Kitcher's Freud. Studies in History and Philosophy of Science Part C 32 (3):535-555.score: 12.0
    The guiding idea of Patricia Kitcher's Freud's Dream is that the use of interdisciplinary methodology accounts at the same time for the most central features of Freud's theory of the mind and for its most serious shortcomings. Kitcher proposes to provide an account of Freud's theory that illuminates its interdisciplinary underpinnings. While she indisputably succeeds in providing a subtle and rich reconstruction of Freud's work, her attempt to show up the limitations of interdisciplinary studies does not work. (...)
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  49. Hilary Cremin, Edward Sellman & Gillean McCluskey (2012). Interdisciplinary Perspectives on Restorative Justice: Developing Insights for Education. British Journal of Educational Studies 60 (4):421 - 437.score: 12.0
    This article takes restorative justice as an example of an initiative that crosses disciplinary boundaries, and that has been usefully applied within educational contexts. Grounded in criminology, restorative justice also has roots in psychology, education, sociology, peace studies, philosophy and law. The article draws on an ESRC funded seminar series which investigated interdisciplinary perspectives on restorative justice and their applicability to education. The series found that the ways in which restorative justice is conceptualised and applied varies according to disciplinary (...)
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  50. Michael Decker, Rüdiger Dillmann, Thomas Dreier, Martin Fischer, Mathias Gutmann, Ingrid Ott & Indra Spiecker Genannt Döhmann (2011). Service Robotics: Do You Know Your New Companion? Framing an Interdisciplinary Technology Assessment. Poiesis and Praxis 8 (1):25-44.score: 12.0
    Service-Robotic—mainly defined as “non-industrial robotics”—is identified as the next economical success story to be expected after robots have been ubiquitously implemented into industrial production lines. Under the heading of service-robotic, we found a widespread area of applications reaching from robotics in agriculture and in the public transportation system to service robots applied in private homes. We propose for our interdisciplinary perspective of technology assessment to take the human user/worker as common focus. In some cases, the user/worker is the effective (...)
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