- Hardcover: 624 pages
- Publisher: OUP Oxford (24 Jun 2010)
- Language English
- ISBN-10: 0199236917
- ISBN-13: 978-0199236916
- Product Dimensions: 24.8 x 17.2 x 4.2 cm
- Amazon Bestsellers Rank: 1,001,275 in Books (See Top 100 in Books)
- See Complete Table of Contents
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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 )
Product Description
Taking stock of interdisciplinarity as it nears its century mark, the Oxford Handbook of Interdisciplinarity constitutes a major new reference work on the topic of interdisciplinarity, a concept of growing academic and societal importance. Interdisciplinarity is fast becoming as important outside academia as within. Academics, policy makers, and the general public are seeking methods and approaches to help organize and integrate the vast amounts of knowledge being produced, both within research and at all levels of education. 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 14 case studies provide a snapshot of the state of knowledge integration as interdisciplinarity approaches its century mark. This groundbreaking text offers by far 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 extended reflections on how knowledge is integrated into societal needs.
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5 of 8 people found the following review helpful
An idea whose time has come - and not only for professors
17 Oct 2010
Format:Hardcover|Amazon Verified Purchase
Kudos to Editor-in-Chief Robert Frodeman; Associate Editors Julie Thompson Klein and Carl Mitcham; Managing Editor J. Britt Holbrook; the distinguished Editorial Board of Jose Antonio Lopez Cerezo, Wolfgang Krohn, William Newell, Nancy Tuana, and Peter Weingart; and the entire editorial and production team at Oxford University Press for the new, hefty (580 pp), substantial and insightful Oxford Handbook of Interdisciplinarity.
The jacket photo of The Oxford Handbook is a huge, luminous floating computerized portrait of our earth, the globe, at the time of Pangaea. Its cautionary symbolism forced me to step back and take the large -- and long -- view, a healthy perspective for any self-respecting, introspectively-honest professor. Many pixels have been expended on the paradoxical mixture of emotions that swirl through the mind of an intellectual designated, for orderly reasons, to a certain department in a certain building on a certain campus -- the most poignant of which is the feeling one gets from time to time that knowledge is ideally the property of no-one and the province of everyone.
Nature is interdisciplinary and thus it follows that the mind predicated upon the phenomenal world will not always follow a proscribed path.
One of the redeeming attributes of the new Oxford Handbook is that it recognizes this fact of life. Julie Thompson Klein and Richard Parncutt question the received notion of privileged works as the sole signposts in art history; Carole Palmer reminds us that information originates by being scattered; Paul Thagard points to the inherently collaborative nature of cognitive science; Veronica Boix-Mansilla asserts that interdisciplinary learning is the most pragmatic of all epistomologies; J. Britt Holbrook questions the integrity of the definition of "peer" as a way to dissect peer-review; Clark A. Miller endorses the velocity of proliferation of centers and institutes as a salutary fragmentation of disciplines; Bill Newell stresses the importance of continuing to infuse undergraduate general education curricula with interdisciplinary courses that respect the unique brains of "net-gen" freshmen; Stephanie Pfirman and Paula J.S. Martin show how collegiality and interdisciplinarity go hand in hand.
These are just some selections from a seminal and inspirational volume that should be required reading for all of us -- in higher education and beyond - who see college and university cultures as permeable membranes, letting in diverse molecules of knowledge from the wider, ever-changing world...and thereby releasing multi-perspectived young citizens outward to that world.
The jacket photo of The Oxford Handbook is a huge, luminous floating computerized portrait of our earth, the globe, at the time of Pangaea. Its cautionary symbolism forced me to step back and take the large -- and long -- view, a healthy perspective for any self-respecting, introspectively-honest professor. Many pixels have been expended on the paradoxical mixture of emotions that swirl through the mind of an intellectual designated, for orderly reasons, to a certain department in a certain building on a certain campus -- the most poignant of which is the feeling one gets from time to time that knowledge is ideally the property of no-one and the province of everyone.
Nature is interdisciplinary and thus it follows that the mind predicated upon the phenomenal world will not always follow a proscribed path.
One of the redeeming attributes of the new Oxford Handbook is that it recognizes this fact of life. Julie Thompson Klein and Richard Parncutt question the received notion of privileged works as the sole signposts in art history; Carole Palmer reminds us that information originates by being scattered; Paul Thagard points to the inherently collaborative nature of cognitive science; Veronica Boix-Mansilla asserts that interdisciplinary learning is the most pragmatic of all epistomologies; J. Britt Holbrook questions the integrity of the definition of "peer" as a way to dissect peer-review; Clark A. Miller endorses the velocity of proliferation of centers and institutes as a salutary fragmentation of disciplines; Bill Newell stresses the importance of continuing to infuse undergraduate general education curricula with interdisciplinary courses that respect the unique brains of "net-gen" freshmen; Stephanie Pfirman and Paula J.S. Martin show how collegiality and interdisciplinarity go hand in hand.
These are just some selections from a seminal and inspirational volume that should be required reading for all of us -- in higher education and beyond - who see college and university cultures as permeable membranes, letting in diverse molecules of knowledge from the wider, ever-changing world...and thereby releasing multi-perspectived young citizens outward to that world.
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