1. From concepts to particles, and back again - combining disciplinary education with interdisciplinarity at the Amsterdam ‘Natural and Social Sciences bachelor’ Machiel Keestra, Institute for Interdisciplinary Studies, University of Amsterdam Warsaw conference on Collegium, May 27, 2009

2. 2 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Scientific unification is no longer feasible (despite Spinoza’s monism) Complex and dynamical systems withstand comprehensive accounts. Importance of development and history. Fallibility of knowledge and technology. Practical measures are never ‘sub specie aeternitatis’. Choices are inevitable.

3. 3 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Socio-political arguments for interdisciplinarity? Global Context: education for ‘inclusive global citizenship’ (Nussbaum 1997) European Context: -Eur. Comm. Bergen communique, 2005: - Goals of education are ‘preparing the student for the labour market, for further competence building and for active citizenship.’ -European Commission, 2006, ‘Modernisation Agenda’: - ‘Enhance interdisciplinarity and transdisciplinarity.’ Dutch Context: academics must be able to join forces with other disciplines (Science & Technology council, 1996)

4. 4 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 University of Amsterdam humanities social and behavioural sciences economics and business law natural sciences medicine dentistry 25,000 students 5,000 staff

5. 5 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Amsterdam University College - sept. 2009

6. 6 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Institute for Interdisciplinary Studies (www. iis.uva.nl) Bachelor degree Natural and Social Sciences (± 400) Bachelor degree Future Planet Studies (± 200) Research Master in Brain and Cognitive Sciences (±100) Interdisciplinary electives (± 1000) Honours classes (± 150) Interdisciplinary minors (100)

7. 7 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Why IDS? Scientific reasons for interdisciplinarity Forms of interdisciplinarity: 1. Borrowing of concepts and methods 2. Problem orientated cooperation 3. Increased consistency of subjects or methods 4. Emergence of an interdiscipline (cf. J. Thompson Klein, ‘Interdisciplinarity’, 1990 64-66)

8. 8 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Why IDS? Non-scientific reasons for interdisciplinary academic education 1. Cooperation with non-academics 2. Public accountability 3. Development of applications 4. Compliance and use of science 5. Civic and ethical role of scientist

9. 9 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Our approach to IDS: Navigating between narrow-mindedness and shallowness. general core of disciplines interdisciplinary thematic courses ‘transdisciplinary’ contents metacognitive skills + disciplinary specialization!

10. 10 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 The I.I.S. Natural & Social Sciences (B.Sc.) bachelor Curriculum outline

11. 11 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 ‘Natural and Social Sciences’ - Majors: specializations

12. 12 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Interdisciplinairy themes

13. 13 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Interdisciplinary Research Practical Principles: -Three different disciplines - Define an ID problem (triangulation) - Conduct adequate disciplinary research - Consult a disciplinary expert - Integrate disciplinary insights Study guide: Interdisciplinary Research - Process and Theory (Allen Repko; Sage, 2008)

14. 14 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 An Integrated Model of the Interdisciplinary Research Process A.Drawing on disciplinary insights. 1. Define the problem or state the focus question 2. Justify using an interdisciplinary approach 3. Identify relevant disciplines 4. Conduct a literature search 5. Develop adequacy in each relevant discipline 6. Analyze the problem and evaluate each insight to it B.Integrating insights and producing an interdisciplinary understanding 7. Identify conflicts between insights and their sources 8. Create or discover common ground 9. Integrate insights 10. Produce an interdisciplinary understanding of the problem and test it (Source: Repko 2006, 123; Repko 2008, 142) Disciplinary insights = insights from disciplines, subdisciplines, interdisciplines, schools of thought etc.

15. 15 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Different techniques of integration: According to the sources of conflict and after discovery of common ground: 1. theory expansion (addition of a factor e.g.) 2. redefinition (create common meaning) 3. extension (beyond original domain/time) 4. organization (relating re-defined concepts/assumptions) 5. transformation (cf. opposing assumptions into variables) (Repko, 2008)

16. 16 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Additional integrative technique: Mechanistic explanation. 1.Decompose a phenomenon 2.Try to identify & localize components & possibly sub-(sub-)components 3.Integrate these into a multi-level mechanism 4.Differentiate intra-level & inter-level relations 5.Study role-functions & constitutive relations (Bechtel, 2006; Craver, 2007; e.a.)

17. 17 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Best practices, criteria, examples of IDS: Association for Integrative Studies Association of researchers, teachers, staff with interests in interdisciplinarity Gathering best practices, standards of excellence, curriculum development etc. Conference: “Creativity and Play Across the Disciplines”, October 8 - 11, 2009 Tuscaloosa, Alabama

18. 18 Machiel Keestra - Collegium & Interdisciplinarity - May 27, 2009 Dziekuje / Thank you. www.iis.uva.nl www.units.muohio.edu/aisorg/index.shtml (A.I.S.) http://home.medewerker.uva.nl/m.keestra