Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Interdisciplinarity as a sustainable pedagogical tool
It is well established that most sustainable goals require the cooperative effort of a variety of disciplines, both in regard to expertise and outlook. This tendency holds true regardless of scale of the problem. True sustainability is a delicate balance between competing paradigms of success. Solutions must take into account not only a large number of factors but must be able to predict, analyze, and control the interactions between these factors. Few specializations have the breadth of knowledge to adequately address all aspects of any sustainable issue. Interdisciplinarity, much discussed among academic circles of late, is the condition of cooperation between strict disciplines to derive solutions to problems too complex to be adequately addressed by any one group or type of inquiry. Virtually every professional discipline requires some degree of skill in communicating and cooperating with other groups, yet this aspect of professional life is rarely specifically addressed in academia. Sustainable objectives almost always require a higher order of collaboration skills than normative practice. Descriptive words like “integrated” or “holistic,” often associated with sustainability, indicate the depth of inquiry required to fully address this goal. This paper will explore two recent case studies of educational initiatives at KSU that were based on interdisciplinary collaboration. Issues discussed will include the problems addressed, the strategies created to foster collaboration, and the results of the efforts. Recommendations for incorporating interdisciplinarity in curricula will also be discussed. If we are to adequately inculcate sustainability, we must not only focus on challenges, strategies, tools, and desired outcomes, but also invest in curricular paradigms that foster relationships across traditional academic disciplines. Exposing students to collaborative ventures as part of their basic curricular requirements will help better prepare them to address the complex problem sets prevalent in the pursuit of a sustainable world.
Interdisciplinarity as a sustainable pedagogical tool
It is well established that most sustainable goals require the cooperative effort of a variety of disciplines, both in regard to expertise and outlook. This tendency holds true regardless of scale of the problem. True sustainability is a delicate balance between competing paradigms of success. Solutions must take into account not only a large number of factors but must be able to predict, analyze, and control the interactions between these factors. Few specializations have the breadth of knowledge to adequately address all aspects of any sustainable issue. Interdisciplinarity, much discussed among academic circles of late, is the condition of cooperation between strict disciplines to derive solutions to problems too complex to be adequately addressed by any one group or type of inquiry. Virtually every professional discipline requires some degree of skill in communicating and cooperating with other groups, yet this aspect of professional life is rarely specifically addressed in academia. Sustainable objectives almost always require a higher order of collaboration skills than normative practice. Descriptive words like “integrated” or “holistic,” often associated with sustainability, indicate the depth of inquiry required to fully address this goal. This paper will explore two recent case studies of educational initiatives at KSU that were based on interdisciplinary collaboration. Issues discussed will include the problems addressed, the strategies created to foster collaboration, and the results of the efforts. Recommendations for incorporating interdisciplinarity in curricula will also be discussed. If we are to adequately inculcate sustainability, we must not only focus on challenges, strategies, tools, and desired outcomes, but also invest in curricular paradigms that foster relationships across traditional academic disciplines. Exposing students to collaborative ventures as part of their basic curricular requirements will help better prepare them to address the complex problem sets prevalent in the pursuit of a sustainable world.
Interdisciplinarity as a sustainable pedagogical tool
Gabbard, R. Todd (Autor:in)
25.09.2018
ARCC Conference Repository; 2009: Leadership in Architectural Research, Between Academia and the Profession | UTSA 2009
Aufsatz (Zeitschrift)
Elektronische Ressource
Englisch
DDC:
690
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