Integrative Learning and Interdisciplinary Studies

Contextuality, conflict, and change are the defining parameters of this kind of learning. Contextuality is a different metaphor of knowledge and education than unity, which assumed consistent, logical relations within a linear framework with the expectation of achieving certainty and universality. Contextuality accepts the contingent character of knowledge and action. Students need to tolerate ambiguity and paradox if they are to take grounded stands in the face of multiple and sometimes conflicting perspectives. The relational skills they gain also foster the ability to adapt knowledge in unexpected and changing contexts. The answers they seek and the problems they will need to solve as workers, parents, and citizens are not “in the book.” They will require integrative interdisciplinary thinking

- from Klein, J. T. (2005). Integrative learning and interdisciplinary studies. Peer Review, 7(4), 8-10.