Mohammad Reza Dehshiri
Abstract
The present article endeavours to examine, through a descriptive and analytical methodology, the approach taken by the Organization for Economic Cooperation and Development (OECD), regarding interdisciplinary studies in the field of Higher Education. The research explains the programmes and policies ...
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The present article endeavours to examine, through a descriptive and analytical methodology, the approach taken by the Organization for Economic Cooperation and Development (OECD), regarding interdisciplinary studies in the field of Higher Education. The research explains the programmes and policies of this organization in the area of Higher Education and discusses the process of the evolution of interdisciplinary towards transdisciplinarity in the surveys and researches conducted by the organization. After reflecting on the reasons for its tendency towards transdisciplinary studies, the research analyses the criteria of the passage from structural interdisciplinarity to behavioural transdisciplinarity. The article concludes that OECD has adopted the passage from structural interdisciplinarity towards behavioural transdisciplinarity as a basis for policymaking and educational and research orientation in the field of Higher Education. This approach tends to promote the capabilities, innovations, skills and creativity of students and to increase their objective understanding of social and professional conditions and necessities, so that the context for their successful and constructive presence in technical markets, as well as their effective responsiveness to the needs of their society, is provided for
Jafar Tofighi; Hamid Javedani
Abstract
Complexity of interdisciplinary concept, which is a result of complex nature of sciences and various theories, calls for more scrutiny on quality, background as well as concepts and approaches related to this issue. Therefore, a better understanding of interdisciplinary courses requires exploration of ...
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Complexity of interdisciplinary concept, which is a result of complex nature of sciences and various theories, calls for more scrutiny on quality, background as well as concepts and approaches related to this issue. Therefore, a better understanding of interdisciplinary courses requires exploration of the concept of interdisciplinary studies which constitute the first part of this paper. In fact, many theorists maintain that shortcomings of interdisciplinary studies as well as complexity of issues facing human society and paradigm changes in human society which pave the way for transition from an industrial to a knowledge-based society, are major issues related to interdisciplinary courses which should be explored. The second part of this paper stresses on conceptualizations regarding interdisciplinary courses which have been written on the basis of different approaches including, inter alia, alternating, normative, and epistemological approaches which lead to different conceptualizations on interdisciplinary courses. Despite those differences in conceptualization on interdisciplinary courses, they have a common point: the necessity of attending to interdisciplinary studies in order to solve complex human problems. Genealogy and Background studies, which can play a great role in better understanding of interdisciplinary courses and differentiate them from pre-disciplinary studies, focus on factors affecting developments in this scientific area which includes typology of interdisciplinary courses.
