Interdisciplinary Studies in the Humanities

Abstract Interdisciplinary research has been developing dramatically in the recent two decades. Reviewing the related literature shows that such research is very important in terms of its methodology and typology. This study aims to compare, describe, and determine different categories of interdisciplinary research considering their historical trends through a documentary research approach in a way other than the ones which have been done so far. This research applies a genealogical perspective to find roots of different categorizations of interdisciplinary research despite all the existing consistency and inconsistency. It also seeks to propose a new dialogue in this regard. The study indicates an overlap between different categories of research. In addition, interdisciplinary research along with changes in the role of universities has emphasized on a structural-practical categorization rather than a structural one in the late 20th century till recent decades. In the same way, the nature of knowledge has changed from an academic one to a post-academic one.

Abstract According to organizational development in interdisciplinary education in the last three decades, in addition to the expansion of interdisciplinarity in scientific and intellectual activities, now it might be said that interdisciplinarity has acquired a high status in academic structures. Reviewing literature shows that there are different types of interdisciplinary experiments; among them some are familiar to scholars, while others are somehow non-familiar. However, it does not mean that these non-familiars are useless or inappropriate. Considering that each kind of interdisciplinarity has its own approach that leads to knowing and understanding special subjects in the multifaceted interdisciplinarities, the present study attempts to explain the most important types of interdisciplinarity, and their special implications.

Abstract Interdisciplinary activities are in vogue and are used in institutional fields of “knowledge” and organizational gatherings form “education” and are creditable as a new method for knowledge production and educational policymaking. Despite sporadic resistance, “interdisciplinary activities” is not a focus of attention for institutions producing and promoting knowledge as well as organizational and social entities concerned with education. However, they are practically facing complex obstacles, serious challenges and criticism.
This descriptive – analytical paper which emphasizes on interdisciplinary higher education, maintains that the most important obstacles and challenges faced by interdisciplinary activities in the past three decades can be divided into “organizational”, “professtional”, and “cultural” obstacles, In conclusion, special obstacles and challenges to interdisciplinary programs in humanities have been explained.