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dc.contributorCerroni-Long, E. L.
dc.contributorLong, Roger D.
dc.contributor.editorStanley Bailis
dc.contributor.editorStephen Gottlieb
dc.date.accessioned2016-03-10T19:06:34Z
dc.date.available2016-03-10T19:06:34Z
dc.date.issued1995
dc.identifier.citationCerroni-Long, E. L., and Roger D. Long. "Beware of Pidgin Minds: Pitfalls and Promises of Interdisciplinarity in Undergraduate Education." Issues in Integrative Studies 13 (1995): 37-48.
dc.identifier.issn1081-4760
dc.identifier.urihttp://hdl.handle.net/10323/4153
dc.description.abstractThis paper discusses interdisciplinarity in undergraduate education. Having been involved with the design and administration of a major interdisciplinary program, the authors of this paper wish to describe the drawbacks inherent in attempting to catalyze integration simply by exposing undergraduate students to a disciplinary smorgasbord and by encouraging synthesis through application. As an alternative to this approach ”which in their view may lead to the development of "pidgin minds"" they promise a model of pedagogic practice called "knowledge integration training" and involving the reflexive analysis of disciplinary perspectives in the context of team-taught courses.
dc.publisherAssociation for Interdisciplinary Studies
dc.relation.ispartofIssues in Interdisciplinary Studies
dc.titleBeware of Pidgin Minds: Pitfalls and Promises of Interdisciplinarity in Undergraduate Education


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