(Association for Interdisciplinary Studies, 2009) Stuart Henry
Curriculum integration has a long history. In this paper I catalog several arguments for
resistance against integration and present the historical roots of support for those arguments offered
by critics of curriculum integration. First, I review some linguistic and usage limitations of the term.
Second, I examine several practical and institutional difficulties related to implementing integrated
curriculum. Third, I explore some interconnected psychological and sociological dimensions of
resistance to curriculum integration. Finally, I consider several epistemological dimensions of resistance
to integration, some of which underlie the sociological and psychological aspects. While
recognizing that some resistance to integration will never be answered, I argue that in order to answer
some of the questions raised by this analysis we need more empirical research into integrated
curriculum and integrative teaching.