Transformations in Disciplinary Knowledge and Their Implications for Reforming the Undergraduate Curriculum
In the various debates over what directions reform of the undergraduate curriculum should take, too little attention has been paid to the implications of the critical theory arguments of the past three decades which have dissolved the methodological and subject-matter boundaries that putatively defined and separated the disciplines.
Keesey, Robert. "Transformations in disciplinary knowledge assumptions and their implications for reforming the undergraduate curriculum." Issues in Integrative Studies 6 (1988): 82-125.
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