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dc.contributorKeesey, Robert
dc.contributor.advisor
dc.contributor.editorStanley Bailis
dc.contributor.editorJulie Thompson Klein
dc.contributor.editorRaymond Miller
dc.date.accessioned2016-02-05T20:06:12Z
dc.date.available2016-02-05T20:06:12Z
dc.date.issued1988
dc.identifier.citationKeesey, Robert. "Transformations in disciplinary knowledge assumptions and their implications for reforming the undergraduate curriculum." Issues in Integrative Studies 6 (1988): 82-125.
dc.identifier.issn1081-4760
dc.identifier.urihttp://hdl.handle.net/10323/4033
dc.description.abstractIn 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.
dc.publisherAssociation for Interdisciplinary Studies
dc.relation.ispartofIssues in Interdisciplinary Studies
dc.titleTransformations in Disciplinary Knowledge and Their Implications for Reforming the Undergraduate Curriculum


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