Interdisciplinary Science Quotes

A large majority of our respondents were inspired by a tension in their domain that became obvious when looked at from the perspective of another domain. Even though they do not think of themselves as interdisciplinary, their best work bridges realms of ideas. Their histories tend to cast doubt on the wisdom of overspecialization, where bright young people are trained to become exclusive experts in one field and shun breadth like the plague.

The key to Carroll Quigley’s success as a teacher and as a scholar lies in his creative intellect, the depth of his perceptions, and the wide interdisciplinary range of this interests, which encompasses the fields of history, economics, philosophy, and science. An iconoclast and a person of insatiable curiosity, as well as keenness of mind, Dr. Quigley stands apart from the specialized scholar who plows diligently in the rutted grooves of narrow disciplines.

While the universality of the creative process has been noticed, it has not been noticed universally. Not enough people recognize the preverbal, pre-mathematical elements of the creative process. Not enough recognize the cross-disciplinary nature of intuitive tools for thinking. Such a myopic view of cognition is shared not only by philosophers and psychologists but, in consequence, by educators, too. Just look at how the curriculum, at every educational level from kindergarten to graduate school, is divided into disciplines defined by products rather than processes. From the outset, students are given separate classes in literature, in mathematics, in science, in history, in music, in art, as if each of these disciplines were distinct and exclusive. Despite the current lip service paid to “integrating the curriculum,” truly interdisciplinary courses are rare, and transdisciplinary curricula that span the breadth of human knowledge are almost unknown. Moreover, at the level of creative process, where it really counts, the intuitive tools for thinking that tie one discipline to another are entirely ignored. Mathematicians are supposed to think only “in mathematics,” writers only “in words,” musicians only “in notes,” and so forth. Our schools and universities insist on cooking with only half the necessary ingredients. By half-understanding the nature of thinking, teachers only half-understand how to teach, and students only half-understand how to learn.

Recently an interdisciplinary team of scholars identified a common cause.18 It was not an aura of spirituality that descended on the planet but something more prosaic: energy capture. The Axial Age was when agricultural and economic advances provided a burst of energy: upwards of 20,000 calories per person per day in food, fodder, fuel, and raw materials. This surge allowed the civilizations to afford larger cities, a scholarly and priestly class, and a reorientation of their priorities from short-term survival to long-term harmony. As Bertolt Brecht put it millennia later: Grub first, then ethics.19

Youth development is an interdisciplinary field that draws broadly on different social sciences to understand children and adolescents (Larson, 2000). It embraces an explicit developmental stance: Children and adolescents are not miniature adults, and they need to be understood on their own terms. Youth development also emphasizes the multiple contexts in which development occurs. Particularly influential as an organizing framework has been Bronfenbrenner’s (1977, 1979, 1986) ecological approach, which articulates different contexts in terms of their immediacy to the behaving individual. So, the microsystem refers to ecologies with which the individual directly interacts: family, peers, school, and neighborhood. The mesosystem is Bronfenbrenner’s term for relationships between and among various microsystems. The exosystem is made up of larger ecologies that indirectly affect development and behavior, like the legal system, the social welfare system, and mass media. Finally, the macrosystem consists of broad ideological and institutional patterns that collectively define a culture. There is the risk of losing the individual amid all these systems, but the developmental perspective reminds us that different children are not interchangeable puppets. Each young person brings his or her own characteristics to life, and these interact with the different ecologies to produce behavior. Youth development

I had almost no background for the work in computer science, artificial intelligence, and cognitive psychology...Interdisciplinary adventure is easiest in new fields.

Seeing the Worm Instead of the Apple Another thought pattern that makes you keep your partner at a distance is “seeing the worm instead of the apple.” Carole had been with Bob for nine months and had been feeling increasingly unhappy. She felt Bob was the wrong guy for her, and gave a multitude of reasons: He wasn’t her intellectual equal, he lacked sophistication, he was too needy, and she didn’t like the way he dressed or interacted with people. Yet, at the same time, there was a tenderness about him that she’d never experienced with another man. He made her feel safe and accepted, he lavished gifts on her, and he had endless patience to deal with her silences, moods, and scorn. Still, Carole was adamant about her need to leave Bob. “It will never work,” she said time and again. Finally, she broke up with him. Months later she was surprised by just how difficult she was finding things without him. Lonely, depressed, and heartbroken, she mourned their lost relationship as the best she’d ever had. Carole’s experience is typical of people with an avoidant attachment style. They tend to see the glass half-empty instead of half-full when it comes to their partner. In fact, in one study, Mario Mikulincer, dean of the New School of Psychology at the Interdisciplinary Center in Israel and one of the leading researchers in the field of adult attachment, together with colleagues Victor Florian and Gilad Hirschberger, from the department of psychology at Bar-Ilan University in Israel, asked couples to recount their daily experiences in a diary. They found that people with an avoidant attachment style rated their partner less positively than did non-avoidants. What’s more, they found they did so even on days in which their accounts of their partners’ behavior indicated supportiveness, warmth, and caring. Dr. Mikulincer explains that this pattern of behavior is driven by avoidants’ generally dismissive attitude toward connectedness. When something occurs that contradicts this perspective—such as their spouse behaving in a genuinely caring and loving manner—they are prone to ignoring the behavior, or at least diminishing its value. When they were together, Carole used many deactivating strategies, tending to focus on Bob’s negative attributes. Although she was aware of her boyfriend’s strengths, she couldn’t keep her mind off what she perceived to be his countless flaws. Only after they broke up, and she no longer felt threatened by the high level of intimacy, did her defense strategies lift. She was then able to get in touch with the underlying feelings of attachment that were there all along and to accurately assess Bob’s pluses.

According to Robert 0 Keohane and Krasner, 'As a field of study, IR has uncertain boundaries'. As a part of political science, international relations is about 'international politics', which implies decisions of governments concerning their actions towards other governments. However, international relations, today, is inter-disciplinary, relating international politics to economies, history, sociology and other disciplines.

Thomas Piketty, the economist of the moment, writes that after he obtained an economics doctorate, and spent several years teaching at M.I.T., “I was only too aware of the fact that I knew nothing about the world’s economic problems.” Piketty goes on, “To put it bluntly, the discipline of economics has to get over its childish passion for mathematics and for purely theoretical and often highly ideological speculation, at the expense of historical research and collaboration with the other social sciences.” The student group agrees with Piketty. In the open letter, the students argue that an economics degree “should include interdisciplinary approaches and allow students to engage with other social sciences and the humanities.” But the students’ main beef is that, even within the subject of economics, the standard curriculum is overly restrictive, and excludes much that is valuable. The letter calls for students to be exposed to “a variety of theoretical perspectives, from the commonly taught neoclassically-based approaches to the largely excluded classical, post-Keynesian, institutional, ecological, feminist, Marxist and Austrian traditions—among others. Most economics students graduate without ever encountering

Journal of Interdisciplinary Science Topics How many lies could Pinocchio tell before it became lethal? Steffan Llewellyn The Centre for Interdisciplinary science, University of Leicester 25/03/2014 Abstract: This paper investigates how many lies Pinocchio could continuously tell before it would become fatal, treating the head and neck forces as a basic lever system with the exponential growth of the nose. This paper concludes that Pinocchio could only sustain 13 lies in a row before the maximum upward force his neck could exert cannot sustain his head and nose. The head’s overall centre of mass shifts over 85 metres after 13 lies, and the overall length of the nose is 208 metres. Pinocchio’s Nose Pinocchio is the fable of a wooden puppet, carved by Geppetto, who dreams of becoming a real boy [1]. Pinocchio was portrayed as a character prone to lying, which is manifested physically through the ability to grow his nose when he tells a lie. One issue of growing his nose would be the shift of Pinocchio’s centre of mass within his head, causing strain on his neck, which helps stabilise his head’s position with upwards force. If this continued, then his neck could not support his head, potentially decapitating the puppet. Outlined here is the minimum lie count Pinocchio could continuously expel. Where Pinocchio manages to form new is not addressed in this paper. Maximum Force Pinocchio’s Neck Can Exert The assumption is simplified by allowing the force exerted upwards through the neck to be positioned at the back of the head. The head is treated as a sphere, and the nose as a cylinder, as shown in The type of wood Pinocchio is carved from is disputed, but for this paper, it is concluded that Pinocchio is made from Oak, with a density of . Pinocchio’s neck will brake if its compression strength threshold is overcome by the weight of his head. The compression strength of oak is 1150Psi [2], and the circumference of the average human neck is 0.4m [3]. The maximum force Pinocchio’s neck can sustain is: ( ) ( ) Centre of Mass, and Force Exerted Figure 1. Figure 1: Illustrates the lever system of Pinocchio’s head and neck, with opposite forcesNeck muscles are required to balance the weight exerted by the skull.Usually, the weight of the nose can be considered negligible. In Pinocchio’s case, as the nose increases, it will have a significant impact on the centre of mass and weight of his head. The mass of the head is unchanged: ( )

Ghosts scale brute topography until the end of a day. Call them cartographers.

I am the bridge - between everything - science, poetry, philosophy - everything.

Cognitive science is an interdisciplinary approach to understanding the mind, combining multiple different levels of analysis.

But now, I feel like there's something in me that can't stay quiet anymore. "What I was trying to say is that it reminds me of Einstein's theory of relativity. But obviously[,] Milton isn't talking about the speed of light, he's talking about how the human mind views life." [....] "But really, Milton and Einstein were kind of saying the same thing. That everything is subjective in the human mind. Our emotions, our opinions, they're all relative. It all depends on perspective.

Interdisciplinary discussions that bring multiple perspectives to bear on a given problem have the power to challenge, corroborate, and thereby clarify competing truths. They can help us to see that fostering an ethical relationship with nature, one that respects both the human and the nonhuman members of the biotic com- munity, is not as simple as it seems. By bringing together the perspectives of history, science, advocacy, and the lived experience of those most affected by environmental policies, we can contemplate the paths that brought us here and reimagine the road ahead. That Janus-like approach, it seems, is the essence of public history.

After the Marxist revolution failed to topple capitalism in the early twentieth century, many Marxists went back to the drawing board, modifying and adapting Marx’s ideas. Perhaps the most famous was a group associated with the Institute for Social Research in Frankfurt, Germany, which applied Marxism to a radical interdisciplinary social theory. The group included Max Horkheimer, T.W. Adorno, Erich Fromm, Herbert Marcuse, Georg Lukács, and Walter Benjamin and came to be known as the Frankfurt School. These men developed Critical Theory as an expansion of Conflict Theory and applied it more broadly, including other social sciences and philosophy. Their main goal was to address structural issues causing inequity. They worked from the assumption that current social reality was broken, and they needed to identify the people and institutions that could make changes and provide practical goals for social transformation.

Then there are revolutions. A new science arises out of one that has reached a dead end. Often a revolution has an interdisciplinary character—its central discoveries often come from people straying outside the normal bounds of their specialties. The problems that obsess these theorists are not recognized as legitimate lines of inquiry.