Learning Interdisciplinary Quotes

Breakthrough innovation occurs when we bring down boundaries and encourage disciplines to learn from each other

The person has to learn to derive his self-esteem more from within himself and less from the opinions of others; he has to try to base it on real qualities and capacities, things he can make or do,

And so we see the paradox that evolution has handed us. If man is the only animal whose consciousness of self gives him an unusual dignity in the animal kingdom, he also pays a tragic price for it. The fact that the child has to identify -first- means that his very first identity is a social product. His habitation of his own body is built from the outside in; not from the inside out. He doesn't unfold into the world, the world unfolds into him. As the child responds to the vocal symbols learned from his object, he often gives the pathetic impression of being a true social puppet, jerked by alien symbols and sounds. What sensitive parent does not have his satisfaction tinged with sadness as the child repeats with such vital earnestness the little symbols that are taught him?

Artificial Intelligence is highly Interdisciplinary. Therefore, let’s approach it in a Multidisciplinary & Holistic way

We come into contact with people only with our exteriors—physically and externally; yet each of us walks about with a great wealth of interior life, a private and secret self. We are, in reality, somewhat split in two, the self and the body; the one hidden, the other open. The child learns very quickly to cultivate this private self because it puts a barrier between him and the demands of the world. He learns he can keep secrets—at first an excruciating, intolerable burden: it seems that the outer world has every right to penetrate into his self and that the parents could automatically do so if they wished—they always seem to know just what he is thinking and feeling. But then he discovers that he can lie and not be found out: it is a great and liberating moment, this anxious first lie—it represents the staking out of his claim to an integral inner self, free from the prying eyes of the world. By the time we grow up we become masters at dissimulation, at cultivating a self that the world cannot probe. But we pay a price. After years of turning people away, of protecting our inner self, of cultivating it by living in a different world, of furnishing this world with our fantasies and dreams—we find that we are hopelessly separated from everyone else. We have become victims of our own art. We touch people on the outsides of their bodies, and they us, but we cannot get at their insides and cannot reveal our insides to them. This is one of the great tragedies of our interiority—it is utterly personal and unrevealable. Often we want to say something unusually intimate to a spouse, a parent, a friend, communicate something of how we are really feeling about a sunset, who we really feel we are—only to fall strangely and miserably flat. Once in a great while we succeed, sometimes more with one person, less or never with others. But the occasional breakthrough only proves the rule. You reach out with a disclosure, fail, and fall back bitterly into yourself. We emit huge globs of love to our parents and spouses, and the glob slithers away in exchanges of words that are somehow beside the point of what we are trying to say. People seem to keep bumping up against each other with their exteriors and falling away from each other. The cartoonist Jules Feiffer is the modern master of this aspect of the human tragedy. Take even the sexual act—the most intimate merger given to organisms. For most people, even for their entire lives, it is simply a joining of exteriors. The insides melt only in the moment of orgasm, but even this is brief, and a melting is not a communication. It is a physical overcoming of separateness, not a symbolic revelation and justification of one’s interior. Many people pursue sex precisely because it is a mystique of the overcoming of the separateness of the inner world; and they go from one partner to another because they can never quite achieve “it.” So the endless interrogations: “What are you thinking about right now—me? Do you feel what I feel? Do you love me?

another obstacle to educating innovators in universities is the lack of respect for interdisciplinary inquiry, practical knowledge, and applied learning. Discipline-based, in-depth knowledge is important, and basic research makes significant contributions to innovation. It is essential to our future that we continue to support this kind of inquiry, but this cannot—and must not—be the only kind of knowledge that is valued by our universities and our society.

The transformation of a business-as-usual culture into one focused on innovation and driven by design involves activities, decisions, and attitudes. Workshops help expose people to design thinking as a new approach. Pilot projects help market the benefits of design thinking within the organization. Leadership focuses the program of change and gives people permission to learn and experiment. Assembling interdisciplinary teams ensures that the effort is broadly based. Dedicated spaces such as the P&G Innovation Gym provide a resource for longer-term thinking and ensure that the effort will be sustained. Measurement of impacts, both quantitative and qualitative, helps make the business case and ensures that resources are appropriately allocated. It may make sense to establish incentives for business units to collaborate in new ways so that younger talent sees innovation as a path to success rather than as a career risk.

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.

On the face of it, society has little use for depressive realism or indeed for any significant negativity, and certainly spurns any Zerzanian agenda. DR’s evangelism of bleakness is not wanted here. However, a large literature exists arguing for the benefits of learning from negativity and failure (e.g. Ormerod, 2005; Feltham, 2012). Much of this is disingenuous platitude and management hype, but some of it concentrates on the importance of failure in specific, critical circumstances. Insurance professionals must calculate risk, and accident investigators have to learn from black boxes the causes of airplane crashes. In more philosophical terms, Scruton (2010) draws on Schopenhauer’s concept of ‘unscrupulous optimism’ to identify its various fallacies. He argues that we should ‘look with irony and detachment on our actual condition’ (p. 232, italics added), instead of succumbing to the lure of Leftist ‘junk thought.’ Everyone claims to learn something from negatives and DR ‘prophets’ are those most likely to speak the unpopular negatives.

At Duke University, our infrastructure comes from the John Hope Franklin Center for Interdisciplinary and International Studies and the John

Collaborative teacher teams are teams of educators whose classes share essential student learning outcomes; these teachers work collaboratively to ensure that their students master these critical standards. The structure for teacher teams could include grade-level, subject/course-specific, vertical, and/or interdisciplinary teams.

The Rapid Reflection Force (RRF). Simply put, the RRF is an interdisciplinary group charged with assisting the incident commander “grasp and confront issues raised by unconventional situations.”127 Lagadec describes the RRF as …a spur that will prod crisis leadership to keep moving, keep thinking, never indulging in trench warfare against unconventional disruptions—as such events will instantly overwhelm or turn round all attempts to draw static lines of defense or restore intellectual comfort zones. With this objective in mind, the critical weapon in the RRF’s arsenal turns out to be insightful questions, rather than preformatted answers, which are the building blocks of artificial certainty, the Trojan horses of instant collapse.128

Whether it’s the formal settings like colleges and universities or less formal settings like community learning and development; neither standard disciplinary learning, nor interdisciplinary learning are sufficient principles alone. Imagine the merger of these two principles combined with the much needed fundamental and practical disciplines of understanding and implementation of knowledge.

The waves of liberation movements from the 1960s have disenchanted us vis à vis ‘old-fashioned’ restrictive values but have also forced upon us new codes of thought and behaviour, summarised in the clumsy phrase ‘political correctness’ and the morality of uncritical respect for difference and diversity. (I lazily say ‘us’ and, of course, this is not true for everyone.) We have learned from psychoanalysis that whatever is repressed will emerge projectively later or elsewhere, often in even more virulent forms. Hence, in recent years we have seen waves of paedophile scandals, celebrated cannibal cases, serial murders, school shootings and mass murders committed by terrorists. The naivety of the nice peaceful Left runs parallel to the converse unbridled greed of bankers, internet criminals, drug dealers and pornographers. These trends might scotch any illusions of linear and easy progress but they do not. If Dostoevsky’s over-quoted ‘If God does not exist, everything is permitted’ is true, nihilism steps into the vacuum, and subsequently moralistic alarm steps in to call for a return to traditional values. But Pandora’s box will not close, every demon is now loose.

The benefits of astronomers speaking with sociologists and anthropologists and political scientists and, of course, philosophers can be tremendous. Yet I have learned that in academia, interdisciplinary careers often share the fate of rare seashells swept onto the shore: if someone doesn’t pick them up and preserve them, they erode over time until unrelenting ocean waves render them into indistinguishable grains of sand.

I’d recommend avoiding excessive standardized testing and instead incorporating a variety of assessments that reflect our STEAM ideology. When learning is interdisciplinary, assessments should be as well.

Here are ten facts about IQ. These facts are debated and often controversial among the general public but far less so among scientists who study intelligence. The best review of the academic literature supporting these facts is a 2012 paper by Richard Nisbett and colleagues – an interdisciplinary team of leading scholars, household names within intelligence research, comprised of psychologists, an economist, a behavioral geneticist, and a former President of the American Psychological Association. Their areas of expertise include cultural and sex differences in intelligence, the effect of social and genetic factors that affect intelligence, the development of intelligence over the lifespan, the relationship between economic development and intelligence, and changes in intelligence over history 1. IQ is a good predictor of school and work performance, at least in WEIRD societies. 2. IQ differs in predictive power and is the least predictive of performance on tasks that demand low cognitive skill. 3. IQ may be separable into what can be called ‘crystallized intelligence’ and ‘fluid intelligence’. Crystalized intelligence refers to knowledge that is drawn on to solve problems. Fluid intelligence refers to an ability to solve novel problems and to learn. 4. Educational interventions can improve aspects of IQ, including fluid intelligence, which is affected by interventions such as memory training. Many of these results don’t seem to last long, although there is strong evidence that education as a whole causally raises IQ over a lifetime. 5. IQ test scores have been dramatically increasing over time. This is called the Flynn effect after James Flynn (also an author of the review mentioned above), who first noticed this pattern. The Flynn effect is largest for nations that have recently modernized. Large gains have been measured on the Raven’s test, a test that has been argued to be the most ‘culture-free’ and a good measure of fluid intelligence. That is, it’s not just driven by people learning more words or getting better at adding and subtracting. 6. IQ differences have neural correlates – i.e. you can measure these differences in the brain. 7. IQ is heritable, though the exact heritability differs by population, typically ranging from around 30% to 80%. 8. Heritability is lower for poorer people in the US, but not in Australia and Europe where it is roughly the same across levels of wealth. 9. Males and females differ in IQ performance in terms of variance and in the means of different subscales. 10. Populations and ethnicities differ on IQ performance. You can imagine why some people might question these statements. But setting aside political considerations, how do we scientifically make sense of this? Popular books from Richard Herrnstein and Charles Murray’s The Bell Curve (1994) to Robert Plomin’s Blueprint (2018) have attributed much of this to genes. People and perhaps groups differ in genes, making some brighter than others. But humans are a species with two lines of inheritance. They have not just genetic hardware but also cultural software. And it is primarily by culture rather than genes that we became the most dominant species on earth. For a species so dependent on accumulated knowledge, not only is the idea of a culture-free intelligence test meaningless, so too is the idea of culture free intelligence.

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

Knowledge does not result from receipt of information transmitted by someone else without the learner undergoing an internal process of sense making. Piaget also called for interdisciplinary learning

ways that digitality works to cross the boundaries within and across traditional learning institutions. How do collaborative, interdisciplinary, multi-institutional learning spaces help to transform traditional

Banner, Kosabeus knew, wasn’t listening. Predictably, he was eyeballing various partygoers, offering them a wink or a smirk if he deemed them attractive enough. It was disgusting, Kosabeus thought, for Banner to still be so interested in these games. He was nearing sixty, for Mystis’s sake. And yet, there he was, still hitting up bars late at night, claiming he could bed anyone he wanted. His superiority complex was exacerbated by his position as Head of the Assembly. It was for the best Banner hadn’t attended the Batillus Academy, the premier school for War and Defense students; he would’ve emerged even haughtier than he was now. As it was, Banner went to the Ligva Academy, which stood out due to its emphasis on interdisciplinary learning. It was ironic, since Banner did nothing to demonstrate his interdisciplinary chops, instead heralding War and Defense as the greatest division. Kosabeus could only imagine the compliments his teachers and tutors had showered him with. Banner was the type of man who never heard no—not from his elders, his peers, or his conquests. Kosabeus was the only one in Banner’s inner circle who dared to temper his inflated sense of self-worth with a much-needed dose of reality.

Implementing problem-based learning through real-world projects and interdisciplinary collaborations empowers students to tackle complex challenges, think critically, and develop innovative solutions that address pressing issues in society and beyond.