Multidisciplinary Quotes

Think outside the square. Think for yourself don't just follow the herd. Think multidisciplinary! Problems by definition, cross many academic disciplines.

Multidisciplinary clinics began to fade. Over a thousand such clinics existed nationwide in 1998; only eighty-five were around seven years later.

Multidisciplinary is just us applying a fractured mentality onto something that’s actually whole.

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

In the act of watching the television news, audiences cross the globe, one moment viewing a scene in a wide aerial shot, the next moment seeing an emotional close up of a victim’s face. By extending the physical senses to impossible dimensions, media provide audiences a near metaphysical adventure.

Of the remaining four departmental comments, one thought the criteria might have an unwelcome impact on their existing pedagogy, one recommended the addition of reading, one challenged “writing in the discipline” as difficult to achieve in their multi-disciplinary department, and one referred to the need for course development.

It’s time to recognize that a broad, multidisciplinary, multi-institutional, multinational initiative, guided by a broader, more integrated and unified perspective, should be playing a central role in guiding our scientific agenda in addressing this issue and informing policy. We need a broad and more integrated scientific framework that encompasses a quantitative, predictive, mechanistic theory for understanding the relationship between human-engineered systems, both social and physical, and the “natural” environment—a framework I call a grand unified theory of sustainability. It’s time to initiate a massive international Manhattan-style project or Apollo-style program dedicated to addressing global sustainability in an integrated, systemic sense.1

Nevertheless, Oppenheimer strongly believed it was essential that the Institute remain a home to both science and the humanities. In his speeches about the Institute, Oppenheimer continually emphasized that science needed the humanities to better understand its own character and consequences. Only a few of the senior resident mathematicians agreed with him, but their support was critical. Johnny von Neumann was almost as interested in ancient Roman history as he was in his own field. Others shared Oppenheimer’s interest in poetry. He hoped that he could make the Institute a haven for scientists, social scientists and humanists interested in a multidisciplinary understanding of the whole human condition. It was an irresistible opportunity, a chance to bring together the two worlds, science and the humanities, that had engaged him equally as a young man.

The quality of our thinking is largely influenced by the mental models in our heads. While we want accurate models, we also want a wide variety of models to uncover what’s really happening. The key here is variety. Most of us study something specific and don’t get exposure to the big ideas of other disciplines. We don’t develop the multidisciplinary mindset that we need to accurately see a problem. And because we don’t have the right models to understand the situation, we overuse the models we do have and use them even when they don’t belong. You’ve likely experienced this first hand. An engineer will often think in terms of systems by default. A psychologist will think in terms of incentives. A business person might think in terms of opportunity cost and risk-reward. Through their disciplines, each of these people sees part of the situation, the part of the world that makes sense to them. None of them, however, see the entire situation unless they are thinking in a multidisciplinary way. In short, they have blind spots. Big blind spots. And they’re not aware of their blind spots. [...] Relying on only a few models is like having a 400-horsepower brain that’s only generating 50 horsepower of output. To increase your mental efficiency and reach your 400-horsepower potential, you need to use a latticework of mental models. Exactly the same sort of pattern that graces backyards everywhere, a lattice is a series of points that connect to and reinforce each other. The Great Models can be understood in the same way—models influence and interact with each other to create a structure that can be used to evaluate and understand ideas. [...] Without a latticework of the Great Models our decisions become harder, slower, and less creative. But by using a mental models approach, we can complement our specializations by being curious about how the rest of the world works. A quick glance at the Nobel Prize winners list show that many of them, obviously extreme specialists in something, had multidisciplinary interests that supported their achievements. [...] The more high-quality mental models you have in your mental toolbox, the more likely you will have the ones needed to understand the problem. And understanding is everything. The better you understand, the better the potential actions you can take. The better the potential actions, the fewer problems you’ll encounter down the road. Better models make better decisions.

Like priests with their backs to the world and their faces to the altar, the postmodern protectors of shame need to turn around, face the people, and exchange their sackcloth of shame for robes of celebration. The dangers of assertion, of generality and theory, meet their match in, and only in, a tireless devotion to self-criticism and the search for correction. Truth,

Those are dream words for educators who want kids to have multiple pathways and a multidisciplinary approach to learning and to life. They also reflect the sort of person that your typical American blue-chip company would be dying to hire. "After one year, Vilma has become a leader, someone who can reflect, articulate and self-assess,

Currently, the disciplines of biology, physics, cosmology, and all their sub-branches are generally practiced by those with little knowledge of the others. It may take a multidisciplinary approach to achieve tangible results that incorporate biocentrism. The authors are optimistic that this will happen in time. And what, after all, is time?

IT needs to be freed from its silo and become an integral part of the organization, typically as a multidisciplinary team focused on delivering benefits to the business - one of the core principles of Devops.

Believers in the supernatural claim to have special wisdom about the world. But real wisdom means knowing truth from falsehood, knowing the difference between evidence and wishful thinking.

But Unspinning the Spin is a more comprehensive and multidisciplinary guide to words and phrases—their meanings, sources, backgrounds, suggested uses, and alternatives—than has been published so far. It’s a guide for journalists and editors in this and other countries, for bloggers creating their own media and for government officials creating policy, for students and teachers at all levels, for activists, workers in communication fields, and for any reader who loves the English language.

[T]his revolutionary, multi-disciplinary approach that includes books, art, music and film: all as individual facets of a single polished gemstone of revelation. Some truths -- as Nobel Lauret (and science fiction writer) Doris Lessing reminds us -- can best be expressed in fiction... From the Afterword by Peter Levenda

Elementary schools get it right in the first place—they’re multidisciplinary and use fuzzy logic, and you’re making and doing things. So are doctoral studies. You enter as a question mark and leave as a question mark.

Don’t suffer in pain – a solution exists. Accepting chronic pain as a part of your life is a sign of defeat. The first strategy that you try may be ineffective. It’s also possible for the second strategy to fail. Keep on looking for options until you discover The One. Most of the chronic pain cases are treatable. Don’t assume your chronic pain is idiopathic. An experienced physician will often be capable of pinpointing the cause of pain. Knowing what’s causing your aches will make it much easier to choose the best treatment. Try a multidisciplinary approach. Don’t rely solely on medications. The best results are obtained when you bring lifestyle choices and medicinal techniques together.

McLuhan implied that media characteristics create certain modes of perception in members of a society. For example, the logical, left-to-right linear constraints of print media cause people to perceive their world in a logical, linear way (McLuhan, 1964; McLuhan & Fiore, 1967).

These changes have been steadily eroding the barrier between scholarship and activism. It used to be considered a failure of teaching or scholarship to work from a particular ideological standpoint. The teacher or scholar was expected to set aside her own biases and beliefs in order to approach her subject as objectively as possible. Academics were incentivized to do so by knowing that other scholars could—and would—point out evidence of bias or motivated reasoning and counter it with evidence and argument. Teachers could consider their attempts at objectivity successful if their students did not know what their political or ideological positions were. This is not how Social Justice scholarship works or is applied to education. Teaching is now supposed to be a political act, and only one type of politics is acceptable—identity politics, as defined by Social Justice and Theory. In subjects ranging from gender studies to English literature, it is now perfectly acceptable to state a theoretical or ideological position and then use that lens to examine the material, without making any attempt to falsify one’s interpretation by including disconfirming evidence or alternative explanations. Now, scholars can openly declare themselves to be activists and teach activism in courses that require students to accept the ideological basis of Social Justice as true and produce work that supports it.38 One particularly infamous 2016 paper in Géneros: Multidisciplinary Journal of Gender Studies even favorably likened women’s studies to HIV and Ebola, advocating that it spread its version of feminism like an immune-suppressing virus, using students-turned-activists as carriers.39

Farnsworth is one pioneer of a new multidisciplinary science, fit for an era in which weather radar has become so sensitive it can detect a single bumblebee over thirty miles away. It’s called aeroecology, and it uses sophisticated remote-sensing technologies like radar, acoustics and tracking devices to study ecological patterns and relationships in the skies. ‘The whole notion of the aerosphere and airspace as habitat is not something that has come into the collective psyche until recently,’ Farnsworth says. And this new science is helping us understand how climate change, skyscrapers, wind turbines, light pollution and aviation affect the creatures that live and move above us.

Often it is not clear whose job it is to detect the warning, evaluate it, and decide to act. The President of the United States or the CEO of a corporation might be the person who could order action, but there may not be a general understanding of who should take the issue to them. Who owns it? Frequently, no one wants to own an issue that’s about to become a disaster. This reluctance creates a “bystander effect,” wherein observers of the problem feel no responsibility to act.7 Increasingly, complex issues are multidisciplinary, making it unclear where the responsibility lies. New complex problems or “issues on the seams” are more likely to produce ambiguity about who is in charge of dealing with them.

constantly see people rise in life who are not the smartest, sometimes not even the most diligent, but they are learning machines. They go to bed every night a little wiser than they were when they got up, and boy, does that help, particularly when you have a long run ahead of you. … So if civilization can progress only with an advanced method of invention, you can progress only when you learn the method of learning. Nothing has served me better in my long life than continuous learning. I went through life constantly practicing (because if you don’t practice it, you lose it) the multidisciplinary approach and I can’t tell you what that’s done for me. It’s made life more fun, it’s made me more constructive, it’s made me more helpful to others, and it’s made me enormously rich. You name it, that attitude really helps. —CHARLIE MUNGER, USC LAW SCHOOL, 2007

Multi-disciplinary and multi-organisational work does not depend on designing the perfect system, but on enabling people to work together with shared intentions and a sense of personal and professional agency

Having a leader serve as the “questioner in chief” is fine, but it’s not enough. Today’s companies are often tackling complex challenges that require collaborative, multidisciplinary problem solving. Creative thinking must come from all parts of the company (and from outside the company, too). When a business culture is inquisitive, the questioning, learning, and sharing of information becomes contagious—and gives people permission to explore new ideas across boundaries and silos.

Leading the field in environmental expertise. Adeptus provides environmental consultancy, reporting and project management services. Our multidisciplinary team of environmental consultants and engineers is equipped to advise on projects of any type. Many of our clients operate within the sectors shown below, where we strive to find the most cost effective way to meet their objectives. Our core business is the assessment of land condition and the management of contaminated soil and waters.

A multidisciplinary synthesis is difficult enough if the disciplines are singing different songs, but if they are in different auditoriums . . .

NTB Survey Ltd encompasses multi discipline solutions to meet clients ranging and varying surveying needs. With extensive knowledge, skills and expertise, NTB Survey is a leading multi-disciplinary land surveying practice, providing a wide range of rapid and reliable services throughout the UK.

Skeptical scrutiny is the means, in both science and religion, by which deep insights can be winnowed from deep nonsense.1 – Carl Sagan

A British dental clinic in Dubai with a wonderful culture where customer comfort as important as their oral health and well-being. Our multi-disciplinary practice combines the latest technologies and we are offering painless, safe and gentle treatments and procedures. Whenever possible we use drill-less & syringe-free dentistry to make every visit to the clinic an enjoyable journey. No more reasons to fear the dentist!

I think that the most arrogant position is this apparent, multidisciplinary modesty of 'what I am saying now is not unconditional, it is just a hypothesis,' and so on. It really is a most arrogant position. I think that the only way to be honest and to expose yourself to criticism is to state clearly and dogmatically where you are. You must take the risk and have a position.

It wasn’t just that politicians needed to think more about technology and its unique multidisciplinary role in the world. Those in technology needed to think a lot more about politics.

It was also the case, as Shockley would later point out, that by the middle of the twentieth century the process of innovation in electronics had progressed to the point that a vast amount of multidisciplinary expertise was needed to bring any given project to fruition.

the fact that there are more connections from the amygdala to the neocortex than in the opposite direction implies that emotions tend to overpower cognition, rather than the reverse (Zull, 2002).

As recent research evidence suggests, mindfulness/attention training practices enable learners to receive a plethora of information on the matter at hand via sensory organs (most importantly in a nonjudgemental way) until clarity is enhanced (Rechtschaffen & Rechtschaffen, 2015; Hanson, 2019; Spoon, 2018; Langer, 2015; Kabat-Zinn, 2005).

Empathy is an emotion that is prominent in highly evolved individuals and involves the functions of many parts of the brain, as identified by Kazimierz Dabrowski (Battaglia, 2002). Intrapersonal intelligence has a special value in authentic education, as it helps individuals to become self-aware and thus to self-identify themselves based on their individual characteristics. Self-awareness based self-identification can then lead to better interpersonal relationships, as individuals will be able to perceive other members of the society in a more realistic way (Hanson, n.d.), similar to becoming aware of/identifying oneself deeply.

Intellectual humility acknowledges limitations of one’s knowledge or the existing possibility of improving one’s knowledge in a rapidly changing world (Bremer, 2015).

Without the quality of humility, one will not be motivated to learn, or more correctly, re-learn, and as a result will develop vanity and arrogance.

Intellectual courage highlights one’s willingness to mindfully challenge beliefs or existing practices (a.k.a. openness) without taking them on face value or superficially; intellectual empathy addresses the quality of one’s ability to see from others’ points of view or from opposing viewpoints/perspective taking; intellectual integrity makes one to hold oneself to the same as standard as he or she does to others and may be considered as an ethical foundation; intellectual perseverance is the ability to work through complexity and frustration towards one’s passion usually lead by values or higher purposes (Wallis, 2018; Zakrzewski, 2018; Hanson, 2019); confidence in reason addresses one’s faith in reason and its worthiness; intellectual autonomy is one’s ability to be an independent thinker with integrity.

mindfulness practices and the ability to maintain emotional stability through self-awareness as discussed in the notion of emotional intelligence are essential for an individual to become a critical thinker.

Comprehension and analysis tasks are found at the relatively lower end of Bloom’s taxonomy spectrum (discussed in detail later in the chapter), while synthesis and evaluation are found at the higher end.

Another type of categorisation some psychologists have come up with is to differentiate the learning styles of individuals as auditory-sequential learning and visual-spatial learning (Silverman, 2002; Webb et al., 2005).

the left hemisphere of the brain is more specialised in processing linguistic and sequential information, while the right hemisphere is better in dealing with visual and spatial information. In other words, learners with the preference of auditory-sequential style predominantly use the left hemisphere, while the learners with the visual-spatial preference mostly use the right hemisphere.

two-thirds of the population possess primarily auditory-sequential characteristics, while the other one-third has predominantly visual-spatial characteristics.

These personalities are more likely to demonstrate psychological imbalances/sensitivities or deviate from perceived average behaviour.

Kolb’s experiential learning cycle is a widely used explanation on how effective learning takes place (Kolb, 1983; Zull, 2002). Kolb’s cycle has four stages – namely, the concrete experience stage, reflective observation stage, abstract conceptualisation stage, and active experimentation stage. All four stages play important roles in accomplishing successful and effective learning. Kolb’s theory explains how different parts of the brain function together to affect effective learning; concrete experience is sensed through the sensory cortex; reflective observation is performed using the back integrative cortex; abstract conceptualisation is done using the frontal integrative cortex; and active experimentation is performed using motor cortex (Zull, 2002).

research evidence shows a clear no to that question. Recent studies in the areas of emotional intelligence (EI) that build fundamentally on the notion of emotional self-awareness show that EQ (emotional quotient) has a much higher significance than IQ, once a threshold IQ level is reached (Goleman, 2017; Bradberry, 2017; Chamorro-Premuzic, 2014).

traditional ‘sage on the stage’ educational practices mainly allowed auditory-sequential learners to benefit mostly in a relative sense in terms of extrinsic measures of achievement, but not necessarily in deep learning or in inner transformations leading to self-actualisation/self-transcendence (Maslow, 1968; Maslow,

The concrete experience stage of Kolb’s experiential learning cycle plays a predominant role in didactic approach, as learners are expected to hurriedly absorb information into their heads through sensory cortex, mostly by auditory means. There will be less time, if at all, expended on reflective observation and abstract conceptualisation stages. All the learners are expected to commit the information divulged to memory in an identical manner promoting conformity ahead of creativity (Kaufman & Gregoire, 2016); there will be no encouragement for unique, personalised knowledge creation internally in the head of the learner. Further, the teacher demonstrates an authoritative role, resembling knowing everything (as an omnipotent god) and attempting to fill the empty heads of students with something disregarding the notions of social-emotional learning altogether. Didactic teaching-learning environments have a negative impact more specifically on visual-spatial or creative/gifted learners, firstly because they usually resist authoritarianism, possibly due to their higher sensitivity levels, and secondly because they tend to grasp knowledge slowly in a deeper sense via reflective observation and abstract conceptualisation phases; visual-spatial learners will be more relaxed and emotionally stable in a nonauthoritative environment with an appropriate pace of presentation that would help them to think/reflect/conceptualise in pictures and objects than pure auditory means.

In other words, the learner plays a more active role in learning in an emotionally and socially supported environment, creating knowledge, while the teacher’s role is somewhat passive, guiding learners in the knowledge creation process. In pedagogy, this scenario is referred to as a dialectic teaching-learning process. As we can see, the dialectic approach has a deeper and critical focus to learning, while the didactic approach is more likely to produce a surface approach to learning. In the dialectic approach, the delivery is so paced and toned that the learners are in a more emotionally and socially comfortable position to engage in reflective observation and abstract conceptualisation stages of the Kolb’s cycle. We can also see student-centred learning from another important point of view: it is possible that individual students get more attention from the teacher to possibly get individual feedback and individual issues addressed for more purposeful learning and development. Also, the teacher gets to know students individually based on the discussions they engage in, thus getting to know their personality traits, as widely referred to by psychologists, so that appropriate personalised feedback can be provided. This learner-centred approach accommodates for a more authentic learning experience for each student, and at the same time, it caters for a more authentic evaluation of individual students.

the discipline of education cannot be on its own for proper implementations; essentially, it needs to be integrated with other related disciplines. For example, what is the purpose of education if it does not allow learners to develop humanistically as creative beings with wisdom?

the different functionalities of brain components, we can infer that deep learning, higher-order learning, or critical thinking cannot take place when instructions and the mode feed purely to the left hemisphere of our brain, as

research evidence shows repeatedly, learners in such disadvantaged situations/conditions could benefit from attention training/mindfulness practices so that they can continue engaging in higher-order learning activities.

that the limbic cortex, amygdala, and pleasure centres are commonly known emotion-related parts of the brain.

there is research evidence that the right hemisphere plays a vital role in the operation of the emotions (Silverman, 2002). Time

Mindfulness/attention-training practices enable learners to feed a large amount of information from external as well as internal source to our parallel-processing brain so that better decisions can be generated by giving consideration to many perspectives.

Within an authentic education framework, learners’ individual psychological and neurological characteristics (akin to social-emotional learning aspects) are given consideration and accepted/honoured as they are, promoting inclusive practices. For example, emotional and other high sensitivities commonly found in gifted and creative personnel are not treated as constraints, maladjustments, or something antisocial; rather, they are considered as enriching a neurodiverse society to operate in a more balanced manner. All learners, including those with high developmental potential, get conducive environments to reach higher levels of development, similar to the self-actualised/self-transcended state. An authentic education system sends learners through a lasting deep learning and/or critical thinking experience, which human brains are capable of under conducive teaching-learning environments; human brains are treated as parallel processors that are capable of dealing with multiple inputs and solving complex problems, unlike machines or computers that are good at executing routine steps in reaching specific answers at very high speeds. In effect, in an authentic learning environment, most parts of a human brain (a.k.a. whole brain) including the right hemisphere, are stimulated using appropriate instructions and activities; this contrasts from mainly addressing the left hemisphere in a traditional environment.

mindfulness/attention training practices are identified as the key to enabling the development of emotional intelligence competencies leading to learning and development to higher levels of self-actualisation/self-transcendence.

Economics has been a very favorable place to be if you're in academia. Economics was always more multidisciplinary than the rest of soft science. It just reached out and grabbed things as it needed to.

In other words, high emotional sensitivity can be seen as a catalyst/motivator for learning that produces better decision-makers or visionaries. Research studies show that even temperamental preferences can be changed through learning, especially emotional or traumatic relearning (Goleman, 2005).

From the point of view of brain structure, it is important to note that the tasks of synthesis and evaluation essentially need to get the right hemisphere involved. That is, when higher-order learning is targeted, we have to necessarily stimulate right hemisphere through appropriate instructions and activities that go beyond mere procedural/routine/sequential operations. In addition, essentially the frontal integrative cortex of the cerebral cortex needs to be stimulated to a higher degree for promoting higher-order learning; this is the region we use for more integrative tasks of abstract conceptualisation, as presented earlier.

Intrapersonal intelligence may indicate one’s ability to see inwardly and develop self-awareness (Goleman, 2005; Goleman, 2013; Ludvik et al., 2016a; Tan, 2013; Davis, 2014;

First, the concept of "all needed skills" lets us recognize that we don't have to raise everyone's skill in celestial mechanics to that of Laplace and also ask everyone to achieve a similar skill level in all other knowledge. Instead, it turns out that the truly big ideas in each discipline, learned only in essence, carry most of the freight. And they are not so numerous, nor are their interactions so complex, that a large and multidisciplinary understanding is impossible for many, given large amounts of talent and time.

Developing creative human beings means that we encourage learners to view from multidimensional perspectives (Edelman, 2017); we need them to be open-minded (Snow, 2018; Goleman, 2018; Kaufman & Gregoire, 2016) and develop a diverse set of neural networks of knowledge, connecting them appropriately to construct a vast knowledge base.

(Maslow, 1993). He stressed the point that for human beings to self-actualise, it is essential that we have good social conditions – that is, a society that promotes and values creativity and human development.

visual-spatial learning styles, do not do their best in timed tests and/or multiple-choice question tests, especially if not appropriately constructed (Silverman, 2002). These students are usually better abstract thinkers, and the said type of assessment would, in many cases, not test their abilities appropriately (mostly they are set purely as memory recall test or at least students’ approach them in that way especially because of the time constraints).

possible that, due to their heightened sensitivity, creative/gifted individuals demonstrate frustrated behaviours at times. Kazimierz Dabrowski, in his book Psychoneuroses Is Not an Illness (1972), even refers to individuals of these traits as ‘psychoneurotics’ and identified the underlying process of psychoneuroses as a path to a higher level of human development.

Auditory-sequential learners are able to engage in learning despite emotional setbacks, while the learning of visual-spatial learners is heavily dependent on emotional stability.

relation to mathematical abilities, visual-spatial learners are better in mathematical reasoning, while auditory-sequential learners are good in arithmetic.

visual-spatial learners have a tendency to be categorised as gifted and creative individuals who usually show a very high level of emotional and other sensitivities.

If you skillfully follow the multidisciplinary path, you will never wish to come back. It would be like cutting off your hands.

anybody can have a journey, its all about learning from it that matters

Maslow put forth that goals of education are human goals – that is, humanistic development or self-actualisation/self-transcendence of individuals. To achieve this, he stated that we need to guide our learners through intrinsic motivation for learning that helps them to self-identify themselves or their personalities. This is the realm of developing self-awareness in which learners identify their purpose (ideally a higher purpose than ordinarily finding some sort of employment) so that they are driven to it through intrinsic motivation, a phenomenon in the domain of emotion.

findings that visual-spatial learners, or creative/gifted learners, as they are highly likely to be categorised, are more likely to develop negative images of themselves as well as of society at large, when their requirements/values/ideals and preferences are not met for a prolonged period of time.

These systems based primarily on direct instruction promote conformity (Kaufman & Gregoire, 2016), based on the assumption that every learner is cognitively, emotionally, and emotionally identical and/or has identical mindsets.

improved intrapersonal and interpersonal intelligence help individuals to develop better peer relationships and engage in collaborative work with better engagement or more productively. Clearly the existence of different forms of multiple intelligence highlight the functions of different parts of the brain as well as integrative operations of some of these functions (Siegal, 2011; Siegel, 2015); for example, linguistic and logical processing involves the left hemisphere, while the spatial and musical functioning mainly uses the right hemisphere (Silverman, 2002).

more recent research, evidence shows that these competency areas pertaining to the domains of social and emotional learning (SEL) have, in fact, become of paramount importance in an individual’s learning and development, leading to his/her own well-being as well as the development of sustainable societies. Further, these competencies are identified to be essential for effective leadership (Taylor, 2018) and are shown to enhance and ‘brighten up’ the development of cognitive domain capabilities.

Education/pedagogy researchers have identified and revealed that learning can take place in the form of deep learning, surface learning, or what is referred to as strategic learning (Biggs, 2003; Entwistle, 1998).

the theory of constructivism has authentic roots to education embedded in it.

The abstract conceptualisation stage of the Kolb’s experiential learning cycle plays a predominant role in constructivist theory of learning; in this stage, the learner maps his or her newly gained knowledge to his or her existing knowledge base to identify new connections, creating new knowledge.

the development of emotional-intelligence-based social and emotional skills are directly linked to attentional-improvement/mindfulness/meditative practices, in which many schools and academic institutes around the world are beginning to show a keen interest.

In relation to these learning styles, psychologists have also identified other associated psychological, neurological, and personality characteristics. The students with preferences for the auditory-sequential learning style are more inclined to have extrovert personalities, while the students who prefer the visual-spatial learning style are inclined to possess introvert personalities. Extrovert personalities are more outgoing, engage in discussions, and respond easily, even with relatively unknown people, and they enjoy social activities with a large number of participants. On the contrary, introverts prefer attending to things on their own with less interaction with others, especially with relatively unknown people, and dislike social activities with large attendance. Auditory-sequential learners are good in analysis and pay more attention to specific detail; they approach solving a complex problem by dividing it into smaller parts. On the other hand, visual-spatial learners are good synthesisers, who can relate different perspectives to form an answer and are better at seeing the big picture or are holistic. As we would expect, auditory-sequential learners deal better with the concept of time and are better organised, while visual-spatial learners are relatively less competent with the concept of time. Auditory-sequential learners think in words and are better in rote memorisation; visual-spatial learners think in pictures and need to relate contextual meanings with pictures and, as a result, struggle with rote memorisation. That is, auditory-sequential learners have better auditory short-term memory, while visual-spatial learners have better visual long-term memory. Further, since they think in pictures, visual-spatial learners take a relatively longer time to process and relate information to contexts; once they do that, this contextual information is retained longer in memory.

When learners follow a strategic approach to learning, they probably engage intellectually on learning in a narrow sense while obtaining higher grades, but it does not yield the best learning outcomes based on sound pedagogical principles; the learners may struggle to see the relationships between different bodies of knowledge as a consequence of not investing some quality time on reflecting and conceptualising, apply their knowledge in different contexts, and may not retain the knowledge long after sitting the examinations.

They align new learning with their existing knowledge base and create personally new knowledge altogether.

authentic education, as we referred to here in a deeper context, essentially has a multidisciplinary perspective of learning and development that goes beyond the cognitive domain and incorporates the important aspects of social and emotional domains (‘CASEL Is Transforming’, 2019; ‘What Is SEL?’, 2019; Jagers, Rivas-Drake, & Borowski, 2018; ‘From a Nation at Risk’, n.d.; Rockett, 2018).

by engaging in a process of journaling in which individual write/comment on the experiences either as diary entries of via social media platforms. Research shows that such practices enhances learning, development, and overall well-being (Phelan, 2018).

Education/pedagogy researchers also encourage a paradigm shift from teacher-centred to student-centred, or learner-centred, practices of teaching-learning (Ramsden,

Using the characterisation of left and right hemispheric functions of the brain (Silverman, 2002), we can infer that concrete experience and active experimentation tasks mainly use the left hemisphere of our brain, while reflective observation and abstract conceptualisation activities use the right hemisphere; former functions may require detailed descriptions and a sense of time, while the latter probably needs to understand the big picture in the process of integrating and may not need to be concerned about the time or sequencing. In other words, we can infer that those who prefer auditory-sequential learning may prefer the concrete experience and active experimentation stages of the Kolb cycle, while visual-spatial learners may prefer the reflective observation and abstract conceptualisation stages.

we need to use appropriate instructions and activities to encourage all our learners to utilise not only both hemispheres of the brain but also different parts of the cerebral cortex, as highlighted above.

Failure to implement a proper and well-thought-out deep learning framework, essentially giving attention to social-emotional aspects, may prompt learners to follow a strategic learning path in which they are purely guided by assessment and merely obtaining high grades; if the assessments fail to capture a deep learning focus, it is difficult to guide learners to deep learning, as they naturally get guided by assessment criteria (Biggs, 2003; Ramsden, 2003).

Develop spatial skills by modeling your school, house, or neighborhood. Learn engineering and design skills by making structural models of Buckminster Fuller’s tetrahedron-based geodesic domes, Snelson’s tensegrity sculptures, and other architectural forms. Teacher Brenda Jackson particularly recommends the modeling of bridges for its multidisciplinary aspects: “In [a] bridge design project,” she says, “a variety of disciplines is involved. Drawing the proposed design, coping with the practical problem of tension, and using calculations and manual skill in making the model, are all parts of the problem. Testing the bridge to destruction, although somewhat noisy, involves learning in a practical way, and the results are often so spectacular that they are unlikely to be quickly forgotten.

Third, we must implement a multidisciplinary education that places the arts on an equal footing with the sciences. Arts and sciences constantly interact in very fruitful ways that are often overlooked.

The abstract concepts at the center of our oldest cognitive systems constitute a primordial 'blessing of abstraction,' counter to long-standing intuitions concerning what is learned or innate, and what is unique to our species or shared by other animals. For millennia, thinkers have supposed that knowledge begins with modality-specific sensations and culminates in abstract concepts only late in ontogeny and phylogeny. Multidisciplinary research in the developmental cognitive sciences turns this assumption on its head. Although we do not routinely articulate our abstract concepts, they are foundations for learning about things, places, and events at all ages and in a wide range of species. Ancient cognitive systems capture properties of the world that apply to all the diverse environments in which these creatures live.

It is my conviction that instead of taking a medical approach to sickle cell disease we need to be practicing a multi-disciplinary approach to its treatment. Not only should we be looking at the diagnosis and treatment, but asking who am I when I am not in a sickle cell disease crisis? … I say multi-disciplinary rather than holistic because the doctor seems to believe that he’s the only one treating it but I want to look at the nurse, the social worker, the psychologist, the teacher, everyone with whom they come into contact. All are important in the treatment of disease.

Data Science is a multidisciplinary field that combines various techniques and methods to extract knowledge and insights from data. It involves the application of statistical analysis, machine learning algorithms, and computational tools to analyze and interpret complex data sets.

Of the two, Rick Doblin has been at it longer and is by far the more well known. Doblin founded the Multidisciplinary Association for Psychedelic Studies (MAPS) all the way back in the dark days of 1986—the year after MDMA was made illegal and a time when most wiser heads were convinced that restarting research into psychedelics was a cause beyond hopeless. Doblin, born in 1953, is a great shaggy dog with a bone; he has been lobbying to change the government’s mind about psychedelics since shortly after graduating from New College, in Florida, in 1987. After experimenting with LSD as an undergraduate, and later with MDMA, Doblin decided his calling in life was to become a psychedelic therapist. But after the banning of MDMA in 1985, that dream became unachievable without a change in federal laws and regulations, so he decided he’d better first get a doctorate in public policy at Harvard’s Kennedy School. There, he mastered the intricacies of the FDA’s drug approval process, and in his dissertation plotted the laborious path to official acceptance that psilocybin and MDMA are now following.

Columbia got into orbit without any trouble, docked on schedule with the ISS, and successfully completed a multidisciplinary microgravity and Earth science research mission lasting more than two weeks.

DabneyCollins is a multidisciplinary landscape design firm in Greenville, SC, whose mission is to provide the best landscape design-build experience in the Southeast, especially Upstate South Carolina. We guide clients from the first design discussion through the entire construction process to create personal, joyous, and enduring outdoor spaces for present and future enjoyment. Our gardens adapt the rich heritage of hospitality and relaxed elegance of true Southern living to modern life.

We are entering a new era of multiple frontier risks, including runaway technologies and complex geopolitical crises. To remain on the front foot, the world requires symbiotic foresight in public policy and highly trained multidisciplinary thinkers who can connect the dots using frameworks such as Neuro-Techno-Philosophy.

Multidisciplinary approaches highlight the multifaceted nature of conflict zone and war themes.