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Disciplinarity and normative education
Södertörn University, School of Social Sciences, Political Science.ORCID iD: 0000-0001-8412-6097
2017 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, 1-16 p.Article in journal (Refereed) Epub ahead of print
Abstract [en]

Drawing on recent interdisciplinary, multidimensional research on civic and religious education in northern Europe, this article explores disciplinary epistemological economies in an era of mounting discontent with the narrowness of mono-disciplinary analyses of complex social and educational issues. It is argued in the article that under conditions of sufficient world complexity, interdisciplinarity provides for a more cogent scholarly approach to educational structures and phenomena than either of the logics of mono-, multi- and transdisciplinarity—the main extant alternatives. It is shown in both conceptual and empirical terms that these alternatives cannot accommodate social and educational diversity, complexity and sprawl other than thinly, hence should mainly be endorsed by universities and research funders for other than epistemological reasons or when there is agreement that the object subjected to analysis is correspondingly thin and isolated. As education in and of itself is a remarkably complex social phenomenon and field of study, it is concluded that interdisciplinary environments may typically be expected to provide a stronger potential for assessing and understanding it.

Place, publisher, year, edition, pages
2017. 1-16 p.
Keyword [en]
Interdisciplinarity, social epistemology, normative education, educational research, complexity
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-33010DOI: 10.1080/00131857.2017.1343113OAI: oai:DiVA.org:sh-33010DiVA: diva2:1118912
Available from: 2017-07-03 Created: 2017-07-03 Last updated: 2017-07-03Bibliographically approved

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Strandbrink, Peter

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