This editorial introduction reviews the notions of disciplinarity and interdisciplinarity and their implications for an understanding of educational studies. It examines differences between multidisciplinarity and interdisciplinarity, also raising issues about boundary work around and across the disciplines. It discusses the question of whether education is a discipline, together with the role of the so-called 'foundation disciplines' of psychology, sociology, history and philosophy in underpinning educational studies.

This editorial introduction reviews the notions of disciplinarity and interdisciplinarity and their implications for an understanding of educational studies. It examines differences between multidisciplinarity and interdisciplinarity, also raising issues about boundary work around and across the disciplines. It discusses the question of whether education is a discipline, together with the role of the so-called ‘foundation disciplines’ of psychology, sociology, history and philosophy in underpinning educational studies.

This article situates current debates about transdisciplinarity within the deeper history of academic disciplinarity, in its difference from the notions of inter- and multi-disciplinarity. It offers a brief typology and history of established conceptions of transdisciplinarity within science and technology studies. It then goes on to raise the question of the conceptual structure of transdisciplinary generality in the humanities, with respect to the incorporation of the 19th- and 20th-century German and French philosophical traditions into the anglophone humanities, under (...) the name of ‘theory’. It identifies two distinct – dialectical and anti-dialectical, or dialectical and transversal – transdisciplinary trajectories. It locates the various contributions to the special issue of which it is the introduction within this conceptual field, drawing attention to the distinct contribution of the French debates about structuralism and its aftermath – those by Serres, Foucault, Derrida, Guattari and Latour, in particular. It concludes with an appendix on Foucault’s place within current debates about disciplinarity and academic disciplines. (shrink)

This essay starts by outlining what the author considers to be the three general properties of the phenomenological approach. This approach is then taken to the question of what an academic discipline is and how one becomes a member of a discipline, with some positive and negative aspects that can develop considered. Demonstrating how phenomenological questions can be asked and answered, this approach invites attempts to confirm, correct and extend the account through more reflective analysis. Indo-Pacific Journal of Phenomenology, Volume (...) 10, Edition 2, October 2010: 5-9. (shrink)

A partir do século XVIII, a imposição do controle das principais instituições políticas e sociais à população passa a ocorrer precipuamente por meio de estratégias urbanísticas. A arquitetura revela o objetivo de disciplinamento dos corpos de modo a prepará-los para a inserção na incipiente sociedade capitalista, seja na forma das escolas, fábricas ou prisões. Objetivamos num primeiro momento refletir, por meio da trajetória histórica e arquitetônica da Biblioteca Pública Municipal de Marília, se a biblioteca antiga tem preponderância de uma instituição (...) disciplinar; para, em um segundo momento, apresentar a arquitetura no novo prédio, verificando se o novo modelo de biblioteca pode evidenciar a transição do modelo disciplinar ao de controle. Metodologicamente, trata-se de uma pesquisa de natureza qualitativa, documental e bibliográfica, na qual utilizamos o método Análise de Conteúdo da Bardin para analisarmos categorias de entrevista. Para tanto, nos valemos um pouco do pensamento de Foucault e Deleuze acerca do tema, bem como o histórico, arquitetura e um pouco da organização das coleções da biblioteca em questão, nos espaços e tempos diferentes. Concluímos que a nova biblioteca não é melhor do que a anterior. Ela apenas se adequa melhor aos ditames dos novos tempos, com novas perspectivas sociais e tecnológicas. A antiga biblioteca teve uma função muito importante na história da cidade e dos seus usuários. Somente não estava mais apropriada ao século XXI, necessitando de novo aspecto e sentido. (shrink)

Scholars in both digital humanities and media studies have noted an apparent disconnect between computation and the interpretive methods of the humanities. Alan Liu has argued that literary scholars employing digital methods encounter a “meaning problem” due to the difficulty of reconciling algorithmic methods with interpretive ones. Conversely, the media scholar Friedrich Kittler has questioned the adequacy of hermeneutics as a means of studying computers. This paper argues that that this disconnect results from a set of contingent decisions made in (...) both humanistic and mathematical disciplines in the first half of the nineteenth century that delineated, with implications that continue to resonate in the present day, which aspects of human activity would come to be formalized in algorithms and which would not. I begin with a discussion of Nicolas de Condorcet, who attempted, at the height of the 1789 revolution, to turn algebra into a universal language; his work, I argue, exemplifies the form of algorithmic thinking that existed before the Romantic turn. Next, I discuss William Wordsworth’s arguments about the relationship of poetry and science. While Wordsworth is sometimes viewed as a critic of science, I argue that his polemic is specifically targeted at highly politicized projects like Condorcet’s that sought to supplant existing modes of thought with scientific rationality. Finally, I demonstrate the importance of Romantic thought for George Boole, creator of the logic system that would eventually form the basis of digital electronics. The reason Boole was able to succeed where Condorcet had failed, I argue, was that Romantic notions of culture enabled him to reconcile a mechanical view of mathematical reasoning with an organic view of the development of meaning—a dichotomy that remains a key assumption of computer interfaces in the twenty-first century. (shrink)

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. (shrink)

I want to consider how the general characteristics of a discipline might facilitate ?social mechanisms for distributing knowledge? that do not depend on uniformity of use, but, in fact, on different uses by different people. Indeed, I want to show that the ways in which a discipline is organized afford the growth of knowledge and do so, in particular, by facilitating an approach to what Thomas Kuhn described as ?the essential tension? between, on the one hand, the traditional or customary (...) elements of disciplined enquiry, which are prerequisites for there being a community of enquiry, and, on the other hand, the innovative elements of disciplined enquiry, which are needed on account of the always already inadequate character of our engagement with the objects of enquiry. (shrink)

This paper explores the organisation of scholarly articles in educational studies in the UK through an analysis of the outputs of six key journals. Using citation networks and text analyses it examines connections that are made between papers, journals, authors and the themes discussed in the six journals. Scholarly papers are particularly suitable for this kind of analysis because of the expectation that authors 'locate' their work within existing knowledge, making explicit connections between their contribution and the field (or discipline) (...) in which they are working. This analysis utilises these connections in order to understand how papers in disciplinary and non-disciplinary journals relate to one another in terms of the bodies of knowledge on which they draw, where papers are then cited, and the degree to which authors cross disciplinary boundaries or remain within their 'parent' discipline. (shrink)

Siguiendo las coordenadas conceptuales propuestas por Michel Foucault en su abordaje del tratamiento gubernamental de las pandemias, en este artículo se desarrolla un recorrido genealógico por específicas prácticas de gobierno que se han venido desarrollando en Chile en distintos momentos de su historia; se visibilizan de este modo diversos actores de gobierno que buscarán conducir conductas y subjetividades en contextos de pandemia. Entendida como una propuesta metodológica, establecida en base a la identificación de actores, racionalidades y acciones de gobierno, inscrita (...) en el marco conceptual desarrollado por Foucault en su abordaje del tratamiento gubernamental de las pandemias, buscamos problematizar las fórmulas gubernativas que se han dispensado en el pasado para comprender las estrategias de gobierno de la pandemia del presente. (shrink)

This book is the most comprehensive and rigourous critique of the ways disciplinary boundaries still inhibit knowledge-production and integration.

Within the past 40 years, feminist studies/women’s studies/gender studies/studies in gender and sexuality has effectively grown into a globally practised academic discipline while simultaneously resisting the notion of disciplinarity and strongly advocating multidisciplinarity, interdisciplinarity, and transdisciplinarity. In this article, I argue that gaining identity through refusing an identity can be viewed as being a constitutive paradox of gender studies. Through exploring gender studies as a transdisciplinary intellectual discipline, which came into existence in very particular multidisciplinary historical conditions of the (...) feminist movement, I suggest that transdisciplinarity within gender studies takes on a meaning which results in a radical problematization of the academic goal of ‘knowledge production’. Instead of such ‘knowledge production’, transdisciplinarity in gender studies promotes intervention which reaches beyond the concepts of accountability, innovation and corporate management. I argue that Jacques Derrida’s promotion of the Collège International de Philosophie in 1982 in its particular relationship to the tradition of philosophy provides a parallel example of such an attitude. Adding to Joan Scott’s and Clare Hemmings’s insights on gender studies in terms of critique and transformation, I argue that transdisciplinarity as practice of ‘intervention’ is crucial for the construction of gender studies disciplinary identity, based upon apparent non-identity. (shrink)

Tomando a obra Regras para a Direção do Espírito de Descartes, buscamos entender no presente artigo como a noção de disciplinaridade, desenvolvida a partir da questão de orientação do espírito na busca de conhecimentos certos, pode ser interpretada como fundante do projeto de modernidade calcado na autonomia do sujeito de disciplinar o próprio corpo. Assim, desenvolvemos a possível interpretação de sujeição política através da reflexão sobre a sujeição de todas as faculdades do espírito ao entendimento a partir do disciplinamento que (...) ele próprio impõe à relação que aquelas faculdades guardam com o corpo. E estabelecemos que as Regras não inauguram apenas uma reforma do entendimento como agenda de pesquisa para a modernidade, mas portam diretrizes para o aprimoramento do uso das faculdades de modo geral, apresentando como ação humana exitosa o comércio entre as faculdades humanas coordenado pelo entendimento. (shrink)

A partir da análise da arqueologia/genealogia do poder de Michel Foucault, o presente artigo propõe-se a discutir a evolução do conceito de poder disciplinar para o conceito de biopolítica, com base na transição que o filósofo identifica, no que se refere à organização do espaço urbano, da arquitetura e do urbanismo para a engenharia. Procura-se responder, com o artigo, à seguinte objeção: em que medida a arquitetura da sociedade disciplinar a partir da concepção de estruturas de disciplinamento dos corpos com (...) o objetivo de inclui-los no regime de produção da incipiente sociedade capitalista perde sua funcionalidade no contexto da sociedade do biopoder, pautada por uma engenharia da exclusão? Parte-se da hipótese de que, se a sociedade disciplinar, por meio da arquitetura do panóptico, buscava a integração dos indivíduos ao modelo de produção vigente, a sociedade da biopolítica promove, por meio da engenharia, a exclusão das massas que se transformam em excedente e, reflexamente, em inconveniente social. (shrink)

Pode a história das instituições de ensino superior nos ajudar a compreender as causas de controvérsias filosóficas e os processos de mudança intelectual pelo qual velhos estilos intelectuais são substituídos por novos? Neste artigo, associo a emergência da filosofia pós-analítica nos Estados Unidos a partir da década de 1970 à reforma e expansão do sistema de ensino superior daquele país na segunda metade do século XX, que afetou a filosofia enquanto disciplina acadêmica e profissão. Tomando como ponto de partida as (...) reflexões de Richard Rorty a respeito do estado da disciplina no início dos anos 1980, mostro como seu diagnóstico de crise disciplinar, elaborado na forma de uma crítica filosófica aos pressupostos teóricos e metodológicos da filosofia analítica, é resultado de um processo mais longo e amplo de transformação das bases institucionais da vida filosófica profissional nos Estados Unidos. (shrink)

Resumen: Este artículo analiza las instituciones disciplinares, como elementos de regulación de la sociedad por la norma, en la obra de Michel Foucault. Este filósofo galo insiste en la ruptura progresiva del diálogo entre la “locura” y la “sinrazón” con el paso del “gran internamiento” al psicoanálisis freudiano, lo que supone un enfrentamiento con la historiografía dominante. Ese interés por la enfermedad mental lo conduce a realizar una arqueología de la experiencia médica y a proceder a una crítica del proceso (...) de medicalización, aportando su contribución a la sociología médica y alimentando la reflexión de autores tales como Illich. Foucault se centra igualmente en la institución carcelaria que constituye para él un nuevo “arte del castigo”, un materialismo radical traducido en la disciplina, el cuerpo y el tiempo, y un proceso disciplinario de fabricación de los individuos; visión que ha dado lugar a ciertas paradojas y a lecturas sorprendentes. (shrink)

The paper focuses on Du Bos’ contribution to the birth of aesthetics. Du Bos elaborates – in an anticlassicistical tone – three central notions: 1) that of “artificial passion”, 2) of the taste of “the public” (which is in turn linked to a peculiar conception of “feeling”) and 3) of “artistic genius”. The main tenet will be that such an approach does lead to a “philosophy of fine arts” (or of “artistic beauty”), i.e. the discipline with which modern aesthetics ends (...) up identifying at the end of the xviii century. Hence the theoretical, and not just historical, interest for this author, especially when having an eye to neoaesthetics, viz. aesthetics as begotten by the crisis of the modern aesthetics around the middle of the xix century. (shrink)

The paper focuses on Du Bos’ contribution to the birth of aesthetics. Du Bos elaborates – in an anticlassicistical tone – three central notions: 1) that of “artificial passion”, 2) of the taste of “the public” (which is in turn linked to a peculiar conception of “feeling”) and 3) of “artistic genius”. The main tenet will be that such an approach does lead to a “philosophy of fine arts” (or of “artistic beauty”), i.e. the discipline with which modern aesthetics ends (...) up identifying at the end of the xviii century. Hence the theoretical, and not just historical, interest for this author, especially when having an eye to neoaesthetics, viz. aesthetics as begotten by the crisis of the modern aesthetics around the middle of the xix century. (shrink)

Este ensayo se dedica a la reconstrucción de algunas categorías sustanciales de la epistemología de la educación en dos de sus componentes: las teorías de la transmisión generativa y las de la condicionalidad, que arraigan en ontologías de base. Se asume que ambos componentes dan condiciones para la..

Empirically-informed philosophy of mind (EIPM) has become a dominant research style in the twenty-first century. EIPM relies on empirical results in various ways. However, the extant literature lacks an empirical description of how EIPM philosophers rely on empirical results. Moreover, though EIPM is essentially a form of cross-disciplinary research, it has not been analyzed as cross-disciplinary research so far. We aim to fill the above two gaps in the literature by producing quantitative and qualitative descriptions of EIPM as a kind (...) of cross-disciplinary research. Our descriptions aim to enable metaphilosophers to evaluate EIPM methodologically and epistemically. Our analyses use co-citation and categorization analyses informed by the literature on interdisciplinarity. We present five sets of descriptions and identify the three most common types of cross-disciplinary interactions in EIPM. The resulting descriptions enable us to locate two metaphilosophical challenges for EIPM philosophers. One concerns how they should incorporate empirical results in different disciplinary contexts, and the other concerns which theoretical virtue(s) they should aim for when tinkering with scientific theories. (shrink)

According to Charles S. Peirce and to Mariano Artigas, science is the collective and cooperative activity of all those whose lives are animated by the desire to discover the truth. The particular sciences are branches of a common tree. The unity of science is not achieved by the reduction of the special sciences to more basic ones: the new name for the unity of the sciences is cross-disciplinarity. This is not a union of the sciences themselves, but rather the (...) unity and dialogue of scientists, the real inquirers into the truth. In the light of Peirce’s and Artigas’s teachings, we can see that philosophers are in just the right place to call for this unity of sciences. This call should not be seen as promoting a return to the old scientism, but seeks a deep dialogue between the particular sciences and philosophy in order to deal with the presuppositions of the scientific enterprise. The key to the cross-disciplinarity of knowledge is not revolution, but rather shared efforts in a unique mixture of continuity and fallibilism, of affection and reason, of the attempt to understand others’ disciplines as well as our own. (shrink)

The article discusses how the emergence of the term "minor" in Brazilian society, from the mid-nineteenth century, forged mainly by the practice of legal and medical discourse, outlined a path of institutionalization for poor children; first, in the post-abolition period of enslavement until the thirties of the last century and, later, until the period of democratization of Brazil, considering the promulgation of the Federal Constitution of 1988. The analysis for the proposed periods was based on the concept of disciplinary power (...) and biopower, both coined by Foucault. Furthermore, the emergence of the black child was discussed, based on its status as a citizen child, contained in the Federal Constitution of 1988, and in the Statute of the Child and Adolescent created in the 1990s. From this period up to the present day, the text deals with the new devices created by the Brazilian State, which have ensured unequal conditions for black children and mainly promoted the increase of homicides among them.The analysis of the last period presented was based on the concept of “necropolitics,” developed by Achille Mbembe. Finally, we defend the principle that another childhood for black child will only be possible through a becoming-other, a new opening of the world and, above all, a decolonization of childhood for children belonging to the black ethnic-racial group. (shrink)

Reseña de la tesis Imaginación psico-biológica de la nación: el uso político y disciplinar de la temporalidad en la construcción de la imagen psiquiátrica del indígena, la producción de objetos de saber psiquiátrico y la imaginería nacional en Quito-Ecuador de mediados del siglo XX. Defensa de Tesis: : 2 de mayo de 2019Director: : Mg. Enrique Garguín, co-director: Prof. Rafael Pablo Bonilla.

Blanco, Carlos. Historia de la neurociencia: el conocimiento del cerebro y la mente desde una perspectiva inter-disciplinar. Madrid: Biblioteca Nueva, 2014. 296 pp.

In a world of ever growing specialization, the idea of a unity of science is commonly discarded, but cooperative work involving cross-disciplinary points of view is encouraged. The aim of this paper is to show with some textual support that Charles S. Peirce not only identified this paradoxical situation a century ago, but he also mapped out some paths for reaching a successful solution. A particular attention is paid to Peirce's classification of the sciences and to his conception of science (...) as a collective and cooperative activity of all those whose lives are animated by the desire to discover the truth. -/- . (shrink)

Este trabajo analiza las características de las prácticas de intervención y el desarrollo disciplinar de la Psicología Comunitaria en el país. El estudio se organizó a partir de los antecedentes aportados por distintas investigaciones que plantean la existencia de un desfase entre el marco disciplinar y las practicas de intervención. La investigación se llevó a cabo en una muestra de psicólogos de la Provincia de Valparaíso (N=51), quienes respondieron a un cuestionario y luego una sub muestra (N= 5) que fueron (...) entrevistados. Además, se aplicó una entrevista abierta a 8 académicos nacionales de reconocida trayectoria en la disciplina. Los resultados confirmaron en su conjunto que los contenidos del desfase se han agudizado, priorizando por intervenciones individuales centradas en la mejora contingente de las condiciones de vida y salud mental de los participantes. El trabajo concluye que es necesario repensar los contenidos y objetivos de la disciplina en el contexto nacional para retomar el énfasis en la transformación social que es consustancial a la disciplina. (shrink)

This essay examines how Indo-Pacific indigenous plant names went from being viewed as instruments of botanical fieldwork, to being seen primarily as currency in anthropological studies. I trace this attitude to Alexander von Humboldt, who differentiated between indigenous phytonyms with merely local relevance to be used as philological data, and universally applicable Latin plant names. This way of using indigenous plant names underwrote a chauvinistic reading of cultural difference, and was therefore especially attractive to commentators lacking acquaintance with any indigenous (...) language or culture. When New Zealand anthropologists embraced this role for Māori phytonyms in the 1890s, however, they did so possessed of a relatively in-depth understanding of Māori culture and the Māori language. This discussion has three primary aims: to illuminate nineteenth-century scholarly engagements with Indo-Pacific plant classifications, in contrast to a prevailing historiographical emphasis on European disregard for this subject; to analyse how indigenous phytonyms acted as ‘boundary objects’ interfacing between cultures and disciplines; and to illustrate the politics of scientific disciplinarity in a colonial context. (shrink)

For three hundred years two conflicting views of the world (1) have provided the overall frameworks for thought in western culture. The present paper shows neither view is sufficient for human understanding of many important systems and behaviors. A third view which appears sufficient is presented. Illustrations of the third view show increased understanding is obtained in many problems. The sufficiency of the historic views and the route to the third view are provided through discussion of the issue of multi- (...) class='Hi'>disciplinarity, the question of whether it is possible to base everything we know on one discipline, or, on the contrary, if there is a logical necessity for using principles and concepts from many disciplines to achieve human understanding of the world. The present article provides three distinct proofs of the logical necessity of multi-disciplinarity. The proofs proceed via study of: (1) the hierarchical structure of proto-typical systems in various areas of human concern; (2) the use of “integrated-control-information” by life forms and human artifacts; and (3) an extension of the theory of dimensions. The three proofs interlock, confirm, and extend each other. (shrink)

For three hundred years two conflicting views of the world (1) have provided the overall frameworks for thought in western culture. The present paper shows neither view is sufficient for human understanding of many important systems and behaviors. A third view which appears sufficient is presented. Illustrations of the third view show increased understanding is obtained in many problems. The sufficiency of the historic views and the route to the third view are provided through discussion of the issue of multi- (...) class='Hi'>disciplinarity, the question of whether it is possible to base everything we know on one discipline, or, on the contrary, if there is a logical necessity for using principles and concepts from many disciplines to achieve human understanding of the world. The present article provides three distinct proofs of the logical necessity of multi-disciplinarity. The proofs proceed via study of: (1) the hierarchical structure of proto-typical systems in various areas of human concern; (2) the use of "integrated-control-information" by life forms and human artifacts; and (3) an extension of the theory of dimensions. The three proofs interlock, confirm, and extend each other. (shrink)

O presente artigo tem como ponto central analisar, com base nos trabalhos de Michel Foucault, a respeito do Poder Disciplinar em sua atuação na área educacional, especificamente, no Ensino de Filosofia, cujo objetivo é especular sobre o referido poder, presente nas instituições de ensino. Para tratar dessa questão, que envolve o Poder Disciplinador no desenvolvimento no Ensino de Filosofia, será utilizada a metodologia da pesquisa direta bibliográfica. Nossa trabalho será desenvolvido em dois momento singulares a ideia geral sobre o poder (...) no filósofo Michel Foucault e, posteriormente, pensar o desenvolvimento do Poder Disciplinar em relação com a Educação e, consequentemente, o Ensino de Filosofia. Esse caminho acredita-se que chegará a uma compreensão do Poder Disciplinar dentro do Ensino de Filosofia, trazendo elementos e questões que contribuam na construção do sujeito pensante, seja em sua vida individual ou uma vida social, e que esse indivíduo possa transformar a sociedade. (shrink)

This article aims at a reflection on the Marxist concept of Ideology as an attempt to understand the transposition from the conscience level to the physical corporality level accomplished by Michel Foucault, as a form of instituting disciplinary power over the individual and also as a means of domination which is more effective than conscience itself.Este artigo objetiva uma reflexão sobre o conceito marxista de ideologia, ao mesmo tempo em que busca entender a transposição do nível da consciência para o (...) nível da corporalidade física, feita por Michel Foucault, como forma de instituição do poder disciplinar sobre os indivíduos, como meio de dominação muito mais eficaz do que a própria consciência. (shrink)

Pretende-se discutir a produção da história especializada, da história midiatizada e da história ensinada na interlocução com a matriz disciplinar de Jörn Rüsen. Defende-se que deve haver a fundamentação científica também na construção do conhecimento histórico escolar, para que o senso comum se torne senso crítico. Contrapõe-se aos revisionismos que negam, silenciam, deturpam a história considerada “sobrecarregada” em relação aos indígenas, ao escravismo e à Ditadura Civil-Militar brasileira. Toma como exemplo de história midiática/pública os Guias Politicamente Incorretos, principalmente da História (...) do Brasil, escrito por Leandro Narloch. Conclui que apenas a história construída com base científica pode refletir sobre o presente vivido para interpretar o passado com vistas ao futuro transformado no sentido de afirmar uma sociedade democrática. (shrink)

In this article, I argue that one has yet to acknowledge the extent to which the notion of the aesthetic and its content is institutionally negotiated. A central question that we ought to bear in mind is: does the organization of “aesthetic knowledge” that the traditional disciplines facilitate promote or prevent insight into meta-aesthetic and transaesthetic concerns?