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Beyond disciplinarity: humanities and supercomplexity

Parker, Jan (2008). Beyond disciplinarity: humanities and supercomplexity. London Review of Education, 6(3) pp. 255–266.

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The 'New Humanities' has called for new ways of engaging with Humanities texts; the European Science Foundation is just one major research funder to demand that the Humanities contribute to interdisciplinary collaborations. Meanwhile, traditionally trained disciplinary academics have resisted bringing traditional texts into interdisciplinary courses as 'dumbing down the curriculum'. This article analyses briefly the different epistemological, narratological and disciplinary genres in one text: Herodotus' Histories or Enquiries. It concludes that Humanities study must include such texts, not only as disciplinary but also as supra-disciplinary exemplary ways of knowing. It sketches a New Humanities curriculum based on such a text that could fit the twenty-first century student to live in a super-complex, multi-paradigmatic and radically interdisciplinary world. [ABSTRACT FROM AUTHOR]

Item Type: Journal Item
Copyright Holders: 2008 Institute of Education, University of London
ISSN: 1474-8460
Keywords: humanities; study and teaching; universities and colleges; curricula; interdisciplinary approach in education; European Science Foundation; Herodotus; complex narrative; disciplinarity; genre; interdisciplinarity; new humanities; supercomplexity
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 16629
Depositing User: Wendy Hunt
Date Deposited: 02 Jun 2009 15:23
Last Modified: 02 May 2018 13:01
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