1,721,277 research outputs found
Anopoli Kambos; Environmental work (on mulberries) July 1988: Lucia Nixon; Meryn Scott; Simon Price.
No full textAnopoli Kambos; Environmental work (on mulberries) July 1988: Lucia Nixon; Meryn Scott; Simon Price
Scott Simon, Sadyaq Balae! L’autochtonie formosane dans tous ses états,
Get PDFAinsi que le stipule la quatrième de couverture, rares sont les ouvrages ethnographiques qui traitent de l’autochtonie formosane en langue occidentale. Celui-ci est le seul qui soit pleinement consacré à ce sujet en français. Le livre de Scott Simon s’appuie justement sur une riche ethnographie finement analysée des sociétés austronésiennes sadyaqs, surtout dans les cinq derniers des huit chapitres que comporte l’ouvrage. Il vient ainsi compléter, et pousser plus avant, les précédentes contri..
6th Interdisciplinary Learning and Teaching Conference (2022), University of Birmingham
No full textThis reflective chapter examines the hosting of the Sixth Interdisciplinary Learning and Teaching Conference (2022) at the University of Birmingham, framing it as an effort to bring into dialogue two related but often separate communities: Liberal Arts and Sciences educators and scholars of interdisciplinary studies. It outlines the pedagogical and institutional motivations behind the conference theme, Mapping Interdisciplinarity: Finding Our Way, and explains how this framing encouraged attention to integration, assessment, and institutional context rather than abstract advocacy of interdisciplinarity. The chapter reflects on the thematic organisation of the conference and its role in fostering practice-focused, cross-sector dialogue in the post-pandemic university. It concludes by offering reflections on balancing structure and openness when designing interdisciplinary academic events and learning spaces
Introduction:The Ethics of Interdisciplinary Learning and Teaching
No full textThis introduction develops an ethical, epistemological, and ontological account of interdisciplinary learning grounded in complexity and the role of integration in producing new understanding. It argues that complexity characterises the object of study, whereas interdisciplinarity is a mode of inquiry defined by the relational reconfiguration of disciplinary insights. Against views that equate interdisciplinarity with breadth, the chapter claims that its distinctive purpose is epistemic novelty: the creation of new relations that no single discipline can generate. It then shifts from teaching to learning, proposing that interdisciplinary learning unfolds through structural paradoxes involving disciplinary adequacy and the authorisation of integrative claims. These paradoxes generate dialectical movements between immersion and reflection, dependence and autonomy, through which a distinctive interdisciplinary perspective gradually emerges. This perspective is not a meta-stance above disciplines but a relational field constituted through the learner’s interpretive and creative activity. Because this perspective shapes what becomes thinkable, interdisciplinary understanding is inherently ethical, grounding pedagogical and institutional responsibilities to support students in becoming capable of creating the new
Introduction:The Ethics of Interdisciplinary Learning and Teaching
No full textThis introduction develops an ethical, epistemological, and ontological account of interdisciplinary learning grounded in complexity and the role of integration in producing new understanding. It argues that complexity characterises the object of study, whereas interdisciplinarity is a mode of inquiry defined by the relational reconfiguration of disciplinary insights. Against views that equate interdisciplinarity with breadth, the chapter claims that its distinctive purpose is epistemic novelty: the creation of new relations that no single discipline can generate. It then shifts from teaching to learning, proposing that interdisciplinary learning unfolds through structural paradoxes involving disciplinary adequacy and the authorisation of integrative claims. These paradoxes generate dialectical movements between immersion and reflection, dependence and autonomy, through which a distinctive interdisciplinary perspective gradually emerges. This perspective is not a meta-stance above disciplines but a relational field constituted through the learner’s interpretive and creative activity. Because this perspective shapes what becomes thinkable, interdisciplinary understanding is inherently ethical, grounding pedagogical and institutional responsibilities to support students in becoming capable of creating the new
6th Interdisciplinary Learning and Teaching Conference (2022), University of Birmingham
No full textThis reflective chapter examines the hosting of the Sixth Interdisciplinary Learning and Teaching Conference (2022) at the University of Birmingham, framing it as an effort to bring into dialogue two related but often separate communities: Liberal Arts and Sciences educators and scholars of interdisciplinary studies. It outlines the pedagogical and institutional motivations behind the conference theme, Mapping Interdisciplinarity: Finding Our Way, and explains how this framing encouraged attention to integration, assessment, and institutional context rather than abstract advocacy of interdisciplinarity. The chapter reflects on the thematic organisation of the conference and its role in fostering practice-focused, cross-sector dialogue in the post-pandemic university. It concludes by offering reflections on balancing structure and openness when designing interdisciplinary academic events and learning spaces
Can Students Practise Interdisciplinarity and Understand What It is They Are Doing?
No full textThis chapter investigates how students experience assessment on interdisciplinary modules, focusing on the relationship between practising interdisciplinarity and reflecting on it. Drawing on interview data from two contrasting case studies – a Master’s-level design-based module and a second-year undergraduate module structured around a formal interdisciplinary research process – the chapter analyses how assessment strategies shape students’ engagement with integration. Despite substantial differences in cohort, pedagogy, and assessment design, students in both modules reported a persistent tension between producing interdisciplinary outcomes and reflecting on the nature of their interdisciplinary reasoning. In one case, reflection appeared too late to guide practice; in the other, reflective structure sometimes felt detached from real-time problem solving. The findings suggest that reflection is essential for making integration explicit, but can also disrupt or delay students’ sense of “doing” interdisciplinarity when poorly aligned with activity. Rather than treating this tension as a design flaw, the chapter argues that it is structurally inherent to interdisciplinary education and must be managed pedagogically by integrating reflective practice more closely with the processes of inquiry and decision-making
Can Students Practise Interdisciplinarity and Understand What It is They Are Doing?
No full textThis chapter investigates how students experience assessment on interdisciplinary modules, focusing on the relationship between practising interdisciplinarity and reflecting on it. Drawing on interview data from two contrasting case studies – a Master’s-level design-based module and a second-year undergraduate module structured around a formal interdisciplinary research process – the chapter analyses how assessment strategies shape students’ engagement with integration. Despite substantial differences in cohort, pedagogy, and assessment design, students in both modules reported a persistent tension between producing interdisciplinary outcomes and reflecting on the nature of their interdisciplinary reasoning. In one case, reflection appeared too late to guide practice; in the other, reflective structure sometimes felt detached from real-time problem solving. The findings suggest that reflection is essential for making integration explicit, but can also disrupt or delay students’ sense of “doing” interdisciplinarity when poorly aligned with activity. Rather than treating this tension as a design flaw, the chapter argues that it is structurally inherent to interdisciplinary education and must be managed pedagogically by integrating reflective practice more closely with the processes of inquiry and decision-making
Scott Simon, Sadyaq Balae! L’autochtonie formosane dans tous ses états (Sadyaq Balae! Formosan indigeneity in all its states),
Get PDFAs the book’s back cover blurb notes, few ethnographic works in Western languages deal with Formosan indigeneity. This book is the only one in French devoted exclusively to the issue. Scott Simon draws on a rich, finely analysed ethnography of the Sadyaq Austronesian societies, especially in the last five of the book’s eight chapters. He adds to and carries on from previous contributions – articles and book chapters on the subject by Fiorella Allio, Véronique Arnaud, Josiane Cauquelin, and Ch..
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