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First published in 2008, this book was hailed as the only comprehensive and systematic presentation of the interdisciplinary research process and the theory that informs it. This revised and expanded Second Edition reflects the burgeoning interest in, and substantial research on, all aspects of interdisciplinarity since then. Its key contribution is a more complete treatment of integration, particularly how to integrate insights from diverse perspectives. Allen F. Repko provides an easy-to-follow decision-making process, highlighting the foundational and complementary role of the disciplines in interdisciplinary work. He includes numerous examples from the natural sciences, social sciences, humanities, and applied fields to illustrate how to create common ground and how to construct a more comprehensive interdisciplinary understanding and reflect on, test, and communicate it. The book is ideally suited for active learning and problem-based pedagogical approaches as w

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Interdisciplinary Measures makes the case for a cross-disciplinary, but literature-centred, approach to postcolonial studies. Despite the anxieties that interdisciplinarity brings with it, a combination of different, discontinuously structured disciplinary knowledges is arguably best suited to address the tangled concerns of both the globalised present and the colonial past. The book looks specifically at the intersections between literary criticism, history, anthropology, geography and environmental studies, while arguing more specifically for a postcolonialism across the disciplines in the service of informed (cross-) cultural critique. Bringing together a wide range of literary material from Africa, Australia, Canada, the Caribbean, New Zealand and South Asia, the book also considers the different, but sometimes related, cultural contexts within which the key debates in postcolonial studies - e.g. those around globalisation, North-South relations and the new imperialism - are currently taking place. These debates suggest the need for a multi-sited, multilinguistic and, not least, multidisciplinary appraoch to postcolonial studies that consolidates its status as a comparative field.

Scholars from psychology, neuroscience, economics, animal behavior, and evolution describe the latest research on the causes and consequences of overconsumption.Our drive to consume―our desire for food, clothing, smart phones, and megahomes―evolved from our ancestors' drive to survive. But the psychological and neural processes that originally evolved to guide mammals toward resources that are necessary but scarce may mislead us in modern conditions of material abundance. Such phenomena as obesity, financial bubbles, hoarding, and shopping sprees suggest a mismatch between our instinct to consume and our current environment. This volume brings together research from psychology, neuroscience, economics, marketing, animal behavior, and evolution to explore the causes and consequences of consumption. Contributors consider such topics as how animal food-storing informs human consumption; the downside of evolved “fast and frugal” rules for eating; how future discounting and the draw toward immediate rewards influence food consumption, addiction, and our ability to save; overconsumption as social display; and the policy implications of consumption science.Taken together, the chapters make the case for an emerging interdisciplinary science of consumption that reflects commonalities across species, domains, and fields of inquiry. By carefully comparing mechanisms that underlie seemingly disparate outcomes, we can achieve a unified understanding of consumption that could benefit both science and society.

This book presents comparisons of recent accounts in the formalization of natural language (dynamic logics and formal semantics) with informal conceptions of interaction (dialogue, natural logic and attribution of rationality) that have been developed in both psychology and epistemology. There are four parts which explore: historical and systematic studies; the formalization of context in epistemology; the formalization of reasoning in interactive contexts in psychology; the formalization of pathological conversations.Part one discusses the Erlangen School, which proposed a logical analysis of science as well as an operational reconstruction of psychological concepts. These first chapters provide epistemological and psychological insights into a conceptual reassessment of rational reconstruction from a pragmatic point of view.The second focus is on formal epistemology, where there has recently been a vigorous contribution from experts in epistemic and doxatic logics and an attempt to account for a more realistic, cognitively plausible conception of knowledge.The third part of this book examines the meeting point between logic and the human and social sciences and the fourth part focuses on research at the intersection between linguistics and psychology.Internationally renowned scholars have contributed to this volume, building on the findings and themes relevant to an interdisciplinary scientific project called DiaRaFor (“Dialogue, Rationality, Formalisms”) which was hosted by the MSH Lorraine (Lorraine Institute for Social Sciences and Humanities) from 2007 to 2011.

Andy Blunden presents an immanent critique of Cultural-Historical Activity Theory, the pschychology originating from Lev Vygotsky (1896-1934). Tracing the roots of this theory from Goethe, Hegel and Marx, the author draws out the principles with which Vygotsky developed a theory of the mind in which transcended the problems of mind-body dualism

Zustand: Sehr gut - Gepflegter, sauberer Zustand. Außen: Klebereste / Klebespuren. Aus der Auflösung einer renommierten Bibliothek. Kann Stempel beinhalten. Seiten: 556 Sprache: Englisch Produktart: Bücher

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Book is in NEW condition. 1.11

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Historically, philosophy has been the point of origin of the various sciences. However, once developed, the sciences have increasingly become autonomous, although often taking some paradigm from leading philosophies of the era. As aresult, in recent times the relationship of philosophy to the sciences has been more by way of dialogue and critique than a matter of spawning new sciences. This volume of the Selected Studies brings together a series of essays which develop that dialogue and critique with special reference to the insights of phenomenological philosophy. Phenomenology in its own way has been interfaced with the sciences from its outset. Perhaps the most widely noted relation, due in part to Edmund Husserl's characterization of the beginning steps of phenomenology as a "descriptive psychology," has been with the various psychologies. It is weIl known that the early Gestaltists were influenced by Husserl and, later, the Existential psychologies acknowledged the impact of Martin Heidegger and Jean-Paul Sartre, to mention but two philosophers. And, of course, Husserl's lifetime concern for the foundations of logic and mathe­ maties, especially as these (the former in particular) were developed into a foundational "theory of science," has figured prominently in these dialogues. 2 INTRODUCTION Less directly but more currently, the impact of phenomenology upon the disciplines has begun to be feIt in a whole range of the sciences.

This book is about interdisciplinary approaches to art education. The concept of interdisciplinary learning is one that should be scrutinized closely and research and practical applications are needed to inform the field about best practices. This book contains both theoretical concepts and practical suggestions for curriculum construction and assessment for interdisciplinary education that incorporate the visual arts as good and worthwhile, while at the same time, proposing ways in which art can be integrated holistically with other subjects. In addition, there are a variety of research methodologies found in the different chapters and a range of subjects, such as science, social studies, anthropology, and the performing arts, for which interdisciplinary concepts have been applied effectively and appear to be coherent, complete, and appropriate. All those who anticipate incorporating interdisciplinary practices into their school reform efforts should consider examples found in this book, about how to keep the integrity of art education theory and practice and at the same time construct new ways of reconfiguring the field of art education.

New Book. Shipped from UK. Established seller since 2000.

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International Law and International Relations: Synthesizing Insights from Interdisciplinary Scholarship brings together the most influential contemporary writers in the fields of international law and international relations to take stock of what we know about the making, interpretation, and enforcement of international law. The contributions to this volume critically explore what recent interdisciplinary work reveals about the design and workings of international institutions, the various roles played by international and domestic courts, and the factors that enhance compliance with international law. The volume also explores how interdisciplinary work has advanced theoretical understandings of the causes and consequences of the increased legalization of international affairs.

Book is in Used-VeryGood condition. Pages and cover are clean and intact. Used items may not include supplementary materials such as CDs or access codes. May show signs of minor shelf wear and contain very limited notes and highlighting. 0.5

The lesson plans in Interdisciplinary Learning Through Dance: 101 MOVEntures are broad (covering six disciplines) and deep (101 plans in all). Each lesson is based on national standards and has been field tested with students in grades K-5 with positive results. In fact, both teachers and students enjoy the plans and the learning gained through Interdisciplinary Learning Through Dance: 101 MOVEntures. Teachers value the materials: a book, a music CD to be used with selected lessons, and a 60-minute DVD that demonstrates teaching methodologies and shows selected lesson plans in action. All are designed to be used in lessons that focus on science, social studies, language arts, math, physical education, and creative arts.Students respond with enthusiasm to the active learning of subjects through playful movement. The book's content inspires engaging and active learning with these features:- Basic language of dance- How-tos of lesson planning - Classroom-management techniques- Thinking tools for promoting conceptual understanding- Assessment choices and formsEach lesson plan addresses the national standards for dance and the core curriculum subject areas, as well as the grade level, length, student objectives, and materials needed. In addition, each plan contains these special features:- Introduction- Moving adventure- Assessment- ExtensionsThe book explores the benefits of crossing curricular boundaries with dance and delves into the vocabulary of dance and the pedagogy for creating moving adventures, or MOVEntures. It lays out the 101 lesson plans in six disciplines, providing assessment tools, lesson schematics, and additional resources– including the national standards and thinking tools. Complete. Cross-disciplinary. Broad and deep. Instructive. And fun. Teachers can't go wrong with Interdisciplinary Learning Through Dance: 101 MOVEntures, because the students learn the subjects and come back wanting to learn more.

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