“Disciplinarity” and “interdisciplinarity” have become keywords for knowledge and education in the twenty-first century. This development requires that administrators, curriculum planners, and teachers at all levels of the educational system have a common understanding of both terms and their relationship. The primary case study is the school level in the United States. Yet, comparisons with other nations suggest a platform for longer-term international dialogue that bridges the discourses of interdisciplinarity across national contexts as well as school and university levels. A shared discourse and programs of teacher training require awareness of historical contexts of interdisciplinary education, major terminology for distinguishing design models, characteristic pedagogical approaches, and related learning skills.
Stored only when both papers are in the corpus — 34 citations exist upstream.
Imported from OpenAlex (CC0) — nothing here is generated.