Interdisciplinary Habits of Mind

What is the purpose of an interdisciplinary education? Arguably, the purpose of an interdisciplinary studies degree is to foster the ability of students to address any complex problem they encounter in life by drawing on relevant insights from diverse fields and striving to integrate these. There are various skills involved here [see Skills] but also importantly attitudes or 'habits of mind.' These are listed here. Instructors should strive to encourage these habits of mind.

A. Drawing insights from diverse perspectives

• Strive for adequacy in (the narrowly relevant concepts and theories of) each discipline, as well as a feel for its perspective.

• Seek out diversity of perspectives for richer and more comprehensive understanding.

• identify perspectives and knowledge in relevant interdisciplinary fields.

• identify pertinent knowledge and information in diverse disciplines and fields using digital technologies.

• in interdisciplinary collaborations, be alert to relevant approaches of other team members and their disciplines.

B. Evaluating insights

• Assume every disciplinary perspective has at least a kernel of truth.

• Assume whatever you’re attempting has probably been tried before, at least in part.

• Proceed methodically even though the disciplines from which you draw employ different methods.

• Bracket and set aside/suspend personal convictions.

• Recognize all sides of an argument, avoiding overstatement and overconfidence.

• In evaluating disciplinary insights look for strengths in arguments you dislike and weaknesses in those you like.

C. Modifying insights

• Seek commonalties not compromises, i.e., win-win situations (in modifying and integrating imsights.)

• Think holistically, contextually, and systemically.

• Think dualistically, i.e. either/or (in drawing insights from disciplines) but also inclusively, i.e. both/and (in integrating their insights).

• Embrace contradiction--ask how it can be both.

• Use the techniques for creating common ground in adjudicating conflicts in disciplinary insights.

D. Integrating insights

• Look for unexamined linkages and unexpected effects (in constructing a more comprehensive understanding).

• Seek unanticipated effects by re-contextualizing: look at different time frames, scales, and cultures.

• Expect multiple causes and effects.

• Resist the urge to assign numbers to things that aren't inherently quantitative, especially if they can be viewed differently from different perspectives.

• Don’t fall in love with a solution until you understand the full complexity of the problem.

• Strive for balance (among disciplinary perspectives).

• Integrate as you go (instead of waiting for all disciplines’ insights).

• Value intellectual flexibility and playfulness (in integration).

• Seek understanding equally responsive to contributing theoretical perspectives and to the empirical pattern of behavior (in constructing a more comprehensive understanding).

• In constructing a more comprehensive understanding be responsive to all perspectives but dominated by none of them.

• Persuade your audience with evidence not claims, keeping in mind that disciplines have different standards of evidence.

This list was prepared by William H. Newell, executive director of the Association for Interdisciplinary Studies, for a conference at Michigan State University in 2012. He benefited from advice from Julie Thompson Klein and Rick Vaz.