DISCIPLINARY AND INTER
DISCIPLINARY APPROACH
K.K. Chauhan
(Assistant Professor)
Department of Education,
C.S.J.M. University, Kanpur
Email: [Link]@[Link]
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The material provided by me is my original work and/or
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copied, appropriate acknowledgment has been made. The
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K.K Chauhan
DISCIPLINE
Organization of knowledge related to a specific field of goods and
events is called discipline.
It includes the facts, observations, experiences, etc. that contribute to
the fundamental components of that knowledge.
Basic rules and definitions are created to determine whether
knowledge falls within the scope of a particular discipline or not.
DISCIPLINARY APPROACH
or
DISCIPLINE ORIENTED CURRICULUM:
Disciplinary approach refers to a method of organizing knowledge, research, and
academic pursuits based on a particular field or discipline.
It is the one in which the curriculum is divided into several disciplines or
subjects.
Disciplinary approach encourages specialization and deep understanding of a
particular area of study, and it can help to develop expertise in a specific field.
It is also known as subject centered curriculum approach.
In discipline oriented curriculum the various subjects and discipline
or thought to the students by subject experts.
A students learn factual specific and current information letter to the
specific discipline with in-depth knowledge.
In terms of curriculum, a disciplinary approach would involve
designing courses and programs that focus on a specific discipline or
field of study, such as a mathematics or history major.
A student would take courses that are designed to provide a deep
understanding of a particular subject area, with a focus on the
theories, methods, and research of that discipline.
DISADVANTAGES
While disciplinary approaches have their advantages in terms of providing in-depth
knowledge and expertise in a particular field, they also have some disadvantages, including:
1. Narrow focus: Disciplinary approaches tend to have a narrow focus and may miss out on
broader connections and interdisciplinary perspectives.
2. Silo mentality: Disciplinary approaches can lead to a silo mentality where scholars only
interact with others within their discipline, leading to a lack of cross-fertilization of ideas
and perspectives.
3. Limited scope: Disciplinary approaches may not be well suited to complex problems that
require a multidisciplinary approach to solve.
4. Fragmented knowledge: Disciplinary approaches can lead to fragmented knowledge
where scholars may have expertise in one area but lack a broader understanding of how
their work fits into the larger picture.
5. Risk of bias: Disciplinary approaches can also be at risk of bias, as scholars may be
influenced by their own disciplinary perspective and assumptions. This can limit the
validity and generalizability of their findings.
INTER DISCIPLINARY APPROACH
On the other hand, interdisciplinary approach refers to a method of organizing
knowledge, research, and academic pursuits that combines insights and approaches from
different fields or disciplines.
It involves bringing together multiple perspectives, theories, and methods from various
academic fields to address complex problems or questions that cannot be adequately
understood within the context of a single discipline.
Interdisciplinary approach encourages collaboration and communication between experts
from different fields and can lead to innovative solutions to complex problems.
An interdisciplinary approach, on the other hand, would involve designing courses and
programs that combine multiple disciplines or fields of study.
For example, an environmental studies program might combine coursework in biology,
chemistry, economics, and policy to provide students with a comprehensive
understanding of environmental issues and how they can be addressed from multiple
perspectives.
Time and resource constraints: Interdisciplinary research requires significant time and
resources to establish communication and collaboration between researchers from
different disciplines. It can also be challenging to find funding sources that support
interdisciplinary research.
Communication barriers: Researchers from different disciplines often use different
terminology, methods, and approaches. This can lead to misunderstandings and
miscommunication, which can hinder progress and lead to conflicts.
Disciplinary biases: Researchers may be entrenched in their disciplinary approaches and
may not be receptive to ideas or methods from other fields. This can limit the potential
for innovation and creativity.
Limited depth of knowledge: Interdisciplinary research often involves a broad range of
topics, which can result in a limited depth of knowledge in each discipline. This can lead
to oversimplification and incomplete understanding of complex issues.
Difficulty in evaluating interdisciplinary research: Interdisciplinary research may not fit
neatly into the traditional disciplinary categories that are used to evaluate research. This
can make it challenging to assess the quality and impact of interdisciplinary research.
Overall
Both disciplinary and interdisciplinary approaches have their
strengths and weaknesses.
The choice of approach depends on the goals of the academic pursuit.
Disciplinary approach is valuable for developing expertise in a
specific field,
While interdisciplinary approach is valuable for addressing complex
problems and questions that require insights from multiple
disciplines.
CLASSIFICATION OF DISCIPLINE
Disciplines can be classified in various ways, but one common classification is based on the
subject matter or focus of study. Here are some examples of discipline classifications:
Natural sciences: These are disciplines that study natural phenomena, such as physics,
chemistry, biology, and earth sciences.
Social sciences: These are disciplines that study human behavior and society, such as
psychology, sociology, economics, political science, and anthropology.
Humanities: These are disciplines that study culture and human expression, such as
literature, history, philosophy, religion, and art.
Applied sciences: These are disciplines that apply scientific principles to practical
problems, such as engineering, medicine, agriculture, and computer science.
Professional disciplines: These are disciplines that prepare individuals for specific
careers or professions, such as law, business, education, and journalism.
Interdisciplinary or multidisciplinary disciplines: These are disciplines that combine
multiple areas of study, such as environmental science, cognitive science, and
bioinformatics.
References
Aggarwal J.C. (1990) Curriculum reform in India World overviews
Arora G. L. (1984) Reflections on Curriculum and Imagination process,
Bhatt B.D. and Sharma S.R. (1992) Principles of Curriculum Construction
Doll. R.C. (1986) Curriculum Improvement, Allyn and Bacon, Boston
NCERT (2000) National Curriculum framework for school education
NCERT (2005) National Curriculum framework, NCERT, New Delhi.
Reddy, B.(2007)Principles of curriculum planning and development
Rajput, J.S. (2002). Dimensions of Curriculum Change. New Delhi: NCERT; PP. 284
Sharma, R. A. (1994). 'िश ा तकनीक ' : आर लाल, बुक िडपो, मेरठ ।
Sharma, R. A. (2000). 'पाठ्य म िश ण कला' : आर लाल, बुक िडपो, मेरठ ।
Sharma, R. A. (1994). 'पाठ्य म िवकास' : आर लाल, बुक िडपो, मेरठ ।
