Academic disciplines-Understanding disciplines and subjects

Unit 2-Acdemic Discipline-Academic disciplines -Meaning, definition and concept of academic discipline- nature of discipline: discipline Specific terminologies, method of inquiry, publications, experts and fraternity etc-
Differences and relationship between school subjects and academic discipline
Disciplines-classifications of disciplines (biglan model): soft vs hard, pure life vs pure non-life, applied life vs applied non-life.
Disciplinarites- disciplinary interdisciplinary and multidisciplinary

1. Academic Disciplines B ed 1 st sem Dr.Anju.K.J

2. Unit 2 Academic disciplines -Meaning, definition and concept of academic discipline- nature of discipline: discipline Specific terminologies, method of inquiry, publications, experts and fraternity etc- Differences and relationship between school subjects and academic discipline Disciplines-classifications of disciplines ( biglan model): soft vs hard, pure life vs pure non-life, applied life vs applied non-life. Disciplinarites - disciplinary interdisciplinary and multidisciplinary

3. The term discipline originates from the Latin word disciplus which means pupil , and disciplina ,which means teaching Definition -It is a field or branch of learning affiliated with an academic department of university, formulated for the advancement of research and scholarship. Discipline is an organized body of knowledge characterised by a domain, a method and a tradition Discipline

4. History In Ancient India Philosophy Logic Medicine Arithemetic Geometry Astronomy Astrology In 1231,University of Paris Theology Medicine Cannon law Arts In 19 th Century(middle) Language and literature Social Science Proper Science 20 th Century(early) Education Psychology 1970’s and 1980’s Explosion of new disciplines focusing on specific themes Gender Studies Journalism Hotel Management Disciplines are prepared according to careers and professions Nursing Hospitality Management Interdisciplinary Biochemistry Geophysics Modern scientific disciplines emerged as a result of increased volume of scientific information

5. Characteristics of a Discipline 1.Every discipline has a history 2.Each discipline has a certain domain of knowledge 3.Discipline has a particular object of research though the object of research may be shared with another discipline 4.Discipline has theories and concepts that organize the accumulated knowledge effectively 5.The discipline uses specific terminologies or a specific technical language to define and explain the concepts and facts included in that discipline 6.A discipline has a group of intellectual followers, who have a strong belief in that discipline

6. Nature of discipline Can provide conceptual frameworks for understanding. Provides a logical structure to relationships between concepts, propositions, common paradigms, and organizing principles Develop themes and grand narratives to join research Provide meaningful conceptualizations and frameworks for further analysis Disciplines are not stable and static bodies. They are dynamic and continuously changing. Accumulation of knowledge through the process of research. Due to social and academic demand discipline enriches its content. Modify its methodologies. Differentiated in to new branches. Overlaps with other discipline to encounter a problem.

7. Discipline specific terminologies Terminology :A set of designations belonging to one specific language. Discipline specific terminology :a set of words ,which may be technical in nature or expression which may be particular in nature in the context of any particular discipline It is a mean of communication of knowledge Eg:class,curriculum,time table It also use various terms originally belongs to other discipline Eg:achievement,motivation

8. Methods of inquiry A method of inquiry refers to procedures those specialists in a field of knowledge use professionally. Each subject field - history, zoology, linguistics, rhetoric, and so on - has evolved unique methods for investigating distinctive kinds of problems and objects. The use of such investigative methods is one characteristic of activity in a discipline.

9. Publications Resources mirror the information needs of learner and help student's to find the answers to straightforward questions. They develop an overview of a topic by introducing concepts and terms specific to a topic and find information that is not covered elsewhere in the library's collection. The study or research findings related to different disciplines can be disseminated and communicated to the target group through publications. Dictionaries and thesaurus, maps and atlases, yearbooks, journals, magazines, and reference books by various authors, digital resources that are accessible online.

10. Experts Expert is the person who have considerable knowledge and skill in their chosen discipline. He is a person who has acquired knowledge and skills through study and practice over years in a particular discipline to the extent that his opinion may be helpful in understanding particular discipline. Examples of being expert in a discipline includes Knowledgeable in subject area Competent in applying knowledge Understanding of the latest thinking in their chosen field Update with latest standard and requirement Knowing how to solve specific problems by applying specific skills

11. Fraternity Fraternities are social organizations at colleges and universities. As far as discipline is concerned fraternity means a group of persons who have common in a discipline. They are the group working together for a specific reason. The word fraternity actually comes from a latin word ‘ fraternus ’ means brother.

12. Difference between school subject and discipline Characteristics Subject Discipline Origin Derived from related discipline Originated from series of research Definition Branch of knowledge studied or taught Branch of academic study Goal Provide knowledge Produce academics and specialist Focus Meet needs ,to satisfy demands of society &individual Focussed on in-depth knowledge Context In school In higher educational institutions Type traditional Research oriented Development of skills Development of basic skills Specialised skills like professional &vocational Nature of content Simple ideas &information Complex and deep theories Aim of Education Development of social citizen Specilaization,development of scholars academics Scope flexible Narrow point of view Curriculum construction Considering needs of learner For development of specialised skills at complex & wider level Area of operation Limited to school For universities &higher order institution Developmental phase Comes first in developmental phase of human Later in one’s life journey

13. 1.Essentially continuous:- School subjects are supposed to derive their life, from their related intellectual discipline School subjects constitute a faithful and valid introduction to the academic disciplines whose names they bear. Students are dealing with relatively simple ideas and methods, they study the same ideas and methods known by experts in the academic d iscipline

14. 2.Discontinuous in purpose and substance In the curricular position, the SS and AD are essentially discontinuous in purpose and substance, Hence SS are allowed for construction which could get beyond the narrow academic discipline concern. The discontinuous position finds support in humanism, social efficiency , social reconstruction Humanism - school subject need to derive content from wide range of source such as personal experiences, human activities etc.. Disciplinary knowledge may or may not be useful for the formation of school subject Social efficiency –SS are constructed to attain social efficiency that means according to the need of occupation, profession and vocation where as academic discipline are drawn upon only when they demonstrate their efficiency in promoting those skills and knowledge actually needed in occupations Social reconstruction – like humanistic educators, social reconstructionist also believes that school subjects derive contents from a wide range of sources.

15. Contemporary curricular views like autonomous learners, participatory citizenship, globalization further set school subjects apart from academic discipline. Autonomous learners – learner construct knowledge according to their individual needs Participatory citizenship – school subjects create awareness needed for responsible participation in society Globalization – school subjects equip students with the skills to encounter the challenges of globalization

16. 3.SS and AD are different but related This relationship may exist in the following forms AD precede SS :-SS is as a result of transformation of AD SS precede AD :- school subjects are the way to aware on discipline The relation between SS and AD is conflicting :- because of the above two ways https://sabarishedn.blogspot.com/2015/08/unit-i-understanding-disciplines-and.html

17. Classification of discipline a) The approximate classification of academic disciplines b ) Aristotle’s classification c) Biglan’s (1970) classification d) Biglan-becher typology

18. The Approximate Classification of Academic Disciplines Fine arts: to evaluate the human activity from the aesthetic point of view. Discipline:Art,Music,visual atrs,performing arts 2. Humanities : to comprehend a human creature as a unique phenomenon . Discipline:History,Philosophy,Language,Religion 3. Social sciences: to investigate social role of a human and the results of human activities. Social sciences are divided into general and concrete sciences. General disciplines explore general human activity, and concrete sciences investigate human activities in a concrete situation . Discipline:Geography,Economics,Psychology,Sociology

19. 4 . Sciences :to explore the nature. Discipline:Physics,Chemisrty,Biology 5. Mathematics :to explore and systemize abstract notions and relations between them. Discipline: Mathematics,Statisctics

20. Aristotle’s Classification Aristotle divides the disciplines into three classes, each has different aim and each requires special kinds of subject matter and special competence Theoretical: the aim of the theoretical is to know or to understand. Eg:Mathematics ,Natural Sciences Practical: the practical disciplines are concerned with subject matter capable of change or alternation. Eg:Ethics , Politics,Education Productive: the aim of the productive is to make or create Engineering, Fine Arts,Aapplied Arts

21. Biglan’s (1970) Classification of Academic Disciplines In the early 1970s Anthony Biglan carried out a study to investigate the faculty’s judgment about similarities and differences between several academic fields. These perceptions were classified as i . P ure v s a pplied ii. H ard v s s oft ( or p aradigmatic v s n on-paradigmatic d isciplines ) iii. C oncerned with life systems v s Those not concerned with life systems .

22. Pure For the sake of knowledge Tends towards fundamental research Systematic observation Discovery of unknown facts Development of new theories Add a new knowledge Eg:pure mathematics, pure physics etc Applied For the sake of application Relates existing knowledge to real world situations Use the existing knowledge to solve the problems of real world situation Eg : Engineering, Human Resource Development Pure Vs Applied

23. Hard vs Soft Hard Quantitative data Tend to be predictive Use experimental method Concern with learning of facts and concepts & career development Eg:physics,chemistry,engineering Soft Qualitative data Cannot be predictive Use survey, case study,ethanography Concerned with general education development and character development Language,Law,Education

24. Concerned with life systems vs Those not concerned with life systems. Concerned with life systems Academic disciplines like biology and psychology that deal with life systems or living beings are classified into one group not concerned with life systems Academic Disciplines like Physics, Mathematics, Geology that deal with inanimate objects are classified into another category.

25. Disciplinarity Disciplinarity refers to the quality or nature of an academic discipline, encompassing the specific methodologies, concepts, and social structures that define a field of study, such as the sciences, humanities, or social sciences. Intradisciplinary: working within a single discipline. Crossdisciplinary : viewing one discipline from the perspective of another. Multidisciplinary: people from different disciplines working together, each drawing on their disciplinary knowledge. Interdisciplinary: integrating knowledge and methods from different disciplines, using a real synthesis of approaches. Transdisciplinary: creating a unity of intellectual frameworks beyond the disciplinary perspectives. https://www.arj.no/2012/03/12/disciplinarities-2/

26. Intra Disciplinary Approach Within subject area We combine the knowledge and skills of the same subjects during the classroom teaching which will help to make teaching learning process effectively Trigonometry Approximation Ratio&proportion Algebra Arithmetic Geometry

27. Cross Disciplinary Viewing one discipline from the perspective of another Any activity that involves two or more academic disciplines Integration and collaboration of different disciplines to solve complex problems or address complex issues. It involves breaking down the boundaries between disciplines and encouraging collaboration and knowledge sharing between experts and different fields Increase creativity,enhance problem solving skills In science class, you can teach about the splitting of an atom by integrating historical content about world war II and the atomic bomb. Can teach DNA by integrating concepts from chemistry and biology

28. https://www.slideshare.net/slideshow/interdisciplinary-approach-250530228/250530228#8 Inter disciplinary Combining or involving two or more academic discipline Integrating knowledge and methods from different disciplines using a real synthesis of approaches It provides platform for the students to explore and integrate multiple perspective from different discipline to produce deeper understanding Eg:biochemistry:application of chemistry for studying biological processes Human biology : it is an inter disciplinary academic field of biology,biological anthropology,nutrition and medicine which concentrate on human

29. Trans Disciplinary Trans disciplinarity requires collaboration between disciplines to create a cohesive curriculum in which students collaborate to solve multifaceted problems. Trans disciplinarity requires innovation, cooperation,And intentionality. Similar to inter disciplinary approach Standards from more than one discipline is adressed

30. Multi disciplinary Approach People from different disciplines working together, each drawing on their disciplinary knowledge Multidisciplinary study is when two or more academic disciplines work together for a specific purpose. For example, computer scientists, psychologists, and sociologists might work together to design human/computer interfaces. Enhance understanding from different discipline’s perspective Multidisciplinary teams of scientists might work on developing nonpolluting technologies Thank You …