Interdisciplinarity is understood as the interaction of two or more scientific disciplines, each of which has its subject, terminology, and research methods. The existence of such a phenomenon as interdisciplinary research means not only the emergence of a particular science into a new integrative research space and overcoming the boundaries of disciplines (Hansson 339). Interdisciplinarity also implies the formation of a new dialogue, the emergence of new scientific tandems, and a communicative type of thinking among scientists.
Today, according to Bengt Hansson, the practice of scientific research is transforming, becoming not autonomous, hierarchical, and competitive, but more interactive, horizontal, and cooperative, which stimulates research. Hansson views interdisciplinarity as a means by which a sense of community and the exchange of ideas with other researchers is purposefully formed (Hansson 340). Hansson’s argument relates to James Kelly’s views on wide interdisciplinarity. Kelly distinguishes wide and narrow integration and favors the first one. He considers it reasonable because practitioners work together to establish and solve practical and theoretical issues (Kelly 98). Both authors emphasize that the need for interdisciplinarity was due to the nature of the problems, many of which require the combined efforts of scientists competent in various disciplines. Thus, many scientists are now joining together in intellectual alliances to solve complex social and scientific problems.
According to the articles of Hansson and Kelly, interdisciplinarity is not only the proximity of individual disciplines on a specific problem. Its essence lies in cooperation and cross-fertilization which aims at satisfying human needs. The intensification of interdisciplinary research forms the preconditions for the mutual enrichment of various fields of scientific knowledge, the synthesis of methods and approaches used by various sciences. The application of interdisciplinary concepts, models, technologies, and strategies allows one to understand different perspectives and connections between discrete disciplines and generate results and approaches to problem-solving that transcend the individual disciplines.
Works Cited
Hansson, Bengt. “Interdisciplinarity: For What Purpose?.” Policy Sciences, vol. 32, no. 4, 1999, pp. 339-343.
Kelly, James S. “Wide and Narrow Interdisciplinarity.” The Journal of General Education, vol. 45, no. 2, 1996, pp. 95-113.