Conclusion
This chapter showed how interdisciplinarity has been used in ancient times, recent times, and currently in many levels of education and life. In addition, this process leads to a more comprehensive understanding because it provides views from various subject angles and from the different experiences of those who collaborate on its development. Since life is not separated into different subject areas (only schools do that), it is clear that this natural approach is akin to the lifelong-learning process.
These are the learning objectives of this chapter:
- Interdisciplinarity benefits students because, in the real world, subjects are not separated. The natural ability to gain perspectives from various avenues provides an impetus for continual learning throughout life. Higher education may profit from incorporating more the techniques interdisciplinarity provides.
- Learning communities can be formed, shaped, and expanded within the classroom or within other areas related to the college experience. Interdisciplinarity in learning communities is the academic and social domains of learning.
- Lifelong learning is a feature of interdisciplinarity for the future in higher education. This type of learning will provide continual pathways towards new forms of knowledge, answering challenging questions in a connected world.
- The key questions of interdisciplinarity are: Is it developed? Is it inherent? This question is contested given the evidence on both sides of the argument. Further research needs to be conducted in this field.