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Interdisciplinary learning and the real world!
Malcolm Nicolson applies some context to a key curricular theme
Many educators have spent the last two decades or more telling colleagues, parents and students that interdisciplinary learning is crucial and must be incorporated in any quality curriculum. We point to skills, knowledge and attitudes that deepen understanding, and we emphasise solving of global issues. However, saying that interdisciplinarity is required to provide solutions for global challenges such as poverty and climate change has always felt like a throwaway comment. It seems intuitively right, but if we were to dive deeper, can we really explain what that means and why?
The International Baccalaureate (IB) defines interdisciplinary learning in the Middle Years Programme (MYP) as “the process by which students come to understand bodies of knowledge and ways of knowing from two or more disciplines or subject groups and integrate them to create new understanding” (IB, 2014). As guided by Veronica Boix-Mansilla, they describe three qualities of interdisciplinary learning: integrative, purposeful, and rooted in the disciplines. How does this theoretical description relate to life beyond the classroom? How does it relate to the students of today addressing the challenges of tomorrow? Do we really need interdisciplinary learning to address global issues?
The development of Approaches to Learning (ATL) skills across IB programmes has supported the possibilities for unlocking interdisciplinary learning through subjectspecific and generic skills across five skill categories: thinking, social, communication, self-management, research and communication.
Exploring emissions performance
I recently completed research that made me reflect on interdisciplinary learning, and its importance in ‘real life’. The focus of the research was exploring links between the emissions performance of countries, country policies and rhetoric. Anthropogenic warming of the climate system is happening, with a range of potential impacts. My research used an economically sustainable decarbonisation matrix to interpret emissions and GDP data for all countries in the world in order to produce a league table of sustainability performance. The ideal balance of changing performance between environmental and economic sustainability allows direct comparison between countries.
In general terms, Annex I (developed) countries demonstrate economically sustainable decarbonisation, while most Non-Annex I (developing) countries are dominated by unsustainable performance and focussed on economic growth at the expense of sustainability. The best performers are countries from the European Union, Caribbean and former Soviet republics. The poorest performers are in Asia and Africa.
The Kyoto Protocol was partly successful in addressing carbon emissions through carbon pricing and regulations. However, allowing Non-Annex I countries to have no obligatory targets has led to performances on unsustainable paths, and resulted in the weaker performances of Annex I countries such as the USA and Canada. The UK has seen recent rhetoric that is not matched by action, whereas in the US there has been little of either rhetoric or action. The rhetoric in Canada is now encouraging and starting to be supported by action.
Interdisciplinary skills and knowledge
Even though I am including here only very brief reference to my research, it is easy to see how many disciplines have been incorporated: economics, physics, ecology, geography, politics, language and mathematics. In developing a deeper understanding of the main issue, it is essential that learning is rooted in the disciplines and that we apply knowledge, concepts, strategies and ways of communicating. The study was purposeful, addressing societal needs and showing global successes and failures; another essential element of interdisciplinary learning. This was always the essence behind the development of MYP global contexts as a replacement for Areas of Interaction.
Integration is the most difficult part of the equation for interdisciplinary learning. What is it? How do we see it and know it has happened? We want students to integrate disciplinary perspectives in a productive relationship to develop a new and deeper understanding of the issue that may motivate them to take some form of action. In my research example, integration can be seen in many areas and as a result of developing and using a range of ATL skills from each of the five categories. Amongst other examples, the work included:
a large amount of mathematical data transformation using vectors and matrices; results analysed through the lenses of economics and politics; investigation of politics through forms of language around policy and rhetoric; an appreciation of the impact of policy that was enhanced with scientific knowledge; and a central interplay between economy and the environment.
Implications for the school curriculum
Meaningful inquiry and research could not have been produced without genuine integrated learning which is rooted in the disciplines. This supports the emphasis we place on solving future challenges through interdisciplinary learning and shows that an understanding of problems and solutions can only come from interdisciplinary thinking. Interdisciplinary learning is essential in the curriculum, not because of any external requirements or assessment, but because it is important in preparing students to make an impact in the real world.
There are hurdles to developing interdisciplinary units; it is not easy and requires collaboration. While schools still teach through disciplinary lenses, it is vital that interdisciplinary units are developed. There is no hard and fast rule about how such units are planned, but one recommendation is: start with either concepts, content, assessment, skills or context;
build in research skills and independent learning; plan for authentic and contextual assessment which provides purpose; and create assessment opportunities that may include teams presenting ideas and solutions – in the role of government ministers for example, so that we can observe skills, measure knowledge and evaluate understanding. The last question is: what next? Integrated learning with a purpose may motivate students to take some action in school, at home or in the community. Encourage colleagues to connect; collaborate through existing online tools, set small but significant goals, investigate systems and complexity thinking, and review current learning, as an interdisciplinary unit might not be so difficult to incorporate into what is already taking place.
Interdisciplinary learning is a powerful way in which to engage students. It helps them to develop the skills needed in future employment, and the understanding that will help them to tackle the global challenges of today and tomorrow.
References
International Baccalaureate (2014) Fostering interdisciplinary teaching and learning in the MYP, International Baccalaureate: Cardiff Nicolson, M (2016) Exploring links between the emissions performance of countries, their policy and rhetoric, Unpublished MSc. thesis, Teesside University, UK
