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A Study of Integration: The Role of Sensus Communis in Integrating Disciplinary Knowledge

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Interdisciplinary Pedagogy for STEM

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Abstract

Integration is an important notion for interdisciplinary studies. Achieving this shows that the interdisciplinary learner has successfully understood the commonalities among disciplines, as well as exercised crucial cognitive skills. This chapter attempts to elucidate how students integrated various disciplinary perspectives in the interdisciplinary course, Weird Science: Interpreting and Redefining Humanity. The study uses Hans-Georg Gadamer’s notion of the sensus communis to clarify how it was that students were processing and accomplishing the goal of integrating different disciplinary perspectives as evidenced in class observation, discussion, and especially student papers. The study demonstrates the ways in which common sense knowledge conditions and enables the integration process.

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Author information

Authors and Affiliations

  1. Department of Social Science, New York City College of Technology, City University of New York, Brooklyn, NY, USA

    Laureen Park

Authors
  1. Laureen Park
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Correspondence to Laureen Park .

Editor information

Editors and Affiliations

  1. City University of New York, New York City College of Technology, BROOKLYN, New York, USA

    Reneta D. Lansiquot

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© 2016 The Editor(s) (if applicable) and The Author(s)

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Park, L. (2016). A Study of Integration: The Role of Sensus Communis in Integrating Disciplinary Knowledge. In: Lansiquot, R. (eds) Interdisciplinary Pedagogy for STEM. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-56745-1_2

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  • DOI: https://doi.org/10.1057/978-1-137-56745-1_2

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  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-56744-4

  • Online ISBN: 978-1-137-56745-1

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