Pedagogy of Post-Interdisciplinary Studies: Intellectual One-Night Stands & Beyond
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What is the pedagogical value of the proposed department, “Global Studies and Governance?” How does it fit into the knowledge-mode genealogy? Why should the proposed department in particular, but pedagogy generally, matter when (a) the rapidity of technological innovations outpaces the knowledge accumulation process; (b) the evaporating library role reduces the intellectual playing-field; and (c) fast, free, and dispensable information needed for researching, writing, and classroom training can be obtained from the Internet? A case study of “Global Studies and Governance” as a post-inter-disciplinary successor of International Relations permits a retrospective appraisal of the evolution of modern education highlighting (a) its intimate relationship with innovations and industrial revolutions; (b) the greater influence of the workplace over the ivory-tower on outcomes sought; and (c) comparative observations with International Relations. Among the key observations: (a) though the post-inter-disciplinary “Global Studies and Governance” is ontologically and epistemologically similar to inter-disciplinary International Relations, the latter is functionally as comfortable working with discipline-anchored policy-relevant issues as the former is with discipline-free approach; (b) inter-disciplinary knowledge-modes pay greater attention to theories and methods than any post-inter-disciplinary counterpart does; (c) whereas inter-disciplinary studies freely borrowed methodologies, post-inter-disciplinary studies subordinate or eliminate them; and (d) in any trade-off between analytical rigour and issue-inclusion, “Global Studies and Governance” reverses the historical tendency favouring the Ivory Tower over workplace interests. Three inter-disciplinary features (time-consuming theory-building, methodology-development, and empirical-testing weaknesses; emphasis on classroom training and ivory-tower thinking; and subordinating workplace relevance to pedagogy) further enhance the case for post-inter-disciplinary studies.
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