The different disciplines that the article discusses are ethics, explaining the different ethics or morals within the childhood research.

By collaborating a variety of fields, the researchers have been able to close gaps and gather more information that will lead to future research and development in the field.

A healthy generation of adults comes from a healthy upbringing

An airport would be a disaster if there was not an efficient way for all different departments to be able to communicate with each other

your opinion and your thoughts matter, and you need to make those important to you before they are important to anyone else.

With metacognition, you are able to take your mind out of society’s views and have your own views.

It is so important to have different ideas that may even seem impossible.

Interdisciplinary studies allows students to experiment and ask questions. It encourages them to follow their hearts and enjoy their undergraduate experiences. Learning should be exploratory and fun, exactly what interdisciplinary studies is trying to do.

A bachelor’s degree is a great way for students to learn about themselves, how their minds work, and what they want to do after they graduate.

It teaches students valuable collaborative skills and introduces them to the possibilities of education.

An interdisciplinary contribution might not qualify a professor for tenure in any department because his study is not a formal subject attached to a single discipline.

The communication barrier poses a unique challenge to interdisciplinarity: is collaboration possible without a common language?

Knowledge is like a mosaic: every tile represents a scholar who has spent an entire lifetime exploring a single idea.

Interdisciplinary students are actively engaged with their education, involved with every decision that’s made. It’s all on them. Due to the responsibility associated with interdisciplinarity, students must learn how to make concrete decisions, how to effectively combine multiple disciplines into a cohesive major, and how to know what they want. Suddenly, education is relevant again.

“suffer now, succeed later”

If students are not engaged with a subject because they believe it’s irrelevant, no amount of force will change their minds, or if they do change their minds, the decision comes from outside, not from within.

“Why do I need to learn this? I’ll never use it in real life.”

“one of the biggest barriers to achieving true interdisciplinary study in education environments is the necessity for collaboration of educators.”

By eighteen, most students are excited about life and eager to experience what it has to offer, which is why they should be shown all the options.

graduates need more than one kind of skill if they want to compete in today’s job market.

Many students pursue higher education to learn a specific skill or trade because they have the expectation that there is a need for their skill or trade in society at large.

For example, one of his most influential reforms was advocacy for a curriculum based on students’ interests rather than a pre-established curriculum.

English teachers would gather together, and the social studies teachers especially without very much deviation from their groups.

The medical field is most likely one of the most specialized fields in the world, even though it seems the human body and its complex systems would be the number one use for interdisciplinary study. 

In the early days, students were almost forced into higher education based on societal demands.

College began to evolve from an elite privilege for only certain kinds of wealthy or powerful people to an essential career resource that could benefit any student.

There were no degrees awarded after completion, but it was a way for students to gain extra knowledge and skills.

there is no best method or focus for learning

The academy began with teachers simply preaching a topic of their interest.

in this world of specialists, a highly educated person can be unaware of the social and moral dimensions of her actions.

The failure to engage wisdom of an adequate breadth for addressing the subject at hand, along with the disciplinary norms that encourage such failure, are painfully evident even in the best of the recent books on the impact of the new reproductive technologies. . . .  [books which] fail to transcend the narrow boundaries of their own argumentative fields to offer broad-based and widely comprehensible options for our collective future.

Thus, if chance favors the prepared mind, and if preparation often involves grounding in two or more disciplines, then those who wish to speed up the growth of knowledge should promote, or at least tolerate, interdisciplinary knowledge and research.

No people in our own time could rationally proclaim that they knew everything about everything, or even everything about their own fields . . .  Instead of being challenged by the slowly emerging knowledge of the Renaissance, we are now being deluged by torrents of new information almost daily.

First, we must help teach the teachers.

In 1999 74 percent of full-time students worked while attending college, and nearly half of them worked at least 25 hours a week.

Because many high schools don’t do their jobs, 53 percent of college students, including those who attend community colleges, require remedial courses.

And when people do not know how to question deeply, to separate fact from fiction, and to give coherence and meaning to life, they can feel a deeply unsettling emptiness in their lives. Sometimes that vacuum is filled by esoteric ideas, cults, and extremist programs

Colleges are becoming academic superstores, vast collections of courses, stacked up like sinks and lumber for do-it-yourselfers to try to assemble on their own into a meaningful whole.

But a major failure of our higher-education system is that it has largely come to serve as a job-readiness program. Instead of helping students learn and grow as individuals, find meaning in their lives, or understand their role in society, college has become a chaotic maze where students try to pick up something useful as they search for the exit: the degree needed to obtain decent employment.

How often do traditional ‘assignments’ misrepresent student interests, passion, and rigor?

If no one wants to read the hastily constructed blog post for a class participation grade, then what is the purpose of making it public?

they are the subjects of their learning, not the objects of education technology software.

Many students simply want to know what their professors want and how to give that to them.

Students would frame, curate, share, and direct their own “engagement streams” throughout the learning environment.4

As part of the first-year orientation, each student would pick a domain name. Over the course of the first year, in a set of lab seminars facilitated by instructional technologists, librarians, and faculty advisors from across the curriculum, students would build out their digital presences in an environment made of the medium of the web itself.

Environments are not passive wrappings but active processes.

And if a student owns their own domain, as she moves from grade to grade and from school to school, all that information – their learning portfolio – can travel with them.