With the advent of strategic science, multidisciplinary and cross-institutional research is more and more becoming the rule. The problems encountered by such multidisciplinary research and development cooperations are highly varied. They derive from multiple differences in the backgrounds of the participants and are often perceived as cultural gaps that need to be bridged for cooperation. The main argument of the article is that multidisciplinary collaborations have mechanisms at their disposal to cooperate despite multiple problems counteracting such a cooperation. Since symbolic (...) communication is the primary medium of articulation across sites, this article focuses on how symbolic communication enables cooperation across sites without a deep comprehension of each other's work. Multidisciplinary cooperations start out with few shared symbolic resources, but as the cooperation continues, they may develop communicative boundarytranscending objects such as active and passive dictionaries and hybrid repertoires. (shrink)

This paper argues for a broader understanding of complexity; an understanding that speaks to the multidimensionality of environmental problems. As argued, environmental problems rest upon ontological, epistemological, and moral claims; they rest, in other words, upon statements about what is, knowledge, and what ought to be, respectively. To develop and illustrate this argument, the GMO (genetically modified organism) controversy is broken down according to these three dimensions. Dissecting environmental problems in this manner reveals why we cannot look solely toward the (...) natural sciences for resolution: because these problems beg questions that cannot be answered with references to materiality alone. (shrink)

Funding agencies in Canada are attempting to break down the organizational boundaries between disciplines to promote interdisciplinary research and foster the integration of the social sciences into the health research field. This paper explores the extent to which biomedical and clinician scientists’ perceptions of social science research operate as a cultural boundary to the inclusion of social scientists into this field. Results indicated that cultural boundaries may impede social scientists’ entry into the health research field through three modalities: (1) biomedical (...) and clinician scientists’ unfavourable and ambivalent posture towards social science research; (2) their opposition to a resource increase for the social sciences; and (3) clinician scientists procedural assessment criteria for social science. The paper also discusses the merits and limitations of Tom Gieryn’s concept of boundary-work for studying social dynamics within the field of science. (shrink)

Machine learning algorithms pervade contemporary society. They are integral to social institutions, inform processes of governance, and animate the mundane technologies of daily life. Consistently, the outcomes of machine learning reflect, reproduce, and amplify structural inequalities. The field of fair machine learning has emerged in response, developing mathematical techniques that increase fairness based on anti-classification, classification parity, and calibration standards. In practice, these computational correctives invariably fall short, operating from an algorithmic idealism that does not, and cannot, address systemic, Intersectional (...) stratifications. Taking present fair machine learning methods as our point of departure, we suggest instead the notion and practice of algorithmic reparation. Rooted in theories of Intersectionality, reparative algorithms name, unmask, and undo allocative and representational harms as they materialize in sociotechnical form. We propose algorithmic reparation as a foundation for building, evaluating, adjusting, and when necessary, omitting and eradicating machine learning systems. (shrink)

Drawing on recent interdisciplinary, multidimensional research on civic and religious education in northern Europe, this article explores disciplinary epistemological economies in an era of mounting discontent with the narrowness of mono-disciplinary analyses of complex social and educational issues. It is argued in the article that under conditions of sufficient world complexity, interdisciplinarity provides for a more cogent scholarly approach to educational structures and phenomena than either of the logics of mono-, multi- and transdisciplinarity—the main extant alternatives. It is shown in (...) both conceptual and empirical terms that these alternatives cannot accommodate social and educational diversity, complexity and sprawl other than thinly, hence should mainly be endorsed by universities and research funders for other than epistemological reasons or when there is agreement that the object subjected to analysis is correspondingly thin and isolated. As education in and of itself is a remarkably complex social phenomenon and field of study, it is concluded that interdisciplinary environments may typically be expected to provide a stronger potential for assessing and understanding it. (shrink)

Elementary education students enrolled in both science methods and social studies methods coursework implemented standards-based STS lessons during their clinical experience. Data were collected from preservice teachers, elementary/middle school students, and cooperating in-service teachers. Findings from each school group include (a) preservice teachers' content knowledge in science and social studies hindered their development of meaningful STS curriculum, (b) the STS curriculum development and implementation experience increased preservice teachers' anxieties, (c) interviews with elementary students after the STS learning suggest that they (...) did achieve some understanding of science and social studies, and (d) cooperating in-service teachers' conceptualization of curriculum differed from the science and social studies professors' understanding. (shrink)

Scientific pluralism is an issue at the forefront of philosophy of science. This landmark work addresses the question, Can pluralism be advanced as a general, philosophical interpretation of science?

Research on interdisciplinarity has been concentrated on the methodological and educational aspects of this complex phenomenon and less on its theoretical nature. Within a theoretical framework specific to the philosophy of science, I propose a structural scheme of how interdisciplinary processes go, focusing on the concepts of availability of the methods, concept linking, and theoretical modeling. In this model, the challenges interdisciplinarity is claimed to pose to its practitioners are of the same nature as the challenges scientists encounter within the (...) evolution of their own disciplines. (shrink)