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Teaching Revolution: Issues in Interdisciplinary Education
Judith Barisonzi and Michael Thorn
Vol. 51, No. 1 (Winter, 2003), pp. 5-8
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/27559119
Page Count: 4
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One question of interdisciplinary education is how to encourage students to draw connections between disciplines and to engage in critical thinking. The authors developed a team-taught interdisciplinary course examining the history and literature of modern revolutions. The first time the course was given, students had difficulty making interdisciplinary connections and did not critically re-examine their assumptions. The authors restructured the course, re-thinking its emphasis, procedures, texts, and assignments, with substantial positive results. They also learned that teachers need to reassess their own ideology and teaching strategies to make interdisciplinary education effective.
College Teaching © 2003 Taylor & Francis, Ltd.