INTERDISCIPLINARY STUDIES
Author Note
Introduction to Interdisciplinary Studies
School of Arts and Sciences, Liberty University
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INTERDISCIPLINARY STUDIES2
Introduction to Interdisciplinary Studies
While the world and society continue to evolve, the problems surrounding our
civilization has become increasingly complex. By using an approach to a problem that is
supported by distinct and varying subject matters, difficult problems can be addressed from two
sides of the table. The concept of interdisciplinary studies takes various subject angles to a
problem in order to address and overcome its challenges. Despite varying subject matters,
interdisciplinary studies can connect and intersect varying disciplines using their common
problem or challenge.
The Meaning of Interdisciplinary Studies
Interdisciplinary studies incorporate two or more fields of studies to address a problem,
issue, or intellectual question with a goal of integrating the fields (Repko & Szostak, 2021,
p.4&9). While each discipline has their own concepts, theories, and philosophical outlooks,
taking two varying disciplines to address the same problem can bring different perspectives in
the methods of solutions (Repko & Szostak, 2021, p.4). Interdisciplinary studies seek to produce
new knowledge through its own characteristics. Further, interdisciplinary studies increase the
depth of analysis, produces more comprehensive understandings and meanings, is still forming
core courses and community of experts, and is working to bridge the gap through traditional and
modern studies (Repko & Szostak, 2021, p.7).
The theory of interdisciplinary complexity demonstrates the interaction among problems
in unexpected way (Repko & Szostak, 2021, p.15). A key aspect of interdisciplinary studies of
the complexity and intersection of disciplines and how their own insights can be integrated to
solve a common problem. The concept of interdisciplinary studies is still a modern and rapidly
evolving way to decipher and analyze complex problems from a new, and strategic approach.
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Complex problems are inadequately analyzed by a single discipline and it is necessary to utilize
an interdisciplinary approach (Repko & Szostak, 2021, p.12).
Article Review
In the article Teaching Shakespeare Online: Challenges, Advantages, and Strategies,
Giese (2021) discusses the challenges with integrating the modern use of technology through
online teaching and learning, with the complex coursework and discussions necessary through
the study of Shakespeare (p.157-158). The problem which plagued professionals during the shift
to a digital era, specifically during the global pandemic in spring of 2020, of learning was the
loss of “robust discussions…when encountering the complexity and difficult of Shakespeare’s
plays and language” (Giese, 2021, p.158). The compounding problem then outlined the lack of
resources and preparation in order to teach the subject matter. Ultimately, both students and
teachers were presented with additional challenges to learn and teach the material in addition to
the difficultly of studying Shakespeare in its own. This complex problem integrates two ends of
the timeline by forcing the study of the Elizabethan Era with modern technology, neither of
which were designed to integrate thus highlighting the complex problem.
In order to address this problem, both fields of study need to address their concerns with
integrating the two concepts and discuss how they can positively complement one another. As
discussed by Giese (2021), technology can be useful in Shakespearian studies if its
implementation considers what the study needs to be successful, rather than the overall use of
online technology for a general overview of coursework (p. 158). Essentially, each course of
study needs to determine how modern technology and online learning can complement their
fields of study in order to be successful, rather than trying to mold a generic overview of
technology to fit each specialized study.
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When considering the study of Shakespeare, this is especially needed due to the
complexity in deciphering and discussing difficult concepts. However, modern technology and
online learning can provide a platform for accessing information from different locations, at
different times of the day, in an immediate platform with resources and discussions (Giese, 2021,
p.158). A secondary problem with teaching Shakespeare on an online platform, was the lack of
resources provided to the professional in order to successfully and sufficiently provide the
necessary resources and information to study these complex topics in an online or asynchronous
platform. Further, those resources that do exist in teaching Shakespeare do not delineate
between residential or online course (Giese, 2021, p. 158).
By changing the perspective, we can also see how the integration of online learning with
studying Shakespeare can be successful when considering online learning augments the success
of learning rather than trying to take away from residential or the traditional style of teaching.
With integrated online learning and courses, there is now a “platform for students to learn more
actively by becoming more reflective,” (Giese, 2021, p.158). Further, online learning can allow
for integration of podcasts, videos, or other videos to complement discussion and analysis. As a
solution to the challenges of integrating online teaching with Shakespeare, Giese (2021)
summarized this challenge in four main points: translate rather than transfer, less is more, keep
the technology simple, and pedagogical benefits (p.161-162). By reimagining the workload and
course content into a digital atmosphere, students can focus on the course content with learning
guides provided in the class. Limiting class assignments rather than trying to replace traditional
classroom style work can also boost productivity and quality of work. Keeping the technology
simple can also help prevent further confusion or unnecessary difficulty. Finally, with innovative
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teaching methods and course design, effectiveness and engagement can increase even through an
online platform (Giese, 2021, p.161-162).
With an interdisciplinary study approach, Giese was able to determine what benefits and
strengths of online learning can provide in order to augment learning Shakespeare. Online
teaching and learning are a relatively new and complex style of learning for both teachers and
students. Studying Shakespeare effectively and thoroughly is also a complex challenge. I do
believe Giese provided an interdisciplinary approach to the complex problem because there was
two areas of study that were drawn on using their own insights. After working through this
reading material, I have come to understand that each area of study has their own needs,
considerations, and are ultimate stakeholders in a complex problem. By understanding the needs
of each area of study, they are able to work together with their own considerations in the
conversation.
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References
Giese, L. L. (2021). Teaching Shakespeare Online: Challenges, Advantages, and Strategies.
Medieval & Renaissance Drama in England, 34, 157.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-
journals/teaching-shakespeare-online-challenges-advantages/docview/2575907499/se-2
Repko, A. F. & Szostak, R., Interdisciplinary Research: Process and Theory (4th ed.). Thousand
Oaks, CA. Sage publications, 2021. ISBN: 9781544398600. [eBook].
