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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

Examination Questions for Chapter 4: The Rise of the

Modern Disciplines and Interdisciplinarity
The questions for this chapter are divided into categories that correspond to the levels of
learning in Bloom’s taxonomy as modified by Anderson et al. (2000) as follows:

Level 1: Remembering or recalling factual information (such as definitions of key terms)

Level 2: Understanding key concepts and theories (that are foundational to the field such
as perspective taking)
Level 3: Applying concepts to specific situations that are hypothetical or real world
Level 4: Analyzing (a text or case or hypothetical situation to identify its parts and
explain its meaning)
Level 5: Evaluating (a text or case or hypothetical situation to see if it meets certain
criteria).

Organizing questions in this way allows you to determine the degree of difficulty of the
quiz or exam.

The types of questions include multiple choice and short response. The wording of each
question and the correct response to it corresponds closely to the wording in the text.
Each question is accompanied by a page reference for two purposes: to enable you to
easily reference the source of the question, and to enable students to do likewise when
reviewing the exam. Experience has shown that this approach greatly reduces student
complaints about the fairness of a question and the validity of the correct response.

CHAPTER 4
Level 1: Remembering or recalling factual information

C 1. Foundational to learning is (p. 64)

a. Majoring in a traditional discipline.
b. Memorizing as much factual information as possible.
c. Understanding why things are the way they are.

A 2. Two intellectual movements hastened the production of knowledge and

disciplinary specialization accelerated during the seventeenth and
eighteenth centuries. One of these was the scientific revolution; the other
was (p. 65)
a. The Enlightenment.
b. The university.
c. The major.

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

C 3. In 1869, Harvard University President Charles William Elliot introduced

the elective system for undergraduates and this concept: (p. 66)
a. The general studies degree.
b. Interdisciplinarity.
c. The major.

A 4. The development of this tool allowed geographically isolated specialists to

keep abreast of the latest research and also give them a forum for
presenting their own research: (p. 67)
a. Disciplinary journals.
b. Disciplinary majors.
c. Academic departments.

B 5. As the modern university took shape, disciplinarity was reinforced in two

major ways: disciplines recruited students to their ranks to produce a
new generation of teachers and researchers, and (p. 67)
a. The government demanded disciplinary specialists.
b. Industries demanded and received specialists from the universities.
c. Globalization required that universities produce new disciplinary majors.

A 6. The proliferation of academic disciplines raised concerns about

overspecialization, in particular how these new disciplines were
connected to issues of power and self-interest. Late nineteenth-
century
German philosopher Friedrich Nietzsche and early twentieth-century
Spanish philosopher José Ortega y Gasset saw the new disciplines as
symptoms of a more general phenomenon: (p. 68)
a. The growing interdependence of government, business, and education.
b. The growing number of disciplinary majors on campuses.
c. The growth of the sciences and the shrinkage of the humanities.

A 7. The radicalism of the 1960s and 1970s spawned the creation of new fields
such as (p. 71)
a. Ethnic studies
b. Political science.
c. Art history.

A 8. Selecting one path to understanding while “bracketing” others is called

(p. 75)
a. Informed borrowing.
b. Disciplinary bias.
c. Tunnel vision.

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

C 9. The circumstance or setting in which the problem, event, statement, or

idea exists is called (p. 78)
a. Perspective.
b. Silo.
c. Context.

A 10. A discipline’s unique view of that part of reality that it is typically most
interested in is called (p. 79)
a. Perspective.
b. Silo.
c. Reduction.

C 11. This often occurs when different disciplinary perspectives and unrelated
ideas are brought together: (p. 79)
a. Conflict.
b. Blindness to the broader context.
c. Creative breakthrough.

12. “The past, whether it concerns a nation’s founding values, the prevailing
system of learning and knowledge production, or the emergence of the
concept of interdisciplinarity, is relevant for four practical reasons.”
Identify these reasons. (p. 63)
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________

13. Identify 3 of the 5 factors that caused knowledge to be divided into

disciplines in the first place. (pp. 64-65)
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________

14. Between 1750 and 1800, the disciplines consolidated their hold on the
teaching and production of knowledge by embracing three new
revolutionizing learning techniques that are today used the world over.
These are (p. 66)
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

15. From the brief survey of the emergence of interdisciplinarity and its
growing diversity in Chapter 3, it is possible to identify five
prominent
lines of development that are relevant to interdisciplinary learning.
Identify 3 of these lines: (p. 75)
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________

Level 2: Understanding key concepts and theories

A 1. Two movements hastened the production of knowledge and accelerated

disciplinary specialization during the seventeenth and eighteenth
centuries. One of these was the Enlightenment; the other was (p. 65)
a. The scientific revolution.
b. The exclusion of contemporary cultural developments and the mechanical arts
from the curriculum.
c. The rise of the “invisible colleges.”

C 2. The engine of knowledge production that far outstripped any other

method of learning devised by any previous civilization consisted of (p.
65)
a. The government and the church.
b. The church and the university.
c. The university and the disciplines.

C 3. Driving the growing interdependence of industry and education in the

twentieth century was an economic system that increasingly depended on
the availability of specialists and professionals. Under this system, the
disciplines and the universities served two vital functions: They trained
persons for careers in government and business, and (p. 68)
a. They guaranteed jobs to their graduates.
b. They encouraged the development of interdisciplinary programs.
c. They gave these new professions legitimacy and status by providing them
with academic credentials.

B 4. In the 1990s two developments converged to affect

interdisciplinarity in
both a positive and negative way. The first (and positive)
development
was that interdisciplinarity received further legitimacy as educators
widely viewed it as part of a package of curricular and pedagogical
innovations. The second (and negative) development was (p. 72)
a. The development of collaborative learning, multicultural education, learning
communities, inquiry- and problem-based learning, writing across the

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

curriculum, civic education, service learning, and study abroad.

b. That conceptions of interdisciplinarity grew wider and fuzzier.
c. The founding of professional associations such as INTERSTUDY and the
Association for Integrative Studies.
5. Today in the natural sciences and technology, we see three broad
trends.
Identify two of these: (p. 73)
1. _______________________________________________________________
2. _______________________________________________________________

6. Chapter 3 identifies 3 implications for interdisciplinary learning of

current trends in the social sciences. Identify 2 of these: (pp. 73-74)
1. _______________________________________________________________
2. _______________________________________________________________

7. The New Humanities or “new generalism,” is characterized by 5

developments. Identify 2 of these and briefly explain each: (p. 74)
1. _______________________________________________________________
_______________________________________________________________
2. _______________________________________________________________
_______________________________________________________________

A 8. This kind of thinking makes it less likely that you will be able to answer
the larger, more important, practical questions of life: (p. 78)
a. Specialized.
b. Analytical.
c. General.

C 9. Disciplinary specialization can produce consequences much like this type

of seeing does: (p. 78)
a. Perspective taking.
b. reductionism.
c. Tunnel vision.

B 10. When highly educated individuals are unaware of the social, ethical,
economic, and biological dimensions of a policy or action and are unable
to calculate its possible impacts, this is called
a. A past approach.
b. Tunnel vision.
c. Discounting.

Level 3: Applying concepts to specific situations that are hypothetical or real world

B 1. Understanding the past is relevant to those in the natural sciences

because (p. 63)
a. It explains why scientists in previous centuries failed to understand the threat

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

posed by global warming.

b. Climate models must include data on past conditions to place present climate
conditions in broad historical context.
c. The National Science Foundation requires that every research grant
application include a history of the proposed subject of research.
A 2. Understanding the past is relevant to those in the social sciences because
(p. 63)
a. It helps explain the root causes of present societal problems.
b. It proves the superiority of social science research methods to explain present
societal problems.
c. It proves that it is more important to focus on the present problems we face
today than on the past problems that our ancestors faced.

C 3. Understanding the past is relevant to those in the humanities because (p.

63)
a. The humanities focuses only on historical context, not present context.
b. The humanities is dominated by the discipline of history.
c. A full understanding of objects and texts is possible only by placing them in
historical context.

A 4. Understanding the past is relevant to those in the fine and performing

arts because (pp. 63-64)
a. The past is always present in new forms of dance, theater, and music.
b. It shows what has worked and what has not worked.
c. It proves that the fine and performing arts are more important than the
humanities.

C 5. For those in the applied fields such as criminal justice, public health, or
business, understanding the past is relevant because (p. 64)
a. It is important to know which disciplinary approach works best.
b. It is important to know who was to blame for failure.
c. It is important to know what has worked and not worked.

A 6. Understanding the past is relevant to interdisciplinary studies because

(p. 64)
a. The present dominance of the disciplines is rooted in the past.
b. It explains why interdisciplinarity has come to dominate learning and
knowledge production.
c. The primary focus of interdisciplinary studies is on the past.

B 7. The Italian thinker Giambattista Vico is relevant to understanding the

rise of interdisciplinarity because (pp. 65-66)
a. He founded the first “invisible university.”
b. He called for less specialization and a more comprehensive approach to
learning.
c. He called for the consolidation of the disciplines.

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

C 8. “Seen in the broad sweep of Western civilization,” writes Newell, this

form of learning “is the latest response to the dominant Western
intellectual tradition of rationality and reductionism that is ultimately
grounded in dichotomous [i.e., either-or] thinking (p. 360).” Newell is
referring to (p. 68)
a. Disciplinarity.
b. Multidisciplinarity.
c. Interdisciplinarity.

6. The discussion of the interdisciplinary critique of the disciplines touches

on 6 limitations of disciplinary specialization. Identify 5 of these: (pp. 77-
81)
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________

Level 4: Analyzing (a text or case or hypothetical situation to identify its parts and
explain its meaning)

A 1. The primary and overall objective of Chapter 4 is to (pp. 63-64 )

a. Explain the rise of the modern disciplines and interdisciplinarity.
b. Argue the case for less disciplinary specialization.
c. Trace the rise of interdisciplinarity in countries where there has been an
increased interest in interdisciplinary studies in recent decades.

B 2. “[Normalization] has become one of the major functions of our society. The
judges of normality are present everywhere. We are in the society of the
teacher-judge, the doctor-judge, the educator-judge, the “social worker”-
judge; it is on them that the universal reign of the normative is based; and
each individual, wherever he may find himself, subjects to it his body, his
gestures, his behavior, his aptitudes, his achievements. . . .The carceral [i.e.,
prison-like] texture of society assures both the real capture of the body and
its perpetual observation [and characterizes] the new economy of power. . .
[T]he instrument of knowledge that this very economy needs [and] its most
indispensable condition [is the] activity of examination” (Michael Foucault,
Discipline and punish: The birth of the prison, 1975, pp. 304–305). The real
focus of Foucault’s critique is (pp. 69-70)
a. The prison-like texture of society.

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

b. The disciplines as sophisticated mechanisms for regulating conduct and social

relations.
c. Examinations of all kinds should be abolished.

A 3. “Men of the sociology tribe rarely visit the land of the physicists and
have little idea what they do over there. If the sociologists were to step
into the building occupied by the English department, they would
encounter the cold stares if not the slingshots of the hostile natives. . . .
The disciplines exist as separate estates, with distinctive subcultures.”
Tony Becher uses the anthropological metaphor of tribes to criticize
the disciplines for (p. 70)
a. Marginalizing the notion of holistic thinking in favor of reductionist thinking.
b. Locating disciplinary faculties in separate buildings.
c. Failing to learn each other’s language and culture.

C 4. The “new thinking” about education in the 1960s and 1970s

included calls
for radical university reforms, one central element of which was the
elimination of the traditional academic disciplines in favor of more
holistic notions of training that were closer to the practical problems
of
life. The reason was obvious: (p. 71)
a. The disciplines had failed to develop new majors and degree programs.
b. The disciplines were more focused on research than on teaching.
c. The disciplines had failed to explain, or had ignored, the great social
movements and ideological struggles that characterized the period.

B 5. Concerning interdisciplinary learning and disciplinary

specialization,
Chapter 3 takes the position that interdisciplinary learning
a. Is always superior to disciplinary learning.
b. Should strive to balance disciplinary specialization with interdisciplinary
integration.
c. Is appropriate only in the humanities.

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Repko, Introduction to Interdisciplinary Studies 1e Instructor Resource

“Without a general education, human beings tend to be somewhat

parochial. We are disinclined to think beyond the scope of direct
human experience—to factors or forces that operate on different scales
of time or space, that function systematically rather than individually,
or that have multiple causes; nor are we inclined to see a problem from
other perspectives (be they grounded in cultures, religions, or
disciplines). Even well-educated humans have some difficulty moving
back and forth between the general and the specific, theory and
application, the abstract and the concrete. Interdisciplinary studies
provide an approach in which such skills become habits of mind; they
fall naturally out of the interdisciplinary process” (Newell, 2010a, p.
361). Newell is making the case for p. 68
a. Inter
b. Interdisciplinary learning

SAGE Publications, Inc. © 2014 9

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