Experiences in the use of
multiple methods in
interdisciplinary education
ESEE 2011, Istanbul:
Discussion session on
Multiple methods in
interdisciplinary research
and education
Janne I. Hukkinen
University of Helsinki
janne.i.hukkinen@helsinki.fi
Objectives
1. Present state-of-the-art typology
of interdisciplinary knowledge
2. Articulate challenges that different
types of interdisciplinary
knowledge pose for education in
problem-oriented environmental
education, with examples from
personal experiences
3. Propose ways of meeting
challenges
Typology of multi- and interdisciplinarity
(Huutoniemi, K., J. Thompson Klein, H. Bruun and J. Hukkinen (2010) Analyzing interdisciplinarity: Typology and
indicators, Research Policy, Vol. 39, No. 1, pp. 79-88)
• Multidisciplinary knowledge: pools together ingredients of new
knowledge across epistemological boundaries without substantially
adapting the ingredients
– Encyclopedic: juxtaposition of fields linked by topical focus
– Contextualizing: interaction between fields in problem setting
– Composite: fields combined in modular fashion
• Interdisciplinary knowledge: arises from synergistic interaction
across fields, including framing of problems, formulation of
theories, application of methodologies and use of data
– Empirical: empirical data integrated to investigate links across fields
– Methodological: methodological approaches combined
– Theoretical: concepts, models or theories from different fields
synthesized
Data: programmes/courses
Year
Institution
1993- Maastricht School of
1996 Management, the
Netherlands
Programme/course
ECTS cr
Individual research project
(Environmental Management
Executive Programme) (EMEP)
3-5
1996- Arctic Centre,
Environmental Impact Assessment
1999 University of Lapland, course (Arctic Studies Programme)
Finland
(ASP)
1999- Helsinki University of
2008 Technology, Finland
1-2
Environmental Strategies course
4-6
(Major in Environmental Strategies
and Technology Assessment) (ESTRA)
Since University of Helsinki, Environmental Policy Deliberation
2009 Finland
course (Minor in Environmental
Policy) (EDELI)
4-6
Data: curricula
EMEP
•
•
•
•
Module I: Introductory lectures
Module II: Technical skills
– Global environmental problems
– Soil, air, water and energy
management/conservation
– Ecodesign, Environmental health and safety,
Environmental modeling
– Research/case study methodology
Module III: Management skills
– Environmental policy and regulation, EIA, Dutch
environmental policy plan
– Environmental management, Green product
concepts and green marketing, LCA
– Project management, Economic development and
the environment, Clean technology and
sustainable development
– Individual and group processes, problem solving
– Environmental crisis management, International
disaster planning
Module IV: Research project, case studies, work visits
ASP
1.
2.
Introduction
Environment and nature
–
–
–
3.
Politics and society
–
–
–
4.
International relations in the European
and circupolar north
Sustaining Arctic communities
EIA in the Arctic
Culture and history
–
–
–
5.
Ecological and historical biogeography of
Arctic regions
Arctic biota and natural/anthropogenic
disturbance regimes
Natural selection and adaptation to
northern environment
Northern peoples of Russia
Encountering different ethnic groups –
Occupational history in Western Lapland
Colonial expansion in the Sámi area
Seminar
Data: curricula
ESTRA
1.
2.
3.
4.
Introduction to environmental strategies
Rules that guide environmental management
– Institutional design in environmental
management
– Systems of environmental regulation
Strategic tools in environmental management
– Impact assessment as a strategic tool
– Product design and the environment
– Eco-efficiency tools
– Critique of eco-efficiency
– Rethinking the role of sustainability
indicators
Knowledge base in environmental strategies
– Methodological issues in scenario
construction
– Scenarios as tools for power
EDELI
1.
2.
3.
4.
5.
6.
7.
8.
Introduction to environmental policy
deliberation
Socio-ecological system as the field of
environmental policy (framing the system)
Dialogue between facts and values in
environmental policy (framing
facts/values)
Scenarios and indicators as tools of
environmental policy deliberation
(framing ends/means)
Classification and its consequences
(framing policy agenda)
Environmental policy deliberation as
power (framing power)
Scientific and professional collaboration in
environmental policy (framing expertise)
Environmental expertise as hybrid
expertise (putting in practice the interplay
across frames)
Challenges: lecturers
Many lecturers
EMEP
Multidisciplinary
Interdisciplinary
EDELI ASP
ESTRA
Single lecturer
Legend:
EMEP=MSM Environmental Management Executive Programme
ASP=AC Arctic Studies Programme
ESTRA=HUT Environmental Strategies course
EDELI=UH Environmental Policy Deliberation course
Challenges: assignments
Group assignment
EDELI ASP ESTRA
Multidisciplinary
Interdisciplinary
EDELI
EMEP
Individual assignment
Legend:
EMEP=MSM Environmental Management Executive Programme
ASP=AC Arctic Studies Programme
ESTRA=HUT Environmental Strategies course
EDELI=UH Environmental Policy Deliberation course
Challenges: tools
Group assignment
Role play
Policy report
Case study
Multidisciplinary
Interdisciplinary
Role play Policy report
Diary Case study
Individual assignment
Autopoietic
-adaptation to game
-self-reflection
Cartesian
-system control
-subject-object
Propositions
1.
2.
3.
4.
5.
6.
7.
8.
It is easier to arrange ID education with single lecturer than multiple
lecturers, because ID knowledge integration is easier for a single lecturer
than among multiple lecturers
It is easier to arrange MD education with multiple lecturers, because
single lecturers with deep skills in several disciplines are rare
Multiple lecturers fit with individual assignment, because it is easier for
an individual than a group to integrate advise from multiple lecturers
Single lecturer fits with group assignment, because it is easier for single
lecturer than multiple lecturers to guide a group
ID skill demands ability to frame issues flexibly, which calls for
autopoietic tools such as role play and self-reflexive exercises
MD skill demands subject-object analytical capability, which calls for
Cartesian tools such as case studies and policy reports
ID and MD approaches are complementary: MD rewards problem
solution, ID rewards problem re-framing
ID education demands individual and group assignments to cultivate
both conceptual blending by individuals and knowledge integration
within group