The Nature of Disciplines: Implications for Teaching and Learning

Higher education has traditionally been organised around the "disciplines". Bringing the disciplines together into academic units is often a traditional linking of similar fields of study or, as might be seen in more recent times, by an economic necessity. What do we mean by a discipline and how do we as academics decide where we fit in a discipline? Websters dictionary says that discipline is just another name for a field of study. Becher (1992) suggests that a discipline "form[s] both a cognitive and social focus for research, and a framework around which teaching is organised" (p.1771). In describing the features of a discipline, Fulton (1992) uses terms such as "socially organized" and evidenced by "the existence of an 'invisible college', ' learned societies and specialist journals, ' specialist teaching departments or organized research units" (p. 1810).

Beneath these broad descriptions of a discipline lies considerable diversity: diversity of subject matter topics, diversity of skills, and considerable diversity of thought among the members of the discipline. Environmental science, which draws on a broad spectrum of disciplines including geology, geography, agriculture, engineering, zoology, botany, economics and sociology illustrates this diversity.

This diversity has become more apparent as the frontiers of knowledge are extended further and further. New themes in the discipline arise and individuals increasingly become sub-specialists in the discipline and even sub-sub-specialists. Moving in the other direction is an interdisciplinary approach to research and teaching. Added to this is the realignment of academic units, traditionally centred on disciplines, to better face economic pressures and to recognise changes in boundaries. Where does this leave the 'traditional' discipline and perhaps more importantly, where does the scholar now place himself or herself? What implications might there be for the curriculum and for teaching and learning?

The development of new sub-specialisations or themes and changes in current themes within a discipline give rise to the changing nature and content of the curriculum and the focus of research. Interdisciplinary teaching requires teachers to work closely together to coordinate course content and appropriate teaching strategies. It may also mean the need for greater flexibility and willingness to stretch the imagination and deviate from long held discipline based beliefs and practices. Those scholars who have become narrowly focused may need to re-examine their place within the shifting boundaries of the discipline.

Although it is difficult to neatly classify academia or academics into distinct categories, division by discipline is an appropriate way of doing so, even if the divisions are sometimes blurred. Increasing specialisation of research together with the growing interdisciplinary nature of research and teaching may not mean a redefinition of 'discipline' but it might require a re-examination of our approach to teaching and learning.

• Becher, R. A. (1992). Disciplinary perspectives on higher education: Introduction. In Clark, B. R. & Neave, G. (Eds.). The Encyclopedia of Higher Education. (Volume 3, Analytical Perspectives). Oxford: Pergamon Press.
• Fulton, O. (1992). Disciplinary perspectives on higher education: Higher education studies. In Clark, B. R. & Neave, G. (Eds.). The Encyclopedia of Higher Education. (Volume 3, Analytical Perspectives). Oxford: Pergamon Press.