The Relationship Between Interdisciplinary Approach and General Education: A Philosophical Analysis
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Abstract
The interdisciplinary approach and general education are the two big words. It is believed that a disciplinary approach should be implemented in general education; the interdisciplinary approach is part of general education. This research aimed to analyze the relationship between the interdisciplinary approach and general education via philosophical perspectives. Interdisciplinary was defined according to William. H. Newell’s viewpoint, while general education was defined based on Phra Brahmagunabhorn (P. A. Payutto)’s viewpoint. Analysis results illustrated that the interdisciplinary approach was integrated education applying the perspectives of various fields to study the complexity. General education aimed to form the traits of graduates, which was divided into two parts, the education for age to form the traits of graduates to suit the time, and the education beyond the age to cultivate the traits of graduates which were irrelevant to age such as humanity and flourishing humanity. The research results showed that the interdisciplinary approach was not a component of general education. However, it indicated partial overlap of the two concepts. That being said, partial general education overlapped with interdisciplinary. The overlap was the forming of traits of graduates to suit the age, whereas the non-overlapping part was the general education beyond the age. Interdisciplinary concept emphasized on solving the problem of complexity caused by the change of age. However, flourishing humanity was the trait that was independent of time; though time changed, the graduates should still have flourishing humanity. Therefore, the analysis results could be recommended to relevant authorities of general education that the interdisciplinary approach is unnecessary to apply to general education. However, it should be balanced with education for age and education beyond the age. Importantly, the forming and guiding of flourishing humanity of the education beyond the age should not be devalued only because it does not respond to the globalization or support interdisciplinary.
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