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The Disciplines and Undergraduate Education

Stanley Katz, Chronicle of Higher Ed – The Chronicle Review – Brainstorm, Dec. 4, 2008
I wrote in my last post about the downside of specialization, and one of the commenters quite rightly responded that whatever the virtues of a more general orientation, generalists have a hard time finding academic employment these days.

Quite right. I am, alas, sure that the trend to subdisciplinarity will not disappear anytime soon. But the problem is even more profound. Luke Menand, one of my favorite commentators on higher education, recently gave a paper at Princeton on interdisciplinarity, a much ballyhooed style of scholarship and pedagogy these day s. Luke’s main point was that what we normally call “interdisciplinarity” is really better described as hyperdisciplinarity, since it depends utterly upon disciplinary knowledge: “It is not an escape from disciplinarity; it is the scholarly and pedagogical ratification of disciplinarity.” Or, “Interdisciplinarity is the ratification of the logic of disciplinarity. . . . [It] actually rigidifies disciplinary paradigms.” Luke goes further, and claims that interdisciplinarity is a symptom of anxiety about professional status (which has traditionally been created by the disciplines), an attempt to shake free of the constraints imposed by the disciplines — but it cannot go far enough to do the job.

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