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Related to disciplinarity: disciplinary, Interdisciplinarity


1. Of, relating to, or used for discipline: disciplinary training; disciplinary measures.
2. Of or relating to a specific field of academic study.

dis′ci·pli·nar′i·ly (-nâr′ə-lē) adv.
dis′ci·pli·nar′i·ty (-nâr′ĭ-tē, -năr′-) n.


the state of being disciplinary
References in periodicals archive ?
For as Redfield brings out through a series of attentive readings of Schlegel, Shelley, and de Man, romanticism is not one period metaphor or disciplinary field among many, but the very matrix of periodization and disciplinarity itself--i.
Clifford Siskin has recently discussed the relation of Burke's sublime, disciplinarity, and gender in ways that are suggestive of but ultimately distinct from this account.
This is a book which wishes to return writing (and more particularly the narrow definition of "Literature") to the wider scene of disciplinarity, professionalism, and labor.
Nevertheless, the need to respond to the economic imperative being urged on the university system now more than ever may forestall examination of the ways in which market forces are determining not only what new programs are implemented, but whether or not those programs, lesbian and gay studies included, will be able to be seriously considered and seriously consider their own relationship to disciplinarity and market values.
6) What it fails to do is critically address a major prop of disciplinarity, which is the notion of pedagogy as an unproblematic vehicle for transmitting knowledge.
His silence on this score, I believe, both reveals an interesting aspect of multicultural identity politics in general and points out how this problem with the text relates to the function of disciplinarity.
However, the most significant contribution the Shakespeare controversy has to make lies elsewhere, in the issues of disciplinarity and nationalism.
Shumway has written elsewhere about disciplinarity, the means by which a discipline (again in a Foucauldian way) constitutes its object to suit its needs and assumptions, and the ways in which a discipline regulates what counts as knowledge, who may speak, and what may be said.
Thus even when the issues discussed here may strain up from the ground of the veil, the discussion branches out from the dominant debate to explore veiled preoccupations with issues ranging from economic distribution to disciplinarity and the production of knowledge.
Unspoken expectations regarding the very meaning of interdisciplinarity on the project need to be made explicit, and implicit values shared, in order to encourage opportunities for genuine learning beyond the boundaries of disciplinarity.
Our response was to note that disciplinarity too often limits exploration of knowledge and that interdisciplinary moves are inevitable in humanities and social sciences fields that have been transformed by social construction theory, structuralism, and poststructuralism - to the point where most humanists view knowledge as partial and historical knowledge as the concern of all who inquire, rather than the purview of a particular group of academic historians doing empirical history (See Corkin 1996, 176).