Integral Review

A Transdisciplinary and Transcultural Journal For New Thought, Research, and Praxis

Posts Tagged ‘interdisciplinary’

COVID-19 Lockdown Policies: An Interdisciplinary Review

Oliver Robinson

Abstract: Lockdown interventions employed in response to the COVID-19 pandemic have been evaluated via research at biomedical, economic, psychological, and ethical levels of analysis. The aim of this article is to evaluate arguments from these four perspectives simultaneously within an interdisciplinary biopsychosocial review to help inform the political and scientific debate surrounding them. Biomedical evidence from the early months of the pandemic suggests that lockdowns were associated with a reduced viral reproductive rate, but that less restrictive measures also had a similar effect. Lockdowns are associated with reduced COVID-19 mortality in epidemiological modelling studies but not in studies based on empirical data from the COVID-19 pandemic. Psychological research supports the proposition that lockdowns may exacerbate stressors such as social isolation and unemployment that have been shown to be strong predictors of falling ill if exposed to a respiratory virus. Studies at the economic level of analysis points to the possibility that deaths associated with economic harms or underfunding of other health issues may outweigh the deaths that lockdowns save, and that the extremely high financial cost of lockdowns may have negative implications for overall population health in terms of diminished resources for treating other conditions. Research on ethics in relation to lockdowns points to the inevitability of value judgements in balancing different kinds of harms and benefits than lockdowns cause. Suggestions for future research are provided to promote an increasingly fine-grained and nuanced evaluation of these policies.

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Evolving Dimensions of Integral Education

Judie Gaffin Wexler

Abstract: This article explores the concept of integral education as a way to prepare students for the complex, rapidly changing global environment in which they will be living and working. It contends that education must help students focus both internally and externally if they are to be effectively prepared. The experience of the California Institute of Integral Studies is used as a case study to discuss key dimensions of integral education.

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Modeling the demands of interdisciplinarity: Toward a framework for evaluating interdisciplinary endeavors

Zachary Stein

Abstract: I suggest there are two key factors that bear on the quality of interdisciplinary endeavors: the complexity of cognition and collaboration and the epistemological structure of interdisciplinary validity claims. The former suggests a hierarchical taxonomy of forms of inquiry involving more than one discipline. Inspired by Jantsh (1972) and looking to Fischer’s (1980) levels of cognitive development, I outline the following forms: disciplinary, multi-disciplinary, cross-disciplinary, inter-disciplinary, and trans-disciplinary. This hierarchical taxonomy based on complexity is then supplemented by an epistemological discussion concerned with validity. I look to a handful of philosophers to distil the general epistemological structure of knowledge claims implicating more than one discipline. This involves differentiating between levels-of-analysis issues and perspectival issues. When all is said and done, we end up with a “language of evaluation” applicable to interdisciplinarity endeavors. Ultimately, this suggests an ideal mode of interdisciplinary endeavoring roughly coterminous with Wilber’s (2006) Integral Methodological Pluralism.

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