Beyond the discipline : A metadisciplinary approach for the didactics of communication design

Abstract

We reflect specifically on the curriculum for bachelor’s level program in communication design. We propose a model of education which we define as “metadisciplinary” and which is grounded on the acquisition of competences rather than the acquisition of specific contents. Our objective is to show how a metadisciplinary didactic model can benefit from the weak epistemological status of the knowledge base of communication design. According to the idea that didactics can be treated as a science of design, we propose a model of educational design based on a metadisciplinary stance.
 First we describe two fundamental aspects of the model proposed: (1) the development of habitus of thought and action and (2) the distributed and collective nature of expert knowledge. Next, we discuss the notion of curriculum architecture. Finally, we describe a basic set of metadisciplinary competences that we have identified for students in the field of communication design.

The Role of Buddhist Studies in Fostering Metadisciplinary Conversations and Improving Pedagogical Collaborations

“…For example,(Werth 2003) and(Kalantis and Cope 2014) use the term to refer to what I would call a comprehensive, integrative vision of interdisciplinarity. On the other hand,(Dalai et al 2018) use the term to refer to generalizable skills or methods that can be applied across different disciplinary contexts. Others have used the term essentially as a synonym of transdisciplinarity (see http://www.eaa2017maastricht.nl/theme3, last accessed 2 November 2020).…”