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In a multidisciplinary or multisubject approach, planning begins with recognition of the identities of various subjects as well as important content and skills that are to be mastered within them. 2). In this way, the identities of the separate subjects are retained in the selection of content to be used, and students still rotate from one subject to another as content and/or skills from each are correlated to the theme. Moreover, though the subjects are taught in relation to the theme, the overriding purpose is still the mastery of content and skills from the subjects involved.
When knowledge is seen simply as a collection of bits and pieces of information and skill organized by separate subjects or disciplines of knowledge, its uses and its power are confined by their boundaries and thus diminished. For example, the definition of problems and the means of Page 8 addressing them are limited to what is known and deemed problematic within a particular subject or discipline. When we understand knowledge as integrated, we are free to define problems as broadly as they are in real life and to use a wide range of knowledge to address them.
Finally, emphasis is placed on substantive projects and other activities that involve real application of knowledge, thus increasing the possibility for young people to integrate curriculum experiences into their schemes of meaning and to experience the democratic process of problem solving. , Hopkins, 1941). If integrative learning is a serious intention, it is important to know how young people might frame the issues and concerns that are used to organize the curriculum as well as what experiences they believe might help them learn.
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