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Teaching Global Citizenship: The Paradox of Competency and Power
Unformatted Document Text:  45 Samuel Scheffler, Boundaries and Allegiances: Problems of Justice and Responsibility in Liberal Thought (Oxford: Oxford University Press, 2003), pp. 111-112. 14 True interdisciplinarity, such as that found in Fairleigh Dickinson’s University Core program, does not reject the disciplines, as an adisciplinist approach might, or search for a super- or meta-discipline, as a transdisciplinst approach might. The University Core program general avoids presenting the contributions of disciplines sequentially as independent contributions, without any attempt at combination or synthesis, as a multidisciplinary approach would. For these distinctions, see William H. Newell and William J. Green, “Defining and Teaching Interdisciplinary Studies,” in Interdisciplinarity: Essays from the Literature (New York: College Entrance Examining Board, 1998), pp.24-25. 15 This graphic was created for The Global Challenge by Office of Educational Technology staffer Mahesh Nair. 16 I am deeply grateful to FDU Office of Educational Technology assessment specialist Pamela Schneider for preparing the tables and graphs included in this paper

Authors: Scorza, Jason.
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45
Samuel Scheffler, Boundaries and Allegiances: Problems of Justice and Responsibility in Liberal
Thought (Oxford: Oxford University Press, 2003), pp. 111-112.
14
True interdisciplinarity, such as that found in Fairleigh Dickinson’s University Core
program, does not reject the disciplines, as an adisciplinist approach might, or search for a super-
or meta-discipline, as a transdisciplinst approach might. The University Core program general
avoids presenting the contributions of disciplines sequentially as independent contributions,
without any attempt at combination or synthesis, as a multidisciplinary approach would. For these
distinctions, see William H. Newell and William J. Green, “Defining and Teaching
Interdisciplinary Studies,” in Interdisciplinarity: Essays from the Literature (New York: College
Entrance Examining Board, 1998), pp.24-25.
15
This graphic was created for The Global Challenge by Office of Educational Technology
staffer Mahesh Nair.
16
I am deeply grateful to FDU Office of Educational Technology assessment specialist
Pamela Schneider for preparing the tables and graphs included in this paper


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