Document Type

Article

Publication Date

Winter 2017

Abstract

This article raises questions and concerns regarding students from the sciences working with faculty in the humanities in interdisciplinary settings. It explores the experience of two English professors facing the privileging of "facts" and a science-based understanding of the world in their own classrooms. It poses both questions and pedagogical possibilities for addressing conflicts around epistemologies, scholarship, and teaching and learning.

Comments

This article was originally published in The CEA Forum, volume 46, issue 1, in 2017.

Peer Reviewed

1

Copyright

The authors

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

 
 

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