those spaces in between life, thinking, the physical world, and humanity
Once common ground is created, states Veronica Boix Mansilla, principal investigator of the Interdisciplinary Studies Project at Project Zero, Harvard Graduate School of Education (2005), integration can proceed, and the interdisciplinarian can produce the “interdisciplinary understanding of the complex problem or intellectual question.” She defines “interdisciplinary understanding” as:
the capacity to integrate knowledge and modes of thinking drawn from two or more disciplines to produce a cognitive advancement— for example, explaining a phenomenon, solving a problem, creating a product, or raising a new question—in ways that would have been unlikely through single disciplinary means [italics added]. (p. 16)
Boix Mansilla, V., Miller, W.C., & Gardner, H. (2000). On disciplinary lenses and interdisciplinary work. In S. Wineburg & P. Grossman (Eds.), Interdisciplinary curriculum: Challenges to implementation (pp. 17-38). New York: Teachers College, Columbia University.