 Hello, I welcome you all once again to my channel Explore Education and I am Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Khanna Girls Tree College, University of Allahabad and I am going to discuss a very relevant and up-to-date topic that is difference between multidisciplinary and interdisciplinary education and the lecture will be in bilingual mode and do subscribe my channel to get all my future videos too. And this topic will be very useful for your conceptual understanding as well as various competitive examinations too. So let's start. First of all, multidisciplinary and interdisciplinary education has become very popular these days since NEP 2020 came in. I mean, it was there before, but now it's very popular. We talk in daily life, in class, in class, in lectures, multidisciplinary, we have to take an approach. NEP 2020 has said that you should become multidisciplinary. But generally, we don't understand the difference between multidisciplinary and interdisciplinary education. And we use interchangibly instead of one another, which shouldn't be used. There is a basic difference between the two. But on a large surface level, we know that multidisciplinary and interdisciplinary, i.e. multidisciplinary and interdisciplinary education means that we have to learn a lot of things together. But there is a basic difference between the two. And while we are in the field of education, we should be clear. And everyone should be clear, because education is written in such a way that everyone doesn't touch it. Okay. So what is multidisciplinary education? It is a unique educational approach that allows these students to learn and explore distinct subjects and curriculum from various disciplines. It is easy. It means that this is an approach that allows students and students to learn and explore various disciplines, i.e. various disciplines, i.e. sorry. I mean, as we have come to a lot of questions these days, that you can choose, you can study physics, you can study philosophy, you can study mathematics, you can study Hindi, etc. So how can we teach a distinct subject and curriculum through various disciplines? This is what multidisciplinary education gives. It is a method of curriculum integration. So what is this in a way? It is the only reason for the particular curriculum that highlights the diverse perspectives that different disciplines can bring to illustrate a theme, subject or issue. I mean, sorry. It can be a particular theme, it can be a certain topic, it can be a certain issue that we should look at from the perspective of different disciplines, like rain, rain. Now look at it from a geographical perspective. Look at it from an economical perspective, look at it from the business point of view. From a business point of view, the person working for a commercial experience, if it rains well then it will have a good summer, if it rain well then the economy will be good, the environment will be good, from a geographical question about where else does it come from, where does it come form, where do наг Identical divisions are created. So, as a sociologist why is it happening here The Momentous matters? The person of sociology can be seen. It is the conjoinment of disciplines. We have joined disciplines without any integration or synthesis of knowledge from various disciplines. But we did not do the knowledge of the specific subjects. We did not do the knowledge only by joining the curriculum. When you will read the interdisciplinary, you will know that it is one step ahead. That is, multidisciplinary is at a lower level and interdisciplinary is at a higher level. So, what is there? We did not do the knowledge and only the curriculum. There are some topics in the curriculum that we have joined from many aspects, from various disciplines, according to the perspective. Two or three disciplines come together with ideas and methods from respective disciplines which could be useful to understand a problem under consideration. This is only for the purpose that any problem can be solved which we want to study from the perspective of many subjects. We use methods, methodology, ideas and concepts of many subjects. What else? For example, as they say, economics and statistics are useful as they help to apply economic theory for empirical testing. That is, we study statistics in economics. Because we have to look at economic theory, where it is going down, where it is going up, where it is going down. You need statistics for that. So, we took economics and statistics to study an economic theory. So, this multidisciplinary approach is done. But we did not do the synthesis of knowledge in that economic theory. For which statistical tools are useful, we have applied statistics that no new knowledge is created here. It is a very important point. That no new type of knowledge is being created in multidisciplinary education. It feels very good to see multidisciplinary education. It should be very good that we can see it from different perspectives. But no aspect, no concept has come to this today, which has no disadvantage. So, it is also there. Look, this is a master's soft education. I have taken it from there, so I have not cropped it. I have let it feel that it is not made by me. So, what are the advantages of multidisciplinary education? Privilege to choose. We have the privilege and speciality that we can choose. Students get to choose their subjects, courses and programs from different institutes. Reach within to discover passion. Students can discover their interest during the teaching learning journey. I mean, we are different. Earlier, it was very difficult. The boundaries were rigid. If we are scientists, we cannot study the art. We cannot study economics or commerce in this way. But what did they do? They made it flexible. I have discussed many concepts with you. So, it has become very flexible. The students have the autonomy. And pragmatism and flexibility. It has also been discussed that it enables students to crave their own path. I mean, we will choose our own path in our own way. Taylor made, we will make our own path. No one else will make our own path for us. So, we are seeing many good, new, progressive advantages in multidisciplinary. But, there are disadvantages to distractions. Variety of subjects may make the students feel lost. I mean, we don't know which subjects we are studying. Our specialization guide. You will also go to multidisciplinary and inter-disciplinary. So, we lack specialization. I mean, we are not specializing. Because we are spreading. We are studying subjects in many ways. We are taking knowledge in many ways. Okay. No master, only Jack. What did we say earlier? Now, we are not a master to anyone. We know a lot of things on a superficial level. But, we won't be able to become a master to anyone. Because we will go with a multidisciplinary approach. So, the students may have the knowledge of everything. But, not be a master of anything. They won't be able to become a master of anything. Yes, they know a lot of things. And may create confusions. The students may feel confused about choosing the subject and courses. When there is a lot of options, we get confused. Which one is better? Whose career perspective is better? So, this is also a disadvantage of this. But, you can read a few topics from a multidisciplinary approach. It is all well and good. Okay. So, this is multidisciplinary. Now comes interdisciplinary, which is more important. It is more difficult, it is more complex. Early instances of interdisciplinary education can be traced back to the curriculum integration concept promoted in the 1930s. That is, we feel today that we are going to talk about something new. But, we are talking about this from 1930. The concept of the curriculum integration came in the 1930s. Oh, oh, oh. It became I double. It became N double. It became U double. It became something wrong. But, interdisciplinary education really emerged in the 1970s. But, the concept of interdisciplinary education came in the 1970s. Now, let's see whether it is its definition. Whether people have said about it? Whether it is its points? Whether it is its benefits? Whether it is its disadvantages? And, what is the difference from multidisciplinary? So, in the dictionary of education, we get a lot of concepts in the dictionary of education. Carter, we go to 1970. He says, defines integrated curriculum. What is integrated curriculum? A curriculum organization which cuts across subject matter lines. This is very important. Multidisciplinary is the difference. What a cross-subject matter line is. Which was not in multidisciplinary. There was only the integration of knowledge and the synthesis of knowledge. Cuts across subject matter lines to focus upon comprehensive life problems or broad areas of study that bring together the various segments of curriculum into meaningful association. Look, meaningful association was not in multidisciplinary. We will integrate different segments of curriculum and study them. But, this is one step ahead. Then, what are we saying? Co-clements define interdisciplinary as to solve a set of problems whose solution can be achieved only by integrating parts of existing disciplines. We can think of some problem. Look, our world, our world is getting harder and harder. Problems are getting harder and harder. So, there was not enough courage to solve one problem. So, we can integrate different existing disciplines and solve them. We can't even solve one discipline. Or, we can say that many new researches are involved in interdisciplinary education or interdisciplinary curriculum. Let me talk to you. Then, interdisciplinary is a knowledge. Interdisciplinary is a knowledge view and curriculum approach that consciously applies methodology and language. We didn't understand that we didn't randomly or haphazardly connect someone who had to be connected to a meaningful association. Then, we connected. From more than one discipline to examine a central theme, topic, issue, problem, or what. That is, there is a central issue, there is a topic, there is a problem, there is a task to solve it. We consciously applied the methodology and language of different disciplines. We are saying that in the interdisciplinary curriculum design and implementation in 1989. Then, what is interdisciplinary education? John tells us in 2012 that it integrates information. So, it became clear that there is only one reason. We have to associate it with information, vision, perspective, their view point, concept, theories. Oh, God! I feel so. Concepts are theories from two or more disciplines of specified knowledge to advance fundamental understanding or to solve problems whose solutions are beyond the scope of a single discipline. So, what did we do? We created a fundamental understanding with two or more disciplines of specified knowledge. Okay. Now, the meaning as well as the process of interdisciplinary education is complex. This is Jattel. Nature is its earth and it needs deeper understanding. For this, you are not talking about a deep level of surface level. Deep level. I mean, you are not talking about a deep understanding on a surface level. It is also the conjoinment of discipline. Discipline is also conjoined but, however, integration of synthesis of knowledge from respective disciplines takes place in order to generate new knowledge. Last time, in multidisciplinary, we were not generating knowledge. We are not generating knowledge here which can help to solve the problem of a society through which we can find which cannot be solved from a disciplinary or multidisciplinary basis of knowledge. That is, how it will be solved through a discipline or a multidisciplinary approach that we cannot solve. For example, there are many such issues like development studies, women's studies, even education. Okay. Okay. Let's talk about this. For example, when we look at the benefits of interdisciplinary education, such as the search for DNA. The search for DNA was not only chemistry but also biology. Biology, chemistry, neuroscience have found DNA together. So, how much is the scientific area that has been searching for for a long time. We have learned so many things and so are you. So, both of them can solve DNA not only chemistry but also biology and chemistry as well as neuroscience. There is one more issue. If we look at the benefits, it looks very good. For example, there is a more meaningful learning experience. There will be a meaningful learning experience because we are getting knowledge of many issues. New opportunities are resulting from the cross-overs between two disciplines. Many disciplines are doing cross-overs and are segmented and integrated. So, we are getting more opportunities. We can demonstrate the real-life application of our daily lives. We can get a varied perspective. We get flexibility in problem solving. We also get a bridge between professionals. We are professionals but we are not talking with each other. We have an interdisciplinary approach. We can talk with each other and create something new with the knowledge of our own. We have critical thinking, building confidence, greater creativity and transferable skills. It looks very good. Interdisciplinary approach. If we look at it this way, if we talk about interdisciplinary learning, it is learning and reflection and capabilities. What is learning? We are understanding the topic and getting learning experience and new opportunities. So, we can demonstrate the real-life application with a varied perspective, communication and flexibility. We also get critical thinking, building confidence, greater creativity and transferable skills. We also include William H. Newell and William Green in 1982 telling us about the interdisciplinary approach. This is an inquiry that will only draw upon two or more disciplines which lead to an integration of disciplinary insight. When we integrate two or more subjects, inquiry in full mode. Interdisciplinary approach is uniquely different from a multidisciplinary approach. It is uniquely different from a multidisciplinary approach. The teaching of topics from more than one discipline is that some topics are taught from the perspective of more than one. That is it. Nor is it a cross-disciplinary approach. We are not cross-cut, segmented, creation, synthesis, knowledge in multidisciplinary. Where one discipline is crossed with the subject matter of another, interdisciplinary. Interdisciplinary is one step ahead and deeper is complex. Interdisciplinary techniques allow students to see different perspectives, work in groups and make the synthesizing of disciplines the ultimate goal. Interdisciplinary approach gives students the opportunity to see different perspectives and synthesize the discipline. The ultimate goal is the same. What is the harm? Everything is good in interdisciplinary but there is also harm. It is time consuming. It is very difficult. Everyone does not have time. As soon as you enter the semester you have to complete the syllabus immediately. If you complete the syllabus then it is difficult to walk with a single disciplinary approach. There is so much time and expertise and resources and faculty and faculty member's presence. Interdisciplinary curriculum is time consuming and takes collaborative teamwork to create. Do you know how difficult your collaboration is? Which subject matter is important? It is not that easy. It takes collaborative teamwork to create which can seem like a hard and exhausting disadvantage. Everything else is good. There is a future. So I hope you have understood a very important and confusing concept that what is the difference between multidisciplinary and interdisciplinary education. So thank you and don't forget to like and subscribe my channel ExploreEducation and join my telegram group too. Done from my side.