Interdisciplinary Science Reviews

Text-based reasoning has, naturally, been crucial to intellectual activity; but it does not represent the entire map in cognition and education. With modern students so responsive to visual stimuli, visual analogy provides a fascinating resource in the exploration of fresh learning interfaces between subject areas, galvanising important new modes of creative-critical teaching across the disciplines and carrying the potential to ignite deeply participatory interdisciplinary discussions. The type of analogy emphasised here is termed a ‘scientific Visualization’; it derives from observable phenomena in technology and science, and is put to use, in this paper, chiefly within literary studies. A spectrum analogy for intertextuality is introduced, developed later into a filter analogy providing a particular perspective on translation. Further analogies examine various aspects of textual reception through genetics, crosstalk and chaos theory. Attractive, novel and accessible, these materials open up a range of cross-disciplinary prospects in research and teaching. Offered in a spirit of serious play, the examples presented in the figures establish the basis for a much wider pilot study; the hope is that the approach will eventually be deployed across many fields.

The history of the development of human civilization mirrors the evolutionary innovations and habits of microorganisms. Escape from environmental extremes within caves (cryptoendolithic habitats) has given way to a predominantly surface-dwelling (epilithic) civilization. Humans, like microorganisms, extract minerals and elements from rocks — a form of biological rock weathering — which are fashioned into houses and other technology — a type of biomineralization. During the last century, humans have developed new microbial capabilities including travel from continent to continent in aircraft (spores) and the ability to produce toxins to kill other organisms. The biomineralizing, spore-forming, rock-inhabiting human biofilm will eventually expend its nutrients, unless, in a remarkable departure from the microbial world, humans on other planetary bodies return resources to their progenitor biofilm. Alternatively, as with microorganisms, the human biofilm will be forced to adapt to live in a nutrient-depleted world at much lower productivity or biomass than at present. Comparing humans with microbes, rather than other primates, yields a much more faithful interpretation of the development of our civilization and might provide new ways to model, mathematically and sociologically, the development of society.

In the past decades, historians and scientists worldwide have focused intensively on researching and recording the micro and macro trends of the environmental history of many places with reference to numerous aspects of nature that involve people. Yet no definite methodology, epistemology or even theory has resulted from these research contributions, which were and are being conducted within disciplinary and sometimes interdisciplinary frameworks. The transdisciplinary research approach, at least as practiced by historians, is a ‘newcomer’, although it features familiar criteria. For several reasons, some historians appear to be neither in favour of, nor familiar with, research co-operation with other disciplines, private practitioners or informed community members. There are obstacles to using a research methodology that complements the interdisciplinary or transdisciplinary approach, especially the grey areas of research quality, source validity, methodology and publication value. However, if approached constructively and meaningfully, transdisciplinary research may result in what we could call higher-order research because it is all-inclusive and can provide diverse perspectives on any theme, for example, environmental history. This article discusses the possibility of progressing towards ‘transdisciplinary’ as part of an integrative multidisciplinary approach in research on environmental history. An integrative multidisciplinary (‘triangular’) research model is proposed, especially for use by historians and others who want to approach environmental research from disciplinary, interdisciplinary and transdisciplinary perspectives. It is also hoped that this discussion will stimulate the debate by historians on research co-operation with the social sciences and humanities, as well as collaboration with non-related sciences in environmental history.

Science dealing with the emergence and evolution of life in the Universe — on Earth and beyond appears under different names in subject literature, these names are usually either a portmanteau of biology and astronomy, or involve particular branches of natural sciences. Scientific and linguistic methodology reveals the danger of gross oversimplification when using names such as: exobiology, cosmobiology, biocosmology, bioastronomy, as- trobiology, etc. The main purpose of this article is to present and analyse the relationships of such notations and synonyms, which are often used interchangeably, and to criticize the attempts of unifying these terms, and to characterize them in a linguistic context. On such basis, it shall be argued that the origin of the existing confusion and misunderstandings might have been either scientific or non-scientific imprecision which may be eliminated for the purpose of a better scientific communication and clarification of terminology as shown in this paper.

This paper investigates the opportunities for further collaboration between the natural and social sciences. From 81 systematically identified and reviewed papers published in scientific journals, it became clear that complex situations that depend on human behaviour as well as natural processes require natural–social science collaboration. The creation of a community of collaborative natural–social science research, that learns from and can contribute to best practice across the sciences, is advocated to support natural– social science collaboration. Across disciplines, it became clear that such a community should deal with (1) difference between paradigms in the current sciences; (2) creation of skills and competences of the involved scientists; (3) scarcity of institutions sympathetic to collaborative research; and (4) the internal organization of collaborative projects.

A general education course is presented that would consider Western intellectual history from the brain's point of view. Although the sciences of the brain have developed rapidly only in recent decades, the figure of the brain as humanity's uniquely distinguishing organ has loomed large for centuries. The course, which is designed for a ten-week term and includes both books and films, is organized around signature contexts in which the brain has taken centre stage, such as ‘the mind of God’, ‘world brain’, ‘brainwashing’ and ‘brain in a vat’. The course description is accompanied by a justification that draws attention to the perennial and pervasive human desire to fixate on the brain, often as a means to transcend our default biological settings.