Talk:Multidisciplinary studies/Introduction

I think that there is a problem with defining multi-disciplinary studies with school subjects. School usually in English means Elementary and Secondary education (up to grade 13). Considering that Disciplines tend to be post-secondary topics, (College and University) the use of school is perhaps an unfortunate term.--Graeme E. Smith 00:44, 21 October 2009 (UTC)


 * That may be the case, but are you suggesting that cross-disciplinary would be a better term? The point is lateral thinking, and increasing bandwidth, because we are talking abot the same thing using different terminology and languages and that is nonsense, becasue knowledge is connected to single words, or nowadays tags and cognitive science is looking for real life counterparts of words in the brain, another nonsense.

Genezistan 07:21, 21 October 2009 (UTC)

Note the colon I added to the start of your statement, it is an automatic indent scheme, to indent more just add more colons up to about 5 or 6. What this does is indicate that the comment is in response to the previous statement. It helps separate out the fact that multiple posters are speaking on the same topic. Very useful for talk pages.

Personally I am not interested in terminology, I don't have the mental mechanisms to be sure that when I reach for a word, I am getting the exact right word. So no I am not voting for a change in terminology, I just choked on your definition using the word school as the first case. Perhaps what I am suggesting is that you rearrange the terms so that schools come later in the definition. The assumption I made was that schools were more important than disciplines in your definition, which might be true, in your role as teacher, but represents a bias that I found incongruous to the subject which is as far as I know more Universal in its scope.--Graeme E. Smith 15:21, 21 October 2009 (UTC)

Outline - Lecture One
In Lecture One http://en.wikiversity.org/wiki/User:Genezistan/Synchronization_of_thoughts/lecture_1 I m ging to cover some issues in Linguistics, Logic and Philosophy combined. They are the concepts of meaning, the exploration of meaning or semantic anyalysis, and the issue of context with a view to finding some regularities between meaning, context and signs (forms). I am also going to address the isssue of identity and continuity, whether the actual identity of objects in real life, or a symbolic one created by calling it a name, or other unique verbal or non-verbal constructs to identify anything existing (such as an object, etc.), or being an illusion.

Then I am going to cover the issue of definition and defining the boundaries of objects, together with considering the law of identity and the practice of chunking. I am going to detail of the identity of an object, a subject, and identification in 2D in general, as well as identification by using a language with space and time as final identifiers. I will cover the details of understanding objects (frozen in time and) arranged in space (2D) as hierarchies, triplets, tuples, icons and religious symbols.

I am also going to discuss the issue of semantic analysis, the use of grammar terminology in semantic analysis, the difference between content words and grammar words as well as the meaning of nouns and verbs. I also deal with the issue of word clusters (headers, titles and labels and messages) and the issue of multifaceted single words.