Knowledge Structures

This chapter considers the challenges of curriculum integration from the perspective of the structure of knowledge. My main purpose in the chapter is to share ‘knowledge about knowledge’ that may assist in considering the proposition that it is a good idea to bring subjects together in some way. I argue that understanding the structure of specialised knowledge – that is knowledge created in the disciplines that is relocated and reshaped in schools – is a necessary starting point before moving on to consider how design might be undertaken where two or more subjects are to be brought together in some way. In the chapter I also critique the term ‘curriculum integration’ and suggest in common usage and practice, multidisciplinarity is a more apt term for school settings where ‘integration’ in its true sense i.e. conceptual integration, is an unlikely outcome. I consider some of the arguments in favour and against bringing subjects together, suggest some guiding principles with examples of how curriculum integration could be approached from a knowledge perspective, and conclude by suggesting that curriculum integration should not be used as a main means of curricular delivery but as a supplementary opportunity to put already understood subject knowledge to use in certain, well-planned contexts. In other words, subject knowledge learning comes first and is then deepened through application in a multidisciplinary or interdisciplinary context.