ABSTRACT
Interdisciplinary work is as old as science itself and it is hardly an exaggeration to say that most of the great breakthroughs in science were “interdisciplinary,” that is, transcended the borders of “disciplines” and “departments” as they existed at the time. The objections against modern “over-specialization” in science and the resulting quest for “interdisciplinary,” “integrated,” or “generalist” education stem from different sources and levels. It seems they can be classified under three main headings. The first is the feeling of malaise as to the position of the specialized sciences and scholars in modern society. A second, related viewpoint is that specialization is not enough. A third consideration is that modern specialist education apparently approaches a point of diminishing returns. Such are some considerations that can be brought forward in order to advocate “generalist,” “interdisciplinary,” or “integrated” education opening broader vistas and promises than the “education of specialists”.
