Interdisciplinarity is a popular term, increasingly used in teaching at higher education institutions. But what does it mean? What exactly are we teaching students on interdisciplinary modules? Are there ways that we can teach 'interdisciplinary' thinking? Are there particular ethical aspects of interdisciplinarity? For the first time, this book brings together new theoretical and practical case studies from the UK and Europe. The chapters contained in this volume are developed from papers given at a range of Interdisciplinary Learning and Teaching conferences, hosted by various higher education institutions in the UK.
