Chapter 1: The Science of Family Life Education: History, Status, and Practice
Bailey, S. J., & Gentry, D. B. (2013). Teaching about family science as a discipline. In G. W. Peterson & K. R. Bush (Eds.), Handbook of marriage and the family (3rd ed., pp. 861–883). New York: Springer.
Concludes that family science has established itself as a discipline after reviewing the current state of the field according to the seven criteria for defining a discipline initially identified by Burr and Leigh (1983): (a) unique subject matter, (b) a body of theory and research, (c) unique methodology, (d) supporting paraphernalia, (e) utility of professions or applications, (f) ability to train a community of scholars, and (g) general consensus that the discipline exists. Also includes a chronology of historical milestones in the field.
Article: Multidisciplinarity, Interdisciplinarity and Transdisciplinarity in Health Research, Services, and Education and Policy
Choi, B. C. K., & Pak, A. W. P. (2006). Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, and education and policy: 1. Definitions, objectives, and evidence of effectiveness. Clinical & Investigative Medicine, 29, 351–364.
Provides an eminently useful overview of distinctions among the terms multidisciplinary, interdisciplinary, and transdisciplinary. Although not specific to family science, the content is thought provoking with regard the advantages and limitations each approach holds for understanding family in ways that will be most effective within the context of family life education.
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