The following is a narrative reflection of my educational history, the development of my understanding of theory, my experience with multidisciplinary and collaborative learning and the personal transformation that took place whilst I was working my way through Master of Arts (MA) in Interdisciplinary Studies (MAIS) course 601. In contemplating my progression through the activities, readings, interactions, conversations, theories and personal reflections during the past few months of MAIS 601, I was inspired to choose the narrative reflection format as a way to explore further the personal growth I experienced.
I graduated from Kwantlen Polytechnic University (KPU) with a Bachelor of Arts (BA) in General Studies in 2011. One of the advantages of completing a BA in General Studies is that it allowed me to study a variety of subject matter within a field of interest to me: the Arts. This has helped me immensely in my professional role as a Departmental Assistant (DA) for the Art History and Fine Arts department at KPU. My studies provided me with an understanding of the intricacies of each of the many Arts subject areas that I support and an ability to see important interrelationships with other roles I have held in various areas of the university community. One realization that has become solidified throughout MAIS 601, is that my diverse educational background has also been immensely helpful in my graduate program. The course materials, which span across all focus areas of the MAIS program, seemed accessible, which I credit largely to the variety of courses I completed during my undergraduate degree.
Undertaking a MA program has been one of my lifelong dreams. I decided to pursue the Interdisciplinary Studies program due to its alignment with my personal development goals: to continue learning, acquire a deeper breadth of knowledge in a variety of areas that interest me and ultimately to aspire to better myself. MAIS 601 was my first grouped study format course. Initially, I was apprehensive to engage in the group study format (I am a very independent and introverted individual, used to traditional lecture style learning). I was uneasy navigating the course platform (most especially the discussion forums) and from the very first day, the sheer volume of notifications I received every time a classmate introduced themselves completely overwhelmed me. However, fairly quickly, I found myself enjoying the interactions with other likeminded individuals. I was challenged to work through any discomfort engaging with my peers and in doing so, I found my comfort level increasing and my perspectives widening. I got used to the platform and discussion forums faster than I had assumed I would, and when I required any assistance, it was always accessible through the MAIS office, course instructor and/or my classmates. I even learned new ways to manage notifications, which I have since applied to both my personal and professional emails, a minor but positive implication of the learning curve I was experiencing.
Various aspects of MAIS 601 beyond the materials we studied challenged me to become a better student. Setting aside time for reflection was paramount to my learning experience, especially in relation to the response participation requirements of the course. Initially, I felt pressure to be the first to respond to any posts in discussion forums and worried that if I were not, there may not be anything left for me to say. However, as the responses came in, I learned how others were feeling about the same materials I was reading. Conversations ensued from the responses and discussion evolved into further learning opportunities. I was carefully crafting my responses initially, taking time to ensure anything I said would be well-received and in no way contentious in nature. I was not used to posting my work for anyone other than the instructor to see, nor was I used to responding to other student work. The fear of what others might think being my focus, I found myself continually ending up with something that actually said nothing at all. I had to learn to go back, reflect and force myself to be bolder in my analyses. This revision process made me understand the importance of expressing what I had interpreted from the readings and standing by the values I held. Two key educational takeaways from my MAIS 601 experience are: the value in learning in a social context through group approaches to problem solving and the value in the revision process.
Central to developing my confidence for evaluating work and openly sharing those evaluations with my peers was feeling safe doing so. Collaborative activities provide opportunities for discussion and analysis, but the sharing of perspectives can be hampered without first developing a level of trust. Fostering that trust and support and creating a sense of community in our online group by ensuring discussion forums were a safe environment for sharing and changing perspectives was essential and was achieved. In presenting and discussing our thoughts on significant questions posed in the readings and cooperatively forming a cohesive theoretical response, our online group developed into a small working model, forming our theoretical responses of the interdisciplinary cooperative conversations described in the unit 1 readings. I initially began to feel this sense of mutual trust and respect emerging in the introduction forum. I was genuinely surprised to learn that so many of my classmates had similar educational journeys to mine. It was a great comfort to learn more about the individuals I would be working so closely in the months that lay ahead. Most impactful to achieving this sense of comfort was working through the e-Portfolio assignment. It was fascinating to have a window into my peers’ interests and discover common ground. The exercise broke down barriers and provided a sense of collegiality through shared experience.
Reflecting further on the readings, theoretical approaches and worldwide issues explored in this course, I recognized that much of what I was learning was and many of the responses that I was expressing were applicable to my life beyond the classroom. Examples of note include my commitment to stemming the tide of global warming and practicing sustainable methods as a Visual Artist. I have always felt connected to nature and find it is a theme that presents itself repeatedly in my artwork. As a rule, I try to exclusively use non-toxic, sustainable and recycled or recyclable materials in creating my art. As I stated in my e-Portfolio, with regards to a series I started a few months ago: “I experiment with a drawing process in which, much like my view on impacting the earth, my pencil rarely touches the paper”. Global warming is a universal issue explored at various times throughout MAIS 601. The David Wallace-Wells’ TED talk “How we could change the planet’s climate future” (TED, 2019), which I selected for my reflective analysis assignment, left me with renewed inspiration to increase my involvement with activities in line with protecting our climate. Through my connections in the artistic community, I have joined a group that is focused on promoting environmental awareness through urban sketching. Another example related to my artistic practices is reflected in “George Saunders: On Story”, a video in which he discusses the process of reworking a story. Saunders states: “Then once you put it down on the page, and write it and rewrite it, it's actually your own discontent with it that in some slow, mysterious way urges it to higher ground and often it will do so in ways that surprise you” (Redglass, 2017, 2:25). I described in my reflection piece on Saunders’ video that I often experience a similar response when working on a painting or drawing and this unexpected sense of surprise inspires me to continue improving upon my work.
Throughout MAIS 601, I made a series of journal entries reflecting on my experiences and noting any personal growth. I will be sharing some of my excerpts here with regards to each of the units. The excerpts are intended to provide further insights into my personal journey through the pathways of MAIS 601.
In “Unit 1: What Is Theory?” (Micheelsen, 2022) the class was introduced to theory via three readings. I remember my initial reaction to the readings was that I thought I knew what theory was, but that now I was not so sure. My favorite of the three readings was bell hooks’ “Responding to Theory as liberatory practice” (hooks, 1991). I found it refreshing how hooks aimed to make language understandable, not so academic in nature that only a small group of individuals could find the information accessible. My main takeaway was that hooks’ ultimate goal was for theory and practice to be one and the same. Another reading we studied was Hans Jonas’ “The Phenomenon of Life” (Jonas, 1966). I enjoyed this reading, as it reminded me of some of the Philosophy courses I studied during my undergraduate degree. There seems to be a growing belief that the writings of early Philosophers have no place in our modern world, but I respectfully disagree. Jonas’ essay conveyed what I think is important about studying great thinkers of the past: that they were searching for understanding and constructing theories, something that we should strive to continue to practice today. The remaining work was Jeet Heer’s “Acting Without Thinking” (Heer, 2015). Heer was conveying the importance of theory and action being mutually inclusive: “Action bereft of thought is sterile. In order to really change the world, we need to be ready to argue about it” (Heer, 2015). I recall thinking that this was true, but wondered how this could this be done in a peaceful way. It made me draw the connection to the discussion forums and how I had to theorize what I interpreted from the readings and take action by writing those theories in a forum where my classmates could view and respond to my emerging perceptions and ideas. For me to be able to do this, I had to feel it was a safe space to share.
“Unit 2: What Is Interdisciplinarity?” (Micheelsen, 2022) was our foray into group work. As a small team, we examined “Theorizing Interdisciplinarity: Metaphor and Metonymy, Synecdoche and Surprise” (Dalke & Grobstein, 2003). Although the article discussed interdisciplinary learning, it was through the collaborative investigation of the article and our group’s putting interdisciplinary conversation into action where the true learning experience occurred. Completing this first group assignment was a huge weight off my shoulders, as the entire experience went smoothly and I had great a great team: supportive, spirited and capable. I remember thinking “I can do this” for the first time since signing up for the grouped study course.
“Unit 3: Exploring MA-IS Focus Areas” (Micheelsen, 2022) was a great way to explore future educational pathways based on personal interest. For the most part, my interests remain in the area of Literary Studies, however, I was surprised upon completing the reflective analysis assignment, on a topic from the Global Change focus area, and in reading peer work in this same area, that I could see myself pursuing further studies in Global Change. Although not a focus area choice I had ever previously considered, it has long been a personal concern. I genuinely enjoyed reflecting on David Wallace-Wells’ TED Talk “How we could change the planet’s climate future” (TED, 2019). Examining the various focus areas has shown me that I have many transferable skills and interests to consider beyond the Literary Studies route.
In “Unit 4: Diving Into Theory” (Micheelsen, 2022), I reflected on a work I chose from a selection of works posted to the Moodle site. I was tasked with not only writing a reflection piece, but also with posing questions for my classmates to consider and respond to. I selected Ryan Pollock’s article “David Hume: Moral Philosophy” (Pollock). I was excited to study an article that discussed the famous Philosopher: Hume, as I find Philosophy fascinating. In true multidisciplinary fashion, I learned not only from the article, but also from the discussion with my classmates. While reading, I kept thinking back to the age-old nature-nurture debate, and how: “Nurture works on what nature endows” (Myers, 2003). I couldn’t reconcile whether I was on to something with that line of thinking and ultimately chose not to explore it in my reflection essay. I did, however, form one of my questions around the concept. One of my classmates happened to be very familiar with Hume’s work and agreed with me that not only was it not applicable to what Hume was communicating, Hume himself had actually rejected the debate in other writings. This background information brought a sense of resolve to me—I had been correct in trusting my instincts and deciding against including the concept in my paper. Furthermore, this nugget of information from my classmate spurred me on to investigate Hume’s other philosophies, some of which I am still enjoying reading to date.
“Unit 5: Bringing It All Together” (Micheelsen, 2022) brought our group together for our final interdisciplinary collaboration. With the positive and respectful dynamics of our group recognized and accepted by the group as a whole, our freely and confidently shared discussion of ideas resulted in a group response document that truly expressed our strong feelings and concerns around the horrors unfolding in the Ukraine. As I stated in my last comment in our group discussion thread, the final compilation for the Wiki post: “captured the importance of the tremendous surge of global outrage at the situation in Ukraine (clearly voiced by each of our group members) and the continuing rally to offer support to the millions affected by this horror. Collective action and sustained response increase the effectiveness and scope of individual contributions and keep the hope alive!” The importance of individual, local, national and global discussions and cooperative actions in response to global problems is a recurring theme in MAIS 601. The explorations of various groups regarding pertinent issues surrounding the war in Ukraine is an excellent opportunity for all class members to share information and consolidate personal views and theoretical approaches to important issues they have investigated this semester. On a personal level, this group assignment confirmed in my mind that writing this narrative reflection as my final assignment was the correct decision for me and an enlightening experience.
Through multidisciplinary and group learning, my skills and abilities with regards to developing analyses, confidence in sharing my thoughts and deepened understanding of theory evolved. Individual growth that took place became apparent early in the course, but most notably in the process of completing this final assignment, as in doing so, I have reflected on my experience as a whole. Looking back on my entire experience of MAIS 601, what has mattered most to me is the sense of comradery I have formed with my classmates and the confidence I have developed in forming and sharing my thoughts and analyses. Pursuing my educational interests and following my MA dream, I can offer myself to the world as a person who has a breadth of knowledge and who is continually learning and aspiring to better herself.
References:
Dalke, A., Grobstein, P., & McCormack, E. (n.d.) (2003). Theorizing interdisciplinarity: Metaphor and Metonymy, Synecdoche and Surprise (pp. 1-14).
Heer, J. Acting Without Thinking. The New Republic April 24, 2015, https://newrepublic.com/article/121635/acting-without-thinking-protest-movements-are-shaped-debates.
hooks, b. (1991). Theory as liberatory practice. Yale Journal of Law and Feminism, 4(1). 1–12.
Jonas, H. (2001). The practical uses of theory. In The phenomenon of life: Toward a Philosophical Biology (pp. 188-210). Northwestern University Press. (Original work published 1966).
Micheelsen, L. [lisam]. (2022, Apr 23). Unit Headings [Study Guide posts]. Moodle. https://mais.lms.athabascau.ca/.
Myers, D. (2004). Psychology. Worth Publishers (p. 11).
Pollock, R. (n.d.). David Hume: Moral philosophy. Internet Encyclopedia of Philosophy. Retrieved 23 Apr 2022.
Redglass Pics. (2017, October 26). George Saunders: On story [Video]. YouTube. Retrieved 23 Apr 2022.
Wallace-Wells, D. (2019, September). How we could change the planet’s climate future [Video]. TED Conferences.
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