Rethinking Interdisciplinarity across the Social Sciences and Neurosciences

Abstract

and Allan Young. We draw, occasionally, here on arguments, data and material that we have developed, in published and unpublished work and conference presentations, with some of those mentioned above; we are grateful for their generosity in allowing us to use (and abuse) these materials. We are enormously grateful to the funders who have supported interdisciplinary research across the social sciences, neurosciences and humanities, and whose workshops and grant schemes have been pivotal to the research that underpins this book. The Wellcome Trust, via its award to Hubbub to become the first residency of The Hub at Wellcome Collection, has been an extraordinary funder and interlocutor, and has been 10.1057/9781137407962-Rethinking Interdisciplinarity across the Social Sciences and Neurosciences, Felicity Callard and Des Fitzgerald

A determinação biológica dos transtornos mentais: uma discussão a partir de teses neurocientíficas recentes

“…We note a similar transformation in neuroscience with the emergence of research models in which biology is no longer seen as linear or unidirectional 6,15,16,17,18 . As opposed to the first affirmations and ambitions that prevailed for a long time in the field, new hypotheses have emerged both in genetics research and studies in the neurophysiology of disorders, signaling the emergence of a more complex way of understanding biological determination, the consequences of which could become significant for the field of mental health.…”

The Unbound Brain - A Thematic Introduction

“…Neurosciences by Felicity Callard and Des Fitzgerald (2015). Irwin highlights two points in particular.…”

Assessing (for) impact: future assessment of the societal impact of research

“…Siedlok and Hibbert (2014) group these challenges into two categories-institutional factors, and differences in disciplinary traditions. Processes of research assessment and evaluation are themselves a potential component of the institutional factors that might limit interdisciplinary working, but the issues are broader (see, for example, Callard and Fitzgerald (2015) for an extended discussion of the complex environment for interdisciplinary research). In particular, disciplinary norms and expectations, which themselves influence the processes of assessment, may represent considerable barriers.…”