Learning theory and interdisciplinarity: reframing learning in terms of evolving coherences rather than “true” representations or correspondences

Extending a path laid down by Boix Mansilla (2017), this chapter begins epistemologically, considering what we mean by knowledge, especially in interdisciplinary contexts. It then advocates a shift from traditional western correspondence theories of knowing-which frame it in terms of a match between objective truths and subjective representations-and toward coherence theories that view human knowing more in terms of evolving viability, or how we interact effectively with our changing world. This reframing of knowing is better suited to the plurality and tentative assertions of interdisciplinary thinking, research and education. Finally, coherence theories of learning and knowing are compatible with constructivism, sociocultural theory, pragmatism, communities of practice, complexity theory and a variety of other progressive approaches to learning-many of which view learning and knowing as including but extending beyond individuals to social collectives and other complex systems. Practical implications for teaching interdisciplinary classes are described.