Exploring Interdisciplinarity

When I was a child, my father used to warn me about excessive desires. It’s paradoxical, he said. But sometimes, when you obsess about a goal, you can undermine your chances of achieving it. And then my father would tell me the story of the skates–a story that, some fifty years later, still brought tears to his eyes.

Let me regress. When my father was a boy, a movie experience was a far cry from what it is today. Imagine a world without television, movies on-demand, CDs, NETFLIX, and Utube! Fortunately for my father, there was a local movie house in his hometown, Newark, New Jersey. To attract customers, the theater offered live entertainment along with the film. Even more important, from my father’s point of view, was the prize that the movie house awarded to the patron whose ticket stub had a number matching that on the ticket from a drawing.

The prize my father hankered for was a pair of skates. Daydreaming about them, he could imagine himself wearing those skates and gliding across Hawthorne Lake, the place where his family vacationed in northern New Jersey. (The place where, in fact, he taught me to ice skate many years later). The day finally came when the prize was a pair of skates. On hearing the news, my father dashed to the movie theater, perhaps not even knowing what film was being featured. Full of anticipation, he was primed in his seat, clutching his ticket stub and paying little attention to the action on the screen. Finally the show was over, and the drawing about to begin. My father sat forward in his seat, certain that his lucky day had arrived.

My father sat forward in his seat, certain that his lucky day had arrived.

Then the number was called out, and–believe it or not–it was his! He raced to the stage, grasping the ticket in his hand. But, when the manager of the theater inspected the ticket, he stood dumbfounded: there is no number on this ticket, he said. So preoccupied had my father been with winning, he inadvertently rubbed off the ticket number as he squirmed restlessly in his chair. That night, my father went home crestfallen, and without skates.

My father’s story came to mind the other day, when I opened my weblog, only to find a major mishap. All of the comments on my blog posts had disappeared–even the ones I treasured most, ie. those from the Provost. In fact, much to my horror, I realized that the comments had been PERMANENTLY DELETED. How could this happen? I soon found out. As was the case with my father’s skates–it had to do with excess zeal. While I love getting comments, I hate getting spam. Yet, everyday, like clockwork, I find entries from the same annoying spammers, who go by such names of Heel, Dominic, Jane, Hero, Bill, etc. Arg**/# So I went on a rampage, and tried to wipe them out. Unfortunately, there was collateral damage, and along with the spam, I destroyed all my comments. My apologies to all who took the time and thought to provide me this feedback.

My father was right–we are subject to unforeseen consequences when we focus too intensely on the main ball. Life is complex, so we need to look at the ball in context. Hmm. Isn’t that what I teach in my classes?

On Technorati: lessons from time, self full filling prophecies, the main ball, zeal

On Technorati: complexity science, financial crisis, Mark Buchanan, phase transitions, physics and the social sciences

Students in my Networks and the Creative Process class have been thinking about what constitutes the most appropriate network architecture for fostering creativity. Following the work of Grannovetter, Strogatz, Watts, and Burt, as well as others, who advocate a small world network, we have been comparing various contextual architectures to each other as well as to that of a small world.

students compared the architecture of a city to that of the brain.

For example, in our last blogging assignment, students compared the architecture of a city to that of the brain, commenting in each case on how the architecture influences creativity. An interesting exercise, to be sure!

Perhaps I should say a word about small worlds, and why their architectures are assumed to facilitate creativity or–as Ron Burt would say–good ideas. Small world networks are characterized by dense clusters (comprised of close associations, or strong ties) that are linked to other clusters within a network by weak ties (or loosely coupled relationships). According to the theory, dense relationships within the clusters give rise to trust and collaboration, which enable collective action, thereby allowing members to more easily execute tasks.

However, ideas within a cluster tend to become old hat–that is, because members are so closely associated, they tend to reinforce old ways of thinking and discourage new ideas. To garner new ideas and be creative requires outreach, based on weak ties, and the brokering of ideas across clusters.

At first glance, universities appear to be small worlds.

How does this idea apply to university settings? At first glance, one might assume that universities are ideal small worlds. Indeed, divided up into departments that are grounded in disciplinary practices and domains, the university is constituted of relatively independent departmental clusters, which are linked only indirectly through structurally equivalent ties to the university administration–an organizational paradigm that dates back to the post civil-war research university (Clark Kerr).

Although universities have long clung to their autonomy and independence from outside influences, of late, growing economic pressures have led them to reach out to their larger socioeconomic environment for financial support through grants, alliances, joint ventures, and patent pools. These outreach efforts have not only been favored by Government but also supported through legislation, which allows faculty members to claim proprietary rights over research sponsored by public funds. As Henry Etzkowitz has described it in his book The Triple Helix, the university is evolving from an ivory tower to an entrepreneurial paradigm.

As the university, as a whole, has reached outward, how have the local clusters–the disciplinary departments–fared? It is here that one might raise a red flag.

Recall that for small networks to encourage creativity, outreach is not enough. External exploration requires in-group exploitation, a point that Robert Axelrod makes in his book Harnessing Complexity. However, a search of the university literature yields sparse evidence that external ideas are being capitalized upon collectively among departmental faculty.

..the overall departmental learning (and the knowledge base of the university as a whole) will likely stagnate.

To the contrary, the modus operandi within academic departments appear to be based not on collaboration but rather on competition–competition for salaries, for grants and funding as well as for peer recognition. Hence, the overall departmental learning (and the knowledge base of the university as a whole) will likely stagnate over the long term. To boot, as Carl A. Raschke has noted, new technologies will exacerbate this situation, serving to fray the ties both within the university community as well as those directed outside.

For a preview of the future, one need only consult M. Mitchell Waldrops’ book, Complexity: The Emerging Science at the Edge of Order and Chaos. In it Waldrop describes how individual scholars, who were in many cases at odds with their disciplinary departments, came together in a very synergistic fashion at the Santa Fe Institute to create the New Science of Complexity. To achieve these kind of synergies, universities might have to consider making some architectural changes to their small worlds.

On Technorati: Clark Kerr, complexity science, Duncan Watts, Harnessing Complexity, Henry Etzkowitz, Mark Grannoveter, Mitchell Waldrop, Robert Axelrod, Ron Burt, small world networks, Steven Strogatz