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Curriculum integration has a long history. In this paper I catalog several arguments for resistance against integration and present the historical roots of support for those arguments offered by critics of curriculum integration. First, I review some linguistic and usage limitations of the term. Second, I examine several practical and institutional difficulties related to implementing integrated curriculum. Third, I explore some interconnected psychological and sociological dimensions of resistance to curriculum integration. Finally, I consider several epistemological dimensions of resistance to integration, some of which underlie the sociological and psychological aspects. While recognizing that some resistance to integration will never be answered, I argue that in order to answer some of the questions raised by this analysis we need more empirical research into integrated curriculum and integrative teaching.


Originally published in Issues in Integrative Studies, No. 27, pp. 113-137 (2009).

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