Abstract

I teach integration (via interdisciplinarity) in the academy and apply the integrated method to diverse problems across many different contexts. This approach is more encompassing (holistic), fundamental (basic), and functional (relational) than what many others are using. I describe and illustrate the operations of integrated method. I offer problem-solving as a way to bridge between what we know of human nature and society and the “fundamentals” of science and human experiences. This approach and my work can help people build the needed bridge to a better future – human dignity (justice) and environmental sustainability. I address mental (cognitive) processes, ideas, concepts, methods, pragmatism, problem-solving, communication, organization, differentiation, pattern recognition, learning, and other subjects with students – all are matters of form, not substance. Convention, the everyday, ordinary way of self-referential thinking mixed with disciplinary knowledge, and deep personal, existential, and developmental factors can get in the way of teaching and learning integrated problem solving. It is, therefore, a challenge for me to get young students, inexperienced would-be professionals, and new colleagues, some well-established, to recognize and think with the concepts, thoughts, and applications that are central to integrated problem solving. The integrated approach can help us address growing environmental and social problems.