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Abstract
The interdisciplinary imperative for citizenship education stems from the reality that in order to understand and to act upon complex societal issues effectively, citizens must be able to integrate knowledge from a variety of subjects. Since this integration does not happen automatically, it must be taught. This article develops a rationale for the interdisciplinary imperative by examining educational limitations of the disciplinary curriculum, historic precedents in interdisciplinary efforts in which the social studies played a central role, theoretical concerns, and recent developments in interdisciplinary studies. It also explores problems associated with past interdisciplinary efforts, and offers recommendations for enacting integrative studies.
