Covid, Interdisciplinarity, and Towards a Discrimination-free Learning

Abstract

 If historians seek to enumerate the most catastrophic of civilizational crises the planet has ever faced, the covid-outbreak will surely top the list. It is, as if, the ominous rise of a demon, hungry and prowling for its prey in every nook of the world. It has brought in its wake a turmoil of unmeasured proportion but, at the same time, it has severely impacted the usual ways of teaching-learning. It may be said that covid, despite being a gargantuan crisis, is an important cognitive-affective phase in human development in general and for the student-community in particular. Learning, according to the recent pedagogical findings, is of two broad categories— (a) the visually oriented learning and (b) the haptically determined one. In the face of a common predicament like covid, the hierarchy between these two types has just fizzled away, yielding place to a digital deterritorialization and reterritorialization of experience. The discrimination, of course, doesn’t vaporize overnight but, at least, it is loudly acknowledged. This paper examines how the sudden yet an indispensable advent of multiple digital interfaces, indeed, conjures an atmosphere for the use and celebration of interdisciplinarity and how the coalescing of disciplines naturally translates into fabulous creative outputs, especially in the realm of teaching-learning.

DOI - https://doi.org/10.65525/SVUP.9788199392090.2025.89-98.