Abstract
"Interdisciplinarity" is widely praised in modern academe for its apparent ability to generate important research results and contribute to scholarly innovation. This essay examines a crucial case of interdisciplinary work in the humanities and social sciences: the area studies complex that emerged in the United States after World War II. Examining both celebrations and critiques of area studies, this essay concludes that the enterprise made a major contribution to national life not through the production of scholarship (the usual focus of historians of higher education) but through the innovative model of undergraduate teaching and graduate training that expanded the geographic and linguistic horizons of American undergraduate and graduate life. A final section of the essay suggests the relevance of this pedagogical focus for contemporary debates about the future of area studies.
