If originally, interdisciplinary work referred to the combined method of two or more scientific disciplines in order to achieve a common goal (Aboelela et. al, 2007), nowadays, it is common to see interdisciplinary work used in higher education and other contexts as a way to afford different perspectives to produce something new that would have otherwise have been missed. As the world becomes more globalized and multiculturalism gains popularity, working with people from different ethnic and academic backgrounds provides an individual with more rounded perspectives of their chosen discipline (Morton et. al, 2010). This is why teamwork and team teaching can promote excellence and will improve ethos and atmosphere in schools, higher education institutions, and in the workplace. The development of competences for democracy requires transdisciplinary and interdisciplinary approaches.
Successful interdisciplinary collaboration is necessary in order to achieve common goals. Bronstein (2003) outlined four key components that contribute to its success: interdependence, newly created professional activities, flexibility and collective ownership of goals. By forming effective teams, individuals are able to learn from each other by making mistakes and bringing forth collective ideas (Aboelela et. al, 2007; Bronstein, 2003). Interestingly, interdisciplinary work could help to effectively introduce love-based leadership in schools. By working together and with others, we can learn to become more sensitive, individual-focused leaders who provide a base for convivencia and social guidance rather than simply focusing on the transmission of knowledge.