Abstract
The most important task of modern education is the formation of a highly developed personality capable of effectively assimilating knowledge, making non-standard decisions and thinking creatively. Modernization of the content of education, renewal of teaching methods and means are the basis of new pedagogical searches. The study of the problem of interdisciplinarity is important for the development of scientific, theoretical foundations of pedagogy, as well as for the practical activities of teachers. Interdisciplinarity will be able to provide a unified methodological basis for the subject system as a whole by highlighting systematizing scientific ideas that facilitate learning in all subjects. Interdisciplinary approaches are in line with the pressing problems of modern education. Since academic subjects are built in the logic of specific sciences, and all of them to one degree or another are related to each other, it becomes necessary to establish interdisciplinarity. Thus, the main purpose of the article is to determine the basic features of the interdisciplinarity of modern pedagogy. The research was carried out using the following theoretical methods: systems analysis and synthesis, induction and deduction, comparison, classification, generalization and systematization, idealization and abstraction.
Highlights
IntroductionDomestic scientists used the term "interdisciplinarity", understanding it as borrowing theories and methods of other sciences to solve intradisciplinary problems
The concept of "interdisciplinarity" entered the scientific circulation of use in the second half of the XX century and, "reflecting the change in epistemological guidelines, more than once changed its meaningful direction."Until recently, domestic scientists used the term "interdisciplinarity", understanding it as borrowing theories and methods of other sciences to solve intradisciplinary problems.Interdisciplinarity implies the joint work of specialists studying all sorts of aspects of a common problem
The origins of interdisciplinary generalizations in classical pedagogy are associated with the search for methods of reflecting the integrity of nature in the content of educational material, which contributes to the emergence of the idea of subject synthesis
Summary
Domestic scientists used the term "interdisciplinarity", understanding it as borrowing theories and methods of other sciences to solve intradisciplinary problems. Interdisciplinarity implies the joint work of specialists studying all sorts of aspects of a common (single) problem. Each of the specialists relies on his own methodological disciplinary base. In such conditions, when defining and solving a specific scientific problem, the disciplinary fields can be revealed, which provides extensive opportunities for the interaction of various disciplines in solving complex problems of the relationship between nature and society. In foreign scientific literature there are many definitions of the concept of "interdisciplinarity", differing from each other. The authors put different content into the same term (Klein, 2002)
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