IMPLEMENTATION OF INTERDISCIPLINARITY STRATEGY IN MODERN HIGHER EDUCATION

Abstract

The relevance of this article is conditioned by socio-economic, innovative and educational transformations in the life of Ukraine, as well as by globalization and European integration processes focused on the integration of our state with the world community, a new interpretation of education as a socio-cultural and axiological phenomenon, the transience and changeability of modern society which objectively cause changes in the vectors of development of all levels of education in the direction of introducing the ideas of interdisciplinary approach in the format of interdisciplinary integration. The purpose of the article is to highlight the essence of the strategy of interdisciplinarity and the areas of its implementation at a modern university. The following research methods have been used: analysis of scientific literature and educational programs, synthesis, comparison, systematization of scientific sources; definitional analysis. The article deals with the objective determinants that condition the feasibility of introducing multidisciplinary strategy in modern higher education. The essence, kinds, types and format of interdisciplinarity have been highlighted. The levels of implementation of interdisciplinary approach in modern higher education have been found out, namely, methodological (a set of scientific paradigms and approaches), scientific and theoretical (the emergence of new interdisciplinary scientific branches); practical (interdisciplinary educational programs for applicants of various levels of education). The article proves scientific and educational potential of multidisciplinarity and its priorities: the interaction of various branches of scientific knowledge in the study of the same object while focusing on their own subject; creating conditions for the implementation of links between different sciences; integration of scientific concepts, theories, information, facts, methods, in order to obtain new, coherent knowledge about the real phenomenon of education; it contributes to the resolution of the contradiction between the disparate assimilation of knowledge and the need for its synthesis.