On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education

Abstract

The article traces the substantial and functional evolution of interdisciplinary and transdisciplinary knowledge and its integration into the theory and practice of higher education. The method of distinguishing between classical, non-classical, and post-non-classical rationality is used to disclose the specifics of university transdisciplinarity. The proposed hypothesis suggests that in non-classical and post-non-classical education, different types of studied objectivity exist while when the subject boundaries are fixed, various forms of subject uncertainty are observed. Difficulties in the practice of non-classical education are associated with the objective of overcoming double uncertainty. In one case, the onedimensionality of the study depends on the choice of ontological conditions that are only sufficient for a given monodiscipline. In another case, the task of combining the intervals of studying a subject in the framework of multidisciplinary knowledge is being solved. Transdisciplinarity manifests primarily through educational modeling technologies. What can be attributed to the specifics of post-non-classical education is the study of two types of objectivity: the system-level reality in cases of severe disequilibrium and the system-operational reality in cases of mild disequilibrium. Thus, the subject area demonstrates substantial and systemic uncertainty. It is concluded that the study of systemic objects as a part of the educational process requires interdisciplinary efforts and is carried out in line with the following scheme: problem – project – concept – practical solution.