THE TRANSDISCIPLINARY AS AN EDUCATIONAL PARADIGM OF THE FUTURE

Іоn Akiri

doi:10.37472/2617-3107-2021-4-04

Abstract

The paper highlights the problem of transdisciplinarity as an educational paradigm of the future. The necessity of introducing transdisciplinarity into education substantiated. Examples of the implementation of transdisciplinarity at school through STEM / STEAM project activities are given. The experience of the Republic of Moldova in solving this problem is described. Examples of possible ways of integrating school disciplines are given. It is concluded that the introduction of the educational paradigm of transdisciplinarity will effectively contribute to improving the quality of education and the formation / development of key competences.

Highlights

The Council of the European Union in its Recommendations of 22 May 2018 on key competences for lifelong learning has called on Member States to ensure opportunities for all to develop the following key competences by making full use of the “Key Competences for Lifelong Learning – A European Reference Framework”: 1.–Literacy competence; 2.–Мultilingual competence; 3.–Mathematical competence and competence in science, technology, engineering; 4.–Digital competence; 5.–Personal, social and learning to learn competence; 6.–Citizenship competence; 7.–Intrepreneurship competence; 8.–Cultural awareness and expression competence (Сouncil Recommendation, 2018)
As a result of the analysis of the state of affairs in education, in the context of the formation of competencies, according to the recommendations of the European Council, we state that the modern school still does not realize its main goal - the preparation of graduates for an active, conscious life
We believe that the introduction of transdisciplinarity as an educational paradigm will allow to:

Summary

Introduction

The Council of the European Union in its Recommendations of 22 May 2018 on key competences for lifelong learning has called on Member States to ensure opportunities for all to develop the following key competences by making full use of the “Key Competences for Lifelong Learning – A European Reference Framework”: 1.–Literacy competence; 2.–Мultilingual competence; 3.–Mathematical competence and competence in science, technology, engineering; 4.–Digital competence; 5.–Personal, social and learning to learn competence; 6.–Citizenship competence; 7.–Intrepreneurship competence; 8.–Cultural awareness and expression competence (Сouncil Recommendation, 2018). The modern school does not sufficiently teach this approach to its graduates, in the modern world a modern school must strategically form competencies to study, communicate, work in a team, live (self-determine). It is about the formation of universal educational skills and abilities necessary to solve various problems in real and / or simulated situations. This approach requires a higher level of interaction between the content of academic disciplines.

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Conclusion