On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education
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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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EDP Sciences
2021-01-01
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| Series: | SHS Web of Conferences |
| Subjects: | |
| Online Access: | https://www.shs-conferences.org/articles/shsconf/pdf/2021/14/shsconf_shpr2021_01017.pdf |
| _version_ | 1818594605864583168 |
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| author | Denikina Zoya D. Denikin Anatoly V. |
| author_facet | Denikina Zoya D. Denikin Anatoly V. |
| author_sort | Denikina Zoya D. |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-16T11:02:47Z |
| format | Article |
| id | doaj.art-1c42982d17504134a5823d8f58fdee0d |
| institution | Directory Open Access Journal |
| issn | 2261-2424 |
| language | English |
| last_indexed | 2024-12-16T11:02:47Z |
| publishDate | 2021-01-01 |
| publisher | EDP Sciences |
| record_format | Article |
| series | SHS Web of Conferences |
| spelling | doaj.art-1c42982d17504134a5823d8f58fdee0d2022-12-21T22:33:56ZengEDP SciencesSHS Web of Conferences2261-24242021-01-011030101710.1051/shsconf/202110301017shsconf_shpr2021_01017On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher educationDenikina Zoya D.0Denikin Anatoly V.1Financial University, Department of HumanitiesFinancial University, Department of HumanitiesThe 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.https://www.shs-conferences.org/articles/shsconf/pdf/2021/14/shsconf_shpr2021_01017.pdftransdisciplinarity in non-classical educationtransdisciplinarity in post-non-classical educationsubject uncertainty |
| spellingShingle | Denikina Zoya D. Denikin Anatoly V. On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education SHS Web of Conferences transdisciplinarity in non-classical education transdisciplinarity in post-non-classical education subject uncertainty |
| title | On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education |
| title_full | On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education |
| title_fullStr | On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education |
| title_full_unstemmed | On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education |
| title_short | On the role of interdisciplinary, transdiscliprinary, and philosophical knowledge in modern higher education |
| title_sort | on the role of interdisciplinary transdiscliprinary and philosophical knowledge in modern higher education |
| topic | transdisciplinarity in non-classical education transdisciplinarity in post-non-classical education subject uncertainty |
| url | https://www.shs-conferences.org/articles/shsconf/pdf/2021/14/shsconf_shpr2021_01017.pdf |
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