| Summary: | This article analyzes the concepts of interdisciplinary and interdisciplinary in education at the level of the scientific and pedagogical paradigm. It is shown that in the twentieth century, Thomas Kun (1922-1996) introduced the concept of paradigm into a scientific revolution. His theoretical views are contradictory: at the very beginning of his work, he denied the existence of a scientific paradigm in the social sciences, but he recognized this in his recent works. However, this evolution is ignored in the post-Soviet educational and pedagogical space, and, therefore, the existence of a paradigm in the natural and social sciences is denied, or its specific differences and attributes are ignored. This situation is also the subject of a study of modern Western and American researchers. Special attention is paid to the interpretation of the methodological aspects of the paradigm, the analysis of the value of interdisciplinary. The article widely explains the essence and typology of higher education, pedagogical and didactic paradigms of interdisciplinary education, in particular higher education.
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