Home – Home – Jornals – "Philosophy of Education" 2020 number 4

Introduction. The logic of disciplinary knowledge easily falls on a well-known principle formulated by the philosopher-scientist Descartes: this is the principle of analysis or reductionism, which means that in order to understand any complex phenomenon, one needs to take it apart, i.e. reduce it to its individual components. If they are still complex, one needs to perform the following analysis and look at the formed components. Transdisciplinarity is a scientific research approach that is most effective where a purely disciplinary or specialized definition of problem situations and solutions is not possible. The study of the transdisciplinary approach in science and philosophy allows approaching its adequate implementation in the education system. Methodology and methods of the research. The transdisciplinary approach in science and education embodies the fundamental methodology of this research. We used methods of comparative analysis, generalization of problems of transdisciplinary design; modeling as a means of visual representation of the relationship between the known object and the cognizing subjects in the transdisciplinary approach. The results of the research. Based on the distinction between the concepts of “transdisciplinarity”, “polydisciplinarity” and “interdisciplinarity”, the main provisions of the application of the transdisciplinary approach in science are summarized, analyzed and concretized. The most important trends in transdisciplinary research and transdisciplinary design are highlighted. The paper describes research in the field of applying the transdisciplinary approach in education; the corresponding psychological and pedagogical conditions are given, the application of which is considered on a separate example. The transdisciplinary approach in education is a solution of scientific and practical problems by a team of representatives of various professional groups and social actors, i.e. persons interested in solving this problem. As a result, each team member enters into a situation of exchange of experience, ideas, competencies, expanding the worldview of interacting subjects of knowledge, enriching the scientific field into which it is unfolded. Thus, the pedagogical basis of the transdisciplinary approach is the project and team method, active socio-psychological training, mentoring and support technologies. Conclusion. The philosophical basis of the transdisciplinary approach in science is the theory of post-nonclassical rationality, the indivisibility and interdependence of object and subjects of knowledge, the idea of the “included middle” by B. Nicolescu, philosophy of transdisciplinarity as a philosophy of innovation (L. P. Kusenko), the synthesis of science in the digital, humanitarian and information aspects. For the implementation of the transdisciplinary approach, the defining conditions are the stimulation of joint team activity of representatives of various professional groups and a comprehensive assessment of the synthesized product of a transdisciplinary project.