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"Philosophy of Education"

2022 year, number 1

Main approaches to the problem of transdisciplinarity: from philosophical thought to educational practice

O. V. Krezhevskikh
Shadrinsk State Pedagogical University, Shadrinsk, Russia
Keywords: transdisciplinarity, transdisciplinary research, democratization of scientific knowledge, transdisciplinary project, transdisciplinary education, evolution of education, integration of knowledge

Abstract

Introduction. Transdisciplinarity in the most general sense is understood as overcoming the boundaries of disciplines, which has consequences for society, science and education. Recently, a lot of research has appeared in the field of transdisciplinarity, where it is considered in philosophical, methodological, project-pragmatic and educational directions. In order to review and systematize scientific knowledge in the field of transdisciplinarity as a scientific and educational phenomenon, trends in the development of science in this direction are identified. Methodology. The method of qualitative analysis of philosophical and socio-pedagogical literature was used. The criterion for the selection of publications in this field was the consideration of the ontological and epistemological basis of transdisciplinarity in publications in the following areas: transdisciplinarity as a way of thinking, scientific principle and peculiar logic, philosophy of transdisciplinarity, transdisciplinary evolution of education, identification of problems and advantages of transdisciplinary research. Discussion. Foreign and domestic research in the field of transdisciplinarity has been analyzed. It is shown that the problems of transdisciplinarity represent a rather motley and disparate picture of approaches, ideas, and points of view. Questions of the scientific evolution of the problem of transdisciplinarity are raised, studies in which transdisciplinarity is a way of thinking, a scientific principle and a kind of logic are described. The characteristic of works in the field of philosophy of transdisciplinarity is given. An overview of modern research included in the world databases is given, which allows us to approach the consideration and scientific justification of the transdisciplinary evolution of education. Some approaches to transdisciplinary education are characterized. Conclusion. The review allows us to talk about developing trends in the field of education, the emergence of transdisciplinary sciences that encourage the development of relevant courses, namely: cognitive science, neurobiology, neuroeducational technologies and the formation of a special transdisciplinary learning technology.