We consider the philosophical and pedagogical aspects of “man-labour” system and justify its interdisciplinarity. On the basis of results of scientific researches the need for an objective systematization and specialization in pedagogy is emphasized. Four areas of education sciences systematization, proposed by Z. Vyatrovsky are analyzed. Particular attention is paid to the problems of the dialectical relationship of labour pedagogy, labour psychology and vocational pedagogy in globalization and integration processes. In this context prognostic significance of research aimed at dynamic development of "man-labour" system in the information and technology community is revealed.
The article deals with the problem of interdisciplinarity impact on higher petroleum education in Ukraine. Different views on the essence of interdisciplinarity, especially in the context of higher petroleum education, have been presented. It has been indicated that many scholars have studied the essence of interdisciplinarity within higher education systems of different countries and identified that interdisciplinarity encompasses a combination or interrelation of various sciences that are embodied in engineering training process. Interdisciplinarity is considered as one of the effective tools to support enthusiasm of young generation for petroleum engineering; to increase motivation of future petroleum experts; and to enhance the efficiency of collaboration between professionals from different fields. In reality, interdisciplinary approach is very often confused with multidisciplinarity when educators give students knowledge from various disciplines without making the link between them into a coordinated whole. It has been concluded that interdisciplinarity or interdisciplinary approach can be regarded as a natural training context in which boundaries between knowledge systems tend to be erased and a new teaching paradigm is required. It has been revealed that implementation of interdisciplinary approach in engineering programmes necessitates the development of such an educational framework that would provide educators with the relevant methods, tools, and models for design of interdisciplinary engineering curricula regarding specific learning outcomes and ensure support for faculty members to improve their own competence in the interdisciplinary issues. The standards and guidelines of international educational interdisciplinarity of degree programmes in petroleum engineering are analyzed in the article.
. Frequency and the emergence of linguistic structure . Amsterdam/Philadelphia: Benjamins.
Frequency and the emergence of linguistic structure
Choi, B.C. and A.W. Pak. 2006. “Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research, services, education and policy: 1. Definitions, objectives, and evidence of effectiveness”. Clin Invest Med 29(6). 351–364.
“Multidisciplinarity, interdisciplinarity and transdisciplinarity in
Jon Garner, Alan L. Porter, Andreas Leidolf and Michelle Baker
., 2013 ; Leydesdorff & Rafols, 2009 ; Porter & Rafols, 2009 ; Rafols et al., 2010 ; Riopelle, Leydesdorff, & Jie, 2014 )
Social networking analyses ( de Nooy, Mrvar, & Batgelj, 2011 ), to observe collaboration patterns with visualizations ( Garner et al., 2012 ; Leydesdorff, 2008 )
Measuring the interdisciplinarity of research outputs is problematic. Wagner et al. (2011) review the state of the art and conclude that indicators of interdisciplinarity are not well-validated. Integration of knowledge into research designs and processes entails cognitive
Sebastian Kopera, Ewa Wszendybył-Skulska, Joanna Cebulak and Sebastian Grabowski
Empirical data as well as scientific reports confirm that startups require diverse, in-house competencies in order to achieve market success. However, while technology-related competencies are usually brought to new tech ventures by their founders, there is a significant deficiency of market- and management-related competencies, which is reflected in the statistics of common startup failure reasons. In this context, a question arises: how interdisciplinarity of knowledge and competencies can be built into the very core of tech startups? The text addresses this question by zeroing in on the role of universities in this process. In the first part, the specificity of tech startups is analyzed. The next chapter overviews the hitherto academy-related startup education environment together with its shortcomings as far as interdisciplinarity is concerned. Finally, the case study of innovative and interdisciplinary academic ecosystem, which was built and tested within the project UniStartApp, is presented and discussed together with related lessons learned. The text is concluded with final remarks on challenges involved in embedding interdisciplinarity into startup education ecosystem.
A trans-historic feature, the hybridity of theatre finds in postmodernity a territory on which it develops functional associative matrices. Whether it operates at formal level, or it isolates and autonomizes essential elements, or takes on ideological hues, hybridity is the most valuable mark of interdisciplinarity. The topology of performance arts, discontinuous and changeable as it is, eliminates the univocal relation to deconstruction and technophilia, offering the composite discourse of a syncretic theatricality.
Redclift (2011) provided a timely and perhaps deliberately provocative overview of sociological writings on climate change and the disciplinary problems of a post carbon world for environmental sociology. This comment emphasizes that he never actually clarifies what exactly are those problems that sociology faces in its attempt to open up a space for itself in the field of climate research. This omission also leads to unnecessary claims regarding the state of social science research on climate change as well as unspecified calls for more interdisciplinarity in sociological analysis of contemporary societies’ carbon dependence.
Catney, P., Lerner, D. (2013), Managing multidisciplinarity: lessons from SUBR:IM, Interdisciplinary Science Reviews, 34(4), 290 - 308.
Choi, B.C, Pak, A.W. (2006), Multidisciplinarity, interdisciplinarity and transdisciplinarity in ealth education and policy: 1. Definitions, objectives and evidence of effectiveness, Clin Invest Med, 29 (6), 351-64.
Colander, D., Follmer, H., Haas, A., Goldberg, M., Juselius, K., Kirman, A., ... & Sloth, B. (2014). 3 The financial crisis and the systemic failure of academic economics. The conomics of
Străteanu Amalia-Gianina, Simona Nicoleta Stan and Laurenţiu Ciornei
Education, in general, and environmental education, in special, is salvation and future of mankind, contributing by reorientation and interdisciplinarity of education to strengthening in values, behavior and lifestyles required for sustainable future development. The ecological and economic implications of better use of information on sustainable resource management lead to the development of perspectives, knowledge and skills that are so vital to environmental education (life skills education). Unfortunately, environmental criminality has reached fourth place in the category of illicit activities at the international level. Therefore, detailed knowledge of the relationship between economic fundaments, society and the environment is strictly necessary in order to understand the values that we want to reach, the effect on performance for identifying and promoting quality criteria. These criteria help the development of a toolkit and techniques needed to increase competences and creativity, in the context of opportunities, challenges and barriers imposed by environmental security. Public health, without an adequate living environment, cannot exist and for this reason, a global effort is mandatory to raise awareness and education of the population to fight against environmental crime on our planet.
Trends in development of folklore studies in the research and education space at Ukrainian and foreign universities have been analyzed. They are fundamentalization, synthesis of academic science and educational practice, professionalization, institutionalization, humanitarization, anthropoligization, interdisciplinarity. It has been defined that in Ukrainian and foreign folkloristic discourse of the 20th – the beginning of the 21th centuries, folklore is studied through the prism of functional, communicative, anthropological, context-based approaches that is partially realized in the official definition of folklore according to the 1989 UNESCO Recommendation on the Safeguarding of Traditional Culture and Folklore. It has been found out that while structuring the content of folkloristic disciplines as well as directing future specialists’ researches the multivectoring of folklore studies allows instructors to use the achievements of folkloristic directions that were formed in historical retrospective and actively developed at the modern stage: linguofolkloristics, ethnomusicology, folk therapy (folk music therapy, fairytale therapy, folk dance therapy), etc. It has been justified that folklore studies in Ukrainian and foreign research and education space is being developed as an interdisciplinary science based on the historical and pedagogical experience and taking into account modern integration processes that define the problematics of the content of folkloristic, culturological training of future pedagogue-researcher who is to be educated as a man of culture, nationally aware and, at the same time, multicultural personality.