Integralitate, interdisciplinaritate și interculturalitate în predarea disciplinelor socio-umane: câteva principii generale

Abstract

The integrative and holistic perspective is related to the unitary character of human thought and practices. At the anthropological level, cultural developments and not only were based on couplings and complementarities of human knowledge and action. For logical reasons, at the discursive level, people separated things for a deepening of knowledge (through investigations, demonstrations, experimentation, etc.), but also for a more efficient human action (through divisions of labor, professionalization, specializations, etc.). Such a perspective could not help but influence training practices. Even if, at certain times and for justified reasons, the analytical, focused, unidirectional approach is also practiced, at a certain point a unification and concentration towards attempts at coupling, syntheses, comprehensive visions that exceed the sequential or insular perspective are required. Therefore, in the following we will focus on three aspects of unification (without depreciating the importance of specificity), namely: the axiom of integration in teaching-learning, the importance and valences of interdisciplinarity in education, and the consequences of the principle of interculturality in training.