40. Interdisciplinary and integrated approaches in modern scientific research.
A feature of the interdisciplinary approach is that it allows a direct transfer of research methods from one scientific discipline to another. The transfer of methods, in this case, is due to the discovery of similarities in the studied subject areas. For example, the circulatory system of an organism is similar to the piping system of a technical object. This circumstance allows the biologist to study the circulatory system of the body, a method that is used in physics to describe the movement of fluid through pipes. The result is an "interdisciplinary discipline" - biophysics, using an interdisciplinary approach. Other binary (double) interdisciplinary disciplines are organized according to this principle. Continuing the example of biology, we can continue the list of such interdisciplinary disciplines - biochemistry, biomechanics, sociobiology, bionics, and many others. However, the use of a "foreign" disciplinary methodology rarely leads to a change in the disciplinary image of the subject of research. In other words, despite the fact that the work of the circulatory system was well described using the methods of physics, for a biologist, a person has remained one of the biological species, consisting of cells, tissues and organs. The biological image of a person has not turned into an image of a cyborg with an extensive system of pipelines in its body. It should be noted that, in order to preserve the boundaries of disciplinary boxes, there are always “leading” and “slave” disciplines in interdisciplinary research. All results, even those obtained using the methodology of the "slave" discipline, as was the case in the above example, are interpreted from the standpoint of the disciplinary approach of the "leading" discipline. Therefore, an interdisciplinary approach is intended, first of all, to solve specific disciplinary problems, in the solution of which any particular discipline experiences conceptual and methodological difficulties.
The system approach is a universal tool of cognitive activity: any phenomenon can be considered as a system, although, of course, not every object of scientific analysis needs it. The system method is indispensable in the cognition and construction of complex dynamic wholes. As early as 1972, philosophers noted: “A system-structural approach to the objects under study is currently acquiring (if not yet acquired) the status general scientific principle: in all special sciences, to the extent of their development and internal needs, a systematic approach is used. "At the present stage of development of science, theoretical developments systems approach and its use as a method is already so wide that one can speak of a general scientific "systemic movement" that has a number of directions.
Increased attention to the problems of the systems approach is currently explained by its correspondence as a method to the more complicated tasks of social practice, the tasks of cognition and design of large, supercomplex systems. But not only this. The phenomenon of a systematic approach reflects, first of all, a certain regularity in the development of science itself. One of the prerequisites that determined contemporary role system approach in science is the rapid growth of the amount of information - "information explosion". "Overcoming of the contradiction between the growth of the amount of information and the limited possibilities of its assimilation can be achieved with the help of a systemic reorganization of knowledge."
An integrated approach, in our opinion, makes sense to single out as a special kind of systemic method. The systems approach takes on the form of an integrated one when we are talking about the study of systems, which include elements that simultaneously function in other systems, and others by their nature, with which complex systems on this basis, they are connected by complex functional and other dependencies. From this we can conclude that the integrated approach is generated by the need to study complexes as special systems. However, this does not mean that every study of a complex is a complex study. Just as not every study of a system can be called systemic: systems can also be studied in a non-systemic way. In order for a study to be complex, a complex-object is not enough: the research itself must be a complex, that is, it must be built, organized on certain principles, namely, on the principles of systemicity. After all, the complex, as noted, is a special system. From this follows the second and more important conclusion: an integrated approach is such only when it is systematic.
System- an object whose functioning, necessary and sufficient to achieve its goal, is provided (under certain environmental conditions) by a combination of its constituent elements that are in expedient relationships with each other.
Any scientific discipline studies its object only within certain limits, and the desire for the completeness of its knowledge requires a synthesis of the results obtained by different disciplines. It is at their junction that many discoveries are made. Discipline -- it is also certain methodological requirements for research and the researcher, developed by generations of scientists. Physicists have different requirements than biologists or historians, but only they give grounds to recognize physics, biology and history as sciences. Interdisciplinarity -- this is a luxury that only a developed disciplinary science can afford.
Keywords: interdisciplinarity, information economy, interaction of theories, problem-oriented science.
The problem of interdisciplinary interaction in the scientific process
On the various stages development of science, the significant changes taking place in it are determined complex interaction processes of differentiation (disintegration of a homogeneous, “single and integral” system into a series of relatively autonomous regions) and integration (combining previously independent subject areas, the emergence of "synthetic" disciplines: biophysics, psycholinguistics, etc.). In different historical conditions this or that specific stage development of knowledge can determine the temporary dominance of one of these processes, but this does not mean the complete replacement of the opposite trend. On the contrary, both these lines exist and complement each other.
If we turn to recent history, we will see that by the 50s of the XX century. interdisciplinary approach to organization scientific activity actually begins to be used in managerial and economic sciences, disciplines related to computer technology, political science, sociology, etc. “Crossing interests and similarities practices led to the need to study the problems common to all these areas of scientific knowledge” [Akoff, 2002, p. 17]. Thus, interdisciplinarity is used as a way to expand the scientific worldview, which consists in considering a particular phenomenon outside the framework of any one scientific discipline.
At the same time, it should be noted that terminologically this approach has not yet been designated, it is, as it were, "tested" empirically. Further steps towards the need to expand the scientific worldview are largely dictated by the scientific and technological revolution of the 60s - 70s of the XX century, which demanded from science a deeper and more intensive insight into the essence of the laws of nature and society than it was possible to do before [Blauberg and et al., 1979, p.56].
Moreover, for the first time the term “transdisciplinarity” is officially put forward, which is considered as a further step in overcoming the narrow limits of certain established scientific disciplines. This term, along with a proposal to discuss the topic of "transdisciplinarity in science", was put forward by the Frenchman Jean Piaget in 1970. “He owns the first definition of transdisciplinarity” [Kanke, 2009, p. 273]. After the stage of interdisciplinary research, he wrote, we should expect a higher stage - transdisciplinary, which will not be limited to interdisciplinary relations, but will place these relations within global system. without strict boundaries between disciplines.
An active discussion of transdisciplinarity in world science began in the mid-1980s. However, due to its semantic potential, the term "transdisciplinarity" has not yet received an unambiguous definition. “In some cases, it is used simply as a synonym for the concept of “interdisciplinarity”” [Kashirin, 2015, p.101-112].
As for interdisciplinarity itself, it can manifest itself as a mutual enrichment of scientific disciplines, as well as through the interaction various theories. The interaction of various sciences in comprehensive study presents any problem great opportunities on the mutual use of means and methods used in different fields of knowledge.
“Such a heuristic technique can be very effective and opens the way for new theoretical discoveries” [Shubina, 1983, p. 172]. Indeed, any scientific discipline studies its object only within certain limits, and the desire for the completeness of its knowledge requires going “beyond the boundaries” of this discipline and synthesizing the results obtained by different disciplines. It is at their junction that many discoveries are made.
“The following stages of interdisciplinary research of any object can be distinguished from the standpoint of a systematic approach:
- 1. Determining the objectives of the study and the primary limitations of the set of research tools.
- 2. Selection of an object from a common environment and its display in the form of a relatively autonomous integrity.
- 3. Identification of the main directions and systemic connections.
- 4. Selection of elements and structural description of the object.
- 5. Modeling an object and its description using a certain set of terms and syntactic structures correlated with its specific content” [Shilkov, 2002, p. 3--20].
AT At the same time, today in scientific use the word "interdisciplinarity" is often still used only as a common term, which, as a rule, does not carry deep meaning. For example, "interdisciplinarity" in the title scientific seminar usually means a little more of his openness to colleagues from the outside, and sometimes - a simple bad taste of the organizers. But this word is very impressive for officials and other people not connected with scientific work.
“Nevertheless, no one questions the significance of interdisciplinary research” [Kashirin, 2015, p. 101-112]. However, it should be noted that since a discipline is also certain methodological requirements for research and a researcher developed by generations of scientists, interdisciplinarity can be regarded as a kind of “luxury” that only a developed disciplinary science can afford. After all, it is impossible to exclude the option in which the "expansion" of interdisciplinarity can lead to the erosion of basic principles and the values of scientific inquiry, maintained only within existing established disciplines. For example, with an uncritical approach, one can ask the question: why not interdisciplinary areas, the same astrology or creationism?
INTERDISCIPLINARITY- a term expressing the integrative nature of the modern stage scientific knowledge. At various stages of the history of science, its changes are essentially determined by the complex interaction of the processes of differentiation (the disintegration of a homogeneous, “single and integral” system into a number of relatively autonomous areas) and integration (unification of previously independent subject areas, the emergence of “synthetic” disciplines: biophysics, psycholinguistics, etc. ). In various historical conditions, one or another specific stage of the functioning of cognition can be determined by the temporary dominance of one of these processes. However, this does not mean the complete displacement of the opposite trend. Essentially, both etilines mutually presuppose and complement each other.
The development of new areas of reality and the formation of previously non-existent cognitive means and methods causes a more visual manifestation of differentiation phenomena in science, contributes to the formation of more and more specialized disciplinary areas. Awareness of the need to reliably substantiate the constructed knowledge systems leads to the identification of all kinds of connections between them, which contributes to the unification of previously heterogeneous problematic approaches and the theories developed into broader conceptual structures. This is perceived as increased integration in cognition.
The formation of classical natural science took place in the hope of the possibility of a clear separation of scientific research from those types of knowledge that are not science. And although the efforts of several generations of methodologists to unequivocally solve the “problem of demarcation” did not lead to the expected success, some initial ideological guidelines classical science are still preserved. In particular, this refers to the desire of many scientists to find some universal laws of world reality at any level of its organization.
However, the crisis phenomena that science faced at the turn of the 19th and 20th centuries led to the understanding of the impossibility of either merging various disciplines into a single field of knowledge, or their unification within the framework of a certain “meta-universal” concept, in the role of which they saw traditional philosophy, tokibernetics, then " general theory systems." The division of classical science into the realm of "sciences of nature" and "sciences of the spirit" (covering everything that concerned cultural activities man), which V. Windelband, G. Rickert and V. Dilthey insisted on, demonstrated the radical dissimilarity of various spheres of reality. At the same time, development is natural scientific knowledge discovered a deep dependence of the methods of its organization on the characteristics human activity. Describe natural world“how to eat on its own”, without taking into account its perceptions by people, turned out to be impossible.
Such methodological principles, as the "principle of complementarity" (introduced by N. Bohr first into the sphere physical research, and then turned into one of the fundamental regulators of general scientific knowledge) or the “anthropic principle”, - testify, firstly, to the fundamental impossibility of reducing the content of one field of knowledge to another (or deriving one from others), and, secondly, they serve proof of the internal connection of various branches of science with each other.
AT modern science knowledge integration processes dominate, but they manifest themselves in a special form, being due to the specifics of existing historical realities. The interdisciplinary nature of cognitive activity expresses this specificity most clearly. One of its manifestations is the transfer of ideas, means and methods of research that have arisen within the framework of one discipline to others, which are sometimes quite far from each other, which is quite common in modern science. Implementation physical methods in the practice of chemistry or biology has already become familiar. But recently, the influence of linguistic and literary approaches on the field of historical disciplines (for example, the historiographic concept of “narrative”) has been clearly revealed, a significant intersection of psychological, linguistic and formal-logical models (until recently maximally distanced from each other), the mutual exchange of tasks and methods of their solutions between the spheres of proper scientific and engineering research.
It is most often possible today to resolve the difficulties that a particular specialist faces when this specialist is able to go beyond the narrow framework of his usual canons and norms. The interdisciplinary nature of modern knowledge is largely due to the fact that science is turning from a “disciplinary” field of activity into “ problem oriented. For example, mathematicians, engineers, psychologists, philosophers, linguists, etc. work on supertasks related to the problem of "artificial intelligence". This allows us to pose the relevant problems deeper and wider and find original and promising solutions.
1The article is comparative analysis discipline and interdisciplinarity and reveal both the advantages and disadvantages of the latter. There are two main approaches to interdisciplinarity. According to the first, interdisciplinarity is understood as the interaction of two or more scientific disciplines, each of which has its own subject, its own terminology and research methods. The second approach to interdisciplinarity involves identifying those areas of knowledge that are not explored by existing scientific disciplines. As the main advantages of interdisciplinarity, its integrative nature is noted, which makes it possible to study complex objects in their entirety, using an integral methodology and thereby synthesizing data obtained by specialists from various disciplines. The main problems in conducting interdisciplinary research are the mismatch specialized languages and the conceptual apparatus of various disciplines that develop integrative knowledge, as well as the complexity of the scientific examination of research taking place at the intersection of knowledge areas.
interdisciplinarity
scientific discipline
disciplinary organization of science
interdisciplinary research
scientific method
methodology
scientific term
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One of the leading trends in science in the second half of the 20th century. is the desire to synthesize knowledge obtained within the framework of individual scientific disciplines. Along with the continuing disciplinary organization of science and increasing specialization, there is an active formation interdisciplinary knowledge, problem and project approaches to research are increasingly being used, the paradigm of integrity is being affirmed. However, the understanding of interdisciplinarity, both at the level of the definition of the concept itself and at the level of assessing its heuristic potential, differs significantly. Its effectiveness is also evaluated differently. Often, researchers indicate that their work is interdisciplinary in nature, poorly understanding the essence of interdisciplinarity, believing, however, that such an indication will increase their chances of obtaining a grant or add additional relevance and value to their research. In connection with the foregoing, it became necessary both to specify the term itself and to determine the main advantages of interdisciplinarity and the inevitable problems facing scientists working at the intersection of scientific disciplines.
Starting to analyze the basic definitions of interdisciplinarity, it is necessary to determine what is understood in science as a particular discipline. It should be noted that interest in the study of the disciplinary organization of science has arisen since the 1950s. In epistemology, an idea is formed of a scientific discipline as a form of knowledge organization, as well as of science as a system of individual disciplines. A stable idea is emerging that the disciplinary organization of science facilitates the processes of intrascientific communication and control, and ensures the training of personnel. Each scientific discipline has a traditional object of study and its own scientific tools, a recognized expert community and a set of authoritative journals and publishing houses, its own " scientific elite” and “scientific periphery”. The scientific discipline is also considered as “an apparatus for thinning out possible (screening out unacceptable) ways of thinking and explaining, which in the current system of separation scientific work carried out by monitoring scientific careers, starting from the early stages, through administrative means of enforcement and the creation of opportunities available to large scientific institutes» .
According to the famous French philosopher M. Foucault, The general trend discipline in the form of European culture since the 18th century, largely due to the desire state power control all spheres of society. Indeed, as the development of science begins to more and more determine the progress of society as a whole, the state is increasingly trying to control it, to manage it, which can only be done by applying quite certain clear criteria and a system of standards to science. The disciplinary organization of science facilitates the process of such control, science turns from the sphere of free creativity into a clearly organized and regulated social mechanism. A researcher, as a representative of a certain scientific discipline, must be very disciplined: he must not deviate from the established norms and rules of research, he must adhere to established traditions, otherwise he loses the very opportunity to establish himself in a professional environment.
The disciplinary organization of science has another basis. As the body of certified knowledge accumulates, the time of encyclopedists is fading into the past. The amount of information that must be processed by a researcher studying a particular subject is constantly increasing, which makes it impossible to truly comprehensively consider it. The research methodology is also becoming more complex: a modern scientist must master more and more complex research tools. The desire for professionalization and specialization of scientific research leads to the fragmentation of disciplines. Their number is currently difficult even to accurately determine. V.S. Stepin, for example, points out that at the end of the twentieth century. there were more than 15,000 scientific disciplines. However, the process of differentiation of science did not end there. At present, science can be represented as a set of not separate scientific disciplines, but their complex complexes. In the disciplinary complex, one can single out fundamental sciences - disciplines that develop programs for the study of certain objects, and taxonomic - disciplines of a specific subject organization that use in the study certain groups objects of the program of fundamental sciences. For example, in the disciplinary complex of biological sciences, physiology, genetics, ecology can be classified as fundamental, and botany, bacteriology, ornithology can be classified as taxonomic.
Sometimes the increasing specialization of scientific knowledge borders on the so-called "professional cretinism", when representatives of a particular scientific discipline do not want to know anything that goes beyond its immediate scope. Recognition of the priority of one's own scientific discipline over others, which is characteristic of many scientists who are passionate about their work, leads to the formation of professional stereotypes in them, manifested in automated skills and abilities necessary for the implementation professional activity. However, this often leads to negative consequences: a scientist, relying on his high level professionalism, using standardized methods. Stereotyping cognitive activities, a simplified approach to solving problems leads to the fact that the scientist begins to perceive innovations inadequately, loses sensitivity to novelty, and it is precisely the production of new knowledge that is the most important feature science.
To overcome these shortcomings of discipline is called upon interdisciplinarity, which became widespread in the second half of the 20th - early 21st centuries. It should be noted, however, that this approach to scientific knowledge is interpreted in different ways. Thus, in the "Encyclopedia of Epistemology and Philosophy of Science" interdisciplinarity is defined as "a term that expresses the integrative nature of the current stage of scientific knowledge" . According to H. Jacobs and J. Borland, interdisciplinarity is a kind of knowledge that includes the methodology and terminology of more than one scientific discipline to consider a specific topic, problem or phenomenon. EM. Mirsky interprets interdisciplinary interaction as a relationship between systems of disciplinary knowledge in the process of integration and differentiation of sciences, as well as collective forms of work of scientists different areas knowledge on the study of the same object. G.M. Tulchinsky points out that interdisciplinarity is manifested in the formulation of problems, in approaches to their solution, in identifying links between theories, in the formation of new disciplines.
In general, there are two main approaches to interdisciplinarity. According to the first, interdisciplinarity is understood as the interaction of two or more scientific disciplines, each of which has its own subject, its own terminology and research methods. Such interaction is directly implemented in the form of work on specific research projects, the creation of interdisciplinary centers at academic organizations, holding interdisciplinary conferences, publishing problem-oriented rather than discipline-oriented journals, etc. The second approach to interdisciplinarity involves identifying those areas of knowledge that are not explored by existing scientific disciplines. The prefix "between" in this case indicates the presence of a gap between disciplines, a "no man's land", which is not a traditional object of study of any of the disciplines. In this case, a new one may arise at the intersection of scientific disciplines. For example, social Psychology arose at the intersection of such disciplines as general psychology and sociology, identifying a “no man's” object of study and borrowing language and methods from both “mother” disciplines.
Based on the above approach to the discipline of M. Foucault, interdisciplinarity can be considered as a sphere of freedom, as an opportunity to escape from the strict control of disciplinary specialists, to approach true creativity, free from any restrictions. It is from such positions that G.B. Kleiner writes that "disciplinarity is order, and interdisciplinarity is freedom".
Undoubtedly, interdisciplinarity in its first meaning can contribute to the fruitful solution of scientific problems. It allows you to explore the object in its entirety, combine data obtained by specialists from various disciplines, lead to the emergence of new, fruitful concepts that expand and deepen the existing body of scientific knowledge. As a rule, interdisciplinary research is carried out when the subject of research is too complex, and the problem is too large for a particular scientific discipline. Interdisciplinarity can have significant advantages over individual disciplines, but it can also lead researchers into a kind of dead end, and amateurishness and unprofessionalism can be hidden behind loud phrases about the application of interdisciplinary methodology. A clear understanding of the benefits of interdisciplinarity and possible problems associated with its application will allow researchers to use its heuristic potential, avoiding negative consequences overindulgence in it. We will try to highlight both the main advantages and significant problems that arise when applying interdisciplinarity.
An important advantage of interdisciplinarity, associated with the identification of links between different disciplinary areas, is a manifestation of the integrative tendencies inherent in post-non-classical science with its desire for the synthesis of knowledge. The consequence of applying an interdisciplinary approach to research can be going beyond the established stereotypes, norms and research traditions. However, as P. Thagard rightly points out, interdisciplinary research will be successful only if it is based on ideas that really cross disciplinary boundaries.
At the methodological level, interdisciplinarity is significant because it allows you to apply methods that are characteristic of one discipline in other areas of knowledge, generating a new interdisciplinary toolkit. Following P. Thagard, one can name computer modeling and neuroimaging of the brain as an example of such tools in cognitive research. Computer modelling can be considered an interdisciplinary method due to the fact that the creation computer models not included in the regular vocational training psychologists, philosophers, neuroscientists, linguists and anthropologists involved in cognitive research. This method itself is based on the ideas of structures and algorithms taken from such a section of computer science as artificial intelligence. However, understanding the modeling of cognitive processes requires knowledge of psychology, philosophy, linguistics, and neuroscience. Thus, the application of this method becomes possible either in the case of interdisciplinary cooperation between computer science theorists and representatives of other scientific disciplines, or borrowing ideas and skills from one discipline by representatives of another. The second method is possible on condition that a specialist in one field of additional education receives.
A significant characteristic of interdisciplinary research is its problem orientation, which leads to the emergence of a fundamentally new knowledge at the intersection of individual disciplines. Moreover, the disciplines themselves after such integration do not cease to exist, but are only enriched with new principles of research.
Significant problems arising in the conduct of interdisciplinary research are the problems of the mismatch of specialized languages and the conceptual apparatus of various disciplines, as well as the examination of interdisciplinary research. As you know, the formation of scientific terminology is the result of a long evolution. The formation of scientific discipline is coming in parallel with the formation of its conceptual base, and the main requirement for the term is high degree uniqueness. A well-known specialist in the field of the theory of knowledge D.P. Gorsky pointed out: “In order for the words and signs used in scientific theory, had the character scientific terms, they must have the property of uniqueness. This means that the term must refer to one and only thing. Polysemy in scientific work is a serious disadvantage that makes it difficult adequate perception text. However, if within a separate scientific discipline there is a tendency to understand the importance of the unambiguity of terms, then in the terminological systems of various disciplines "polysemy diverges so much that it can become homonymy". In connection with the above, an important stage of interdisciplinary research is the development basic terminology. The difficulty, however, lies in the fact that in almost every case conceptual apparatus have to be developed or redesigned. Moreover, among the scientists who are members of the team conducting interdisciplinary research, there should be a consensus on the meaning of the terms. However, in practice, such terminological unity is not always observed. Sometimes interpretations of terms are not given any importance at all, as a result of which scientists of different disciplines either cannot come to a conclusion. joint conclusions, leading fruitless discussions, or use the conceptual apparatus uncritically, and it is terminology that is the foundation on which the entire building of scientific research is built.
An essential problem of interdisciplinary research is their expert evaluation. Traditionally, the principle of "peer review" operates in science, and "peers" are representatives of the same scientific discipline. In the case of interdisciplinary research, this principle is violated, and the question inevitably arises critical appraisal conducted research. Since articles covering interdisciplinary research are usually peer-reviewed by disciplinary scholars, there is a risk of misunderstanding or inaccurate interpretation. To avoid this, the examination of a scientific text should include an analysis of the metalanguage for describing the results of scientific research. To facilitate the work of reviewers and ensure an adequate assessment of the results presented in interdisciplinary studies, the author needs to include in the text itself a description of the basic terminology and methodology, which, given the limited volume of the article, may be difficult.
So, interdisciplinarity can become a factor in improving the quality research projects and make it difficult to obtain new true knowledge. The benefits of interdisciplinary research can only be realized if clear principles for the work of interdisciplinary teams and the areas of responsibility of its members, critical use of terminology, development and application of an effective methodology that allows for a genuine synthesis of knowledge are determined. important problem epistemology as a whole is to develop criteria for the examination of interdisciplinary research, allowing both to evaluate innovative work and to avoid amateurism and unprofessionalism.
Bibliographic link
Lysak I.V. INTERDISCIPLINARITY: ADVANTAGES AND PROBLEMS OF APPLICATION // Contemporary Issues science and education. - 2016. - No. 5.;URL: http://science-education.ru/ru/article/view?id=25376 (date of access: 03/27/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"
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Books
- The role of museums in the information support of historical science. Collection of articles, Vorontsova E. A. The goal of the project is a series of three collections "Museums - libraries - archives in information support historical science"-consists in the description of the problem posed in the refraction of the main ...
- The role of museums in the information support of historical science, Vorontsova E.
