Pixel International Conferences

Multidisciplinary method represents the most efficacious way of managing the knowledge allowing the practice and evaluation of students’ technical and non-technical skills. Multidisciplinarity should not be seen as a method opposed to specialization but, as summarized by Bohr's phrase "contraria sunt complementa", the two methods can be integrated into a new process of approach to concepts. In addition, multidisciplinarity can be a real social experiment in which students and teachers join into different levels of organization and interaction. In fact, multidisciplinarity consists of three levels: pluridisciplinary, interdisciplinary and transdisciplinary. Each one has its own difficulty degree and represent an approach to the concept under examination, gradually deepening its relations with different disciplines at the level of pluri-n and multidisciplinarity, until the concept itself has been overcome – at the level of transdisciplinarity. The last, actually, presents itself not as a method but as a real philosophy, an approach to a dynamic world in which social interactions mix with cultural pluralism. Multidisciplinary approach, through these levels, has been enriched from the pedagogical point of view as studied by J.Piaget and subsequently by B.Nicolescu. Thus, in the article three aforementioned levels of multidisciplinarity are considered and analyzed in detail. From the point of view of a different participation of students and teachers the corresponding behaviors and training paths are proposed.

Keywords: Multidisciplinary, Interdisciplinarity, Pluridisciplinarity, Transdisciplinarity, Research, Method, Philosophy;

References
[1] B. Nicolescu, Transdisciplinarity - Theory and Practice (Ed.), Hampton Press, Cresskill, NJ, USA, 2008;
[2] B. Nicolescu, Manifesto of Transdisciplinarity, State University of New York (SUNY) Press, New York, 2002;
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[4] J. Piaget, Le scienze dell’uomo, Universale Laterza, Bari, 1983;
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University of Illinois Press,1949;
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