TERMINOLOGICAL ANALYSIS OF SOCIO-HUMANITARIAN EDUCATION AS AN INTERDISCIPLINARY PHENOMENON
DOI:
https://doi.org/10.35433/pedagogy.2(121).2025.5Keywords:
socio-humanitarian education, philosophy of education, upbringing, interdisciplinary approach, socio-humanitarian knowledge, humanitiesAbstract
The article provides a terminological analysis of the concept of "socio-humanitarian education" as an interdisciplinary phenomenon, substantiating its meaning, functions and objectives. It has been established that in contemporary scientific discourse, there remains an active historical debate regarding the prioritisation of socio-humanitarian and natural sciences. It has been shown that the phenomenon of "socio-humanitarian education" has characteristics that complicate its unambiguous interpretation. These include: polysemy (the presence of several meanings that change depending on the context: a list of academic disciplines, the content and process of preparing individuals for life in society, a set of learning outcomes, etc.); semantic variability (indicates blurred meanings and shifts in semantic emphasis: "humanitarian", "humanistic", and "socio-humanitarian" are often used as synonyms in the same text); conceptual uncertainty (methodological vagueness, lack of a clear, consistent interpretation of the phenomenon not only in historical and pedagogical circles, but also in other professional environments: the phenomenon of "socio-humanitarian education" remains in a zone of conceptual uncertainty due to changing methodological guidelines); terminological instability (the term does not have a fixed or standardised meaning, which is very important in the history of pedagogy); theoretical and methodological ambiguity (socio-humanitarian education can be interpreted in different ways depending on the chosen approach: psychological, philosophical, social, etc., which is determined by its interdisciplinarity). A definition of socio-humanitarian education as an interdisciplinary phenomenon is proposed.
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