UDC 001.2: 7: 378
DOI: 10.36871/hon.202303006
Authors
Natalia A. Vinokurova,
Central Economics and Mathematics Institute of the Russian Academy of Sciences, Moscow, 117418, Russian Federation
Olga M. Tabachnikova,
University of Central Lancashire
PR1 2HE Preston, Lancashire, United Kingdom
Abstract
The article is devoted not only and not so much to the fully justified need for an in-depth study of all types of arts and an integration of artistic practices into education, but rather to a discussion of the productivity of an interdisciplinary approach both in pedagogical practice and in scientific activity in the humanities. More precisely, we focus on the problem of engaging art as a resource for scientific discourse. It is in this sense that the notion of interdisciplinarity is used. Speaking specifically about art including works of fiction, for all the obvious advantages of such an interdisciplinary approach, in practice its integration into the pedagogical and scientific process remains far from perfect, especially in the Russian education system. The same is observed in science, where art, as a rule, is not taken into account, remaining alien in the system of academic research. In this paper, we attempt to show, using various examples, that art is a rich educational and scientific resource that can yield invaluable results, and even open up new unexpected horizons.
Keywords
art, interdisciplinarity, humanities, fiction
