Multi-disciplinarity, Pluri-perspectivity and Integrativity in the Science and the Education

In the era of extreme fragmentation and specialization of science and education, it is increasingly difficult to talk about the purposes and the objectives of science and education in the traditional sense. Also, very concepts of knowledge and truth are coming into danger. In order to answer the question about the causes of these problems, whose negative consequences affect different levels of human life, we should re-think the modern paradigms of science and technology (i.e. techno-science), as well as the modern forms of economy and politics, which are closely connected to them. This article tries to offer a basis for re-thinking the concepts of knowledge, science and education, as well as to show why the concepts of multi-disciplinarity, pluri-perspectivity and integrativity – articulated by integrative bioethics – play an important role in building such a basis.