1 "Henri Coanda" Air Force Academy (ROMANIA)
2 General School No.13 Brasov (ROMANIA)
3 Transilvania University of Brasov (ROMANIA)
4 Bugeci Mountain Training Base Predeal (ROMANIA)
About this paper:
Appears in: ICERI2009 Proceedings
Publication year: 2009
Pages: 5498-5505
ISBN: 978-84-613-2953-3
ISSN: 2340-1095
Conference name: 2nd International Conference of Education, Research and Innovation
Dates: 16-18 November, 2009
Location: Madrid, Spain
Today’s scientist is completely different from the scientist of the past, not only from the one belonging to the remote past, but also from the one living and researching a few decades ago.

He tends to be replaced by the modern scientific researcher, super-specialized in a certain field, working and thinking according to a new methodology. The modern researcher does not approach anymore the object of the scientific knowledge as a whole, but only a certain aspect of it. In fact, the rest does not seem to interest him.
Is this attitude the best one?
The fragmentation of the scientific knowledge fields has lead to remarkable results, but at the level of the scientific mentality, it has produced a severe and profound crisis of knowledge and understanding. Nowadays, the scientists do not understand each other anymore, they cannot communicate anymore among them.

We assist at an alienation of communication and understanding because of the super-specialization of the topics within the framework of the same field of science. The scientific knowledge fields themselves are separated, being almost totally estranged.
In order to be able to reunite the scientific knowledge issues in a common intelligible context, something is required to bring them close. A key element is needed. For this key element to be validly accepted, it has to fulfill the following conditions:
• to be according to a functional law;
• to extend this law through extrapolation to the last isolated or associated laws;
• in order to justifiy the reunification of the whole activity within the same system that offers explanations, this one must be applied both to the external reality of the possible world and to the subjective intra-psychical reality in the sense of having validity both over the objective and subjective spheres.
The only possibility of solving, to the greatest extent, this ‘crisis of science development’ through the information explosion is that of building some syntheses, certain ‘synthesis fields of scientific knowledge’ having a compensating character.
This is represented by the solution of interdisciplinarity. Interdisciplinarity must represent the synthesis of everything that is common in the sphere of different sciences. But this synthesis must not create a ‘new science’ or a ‘super-science’.
The great mutations produced in the paradigms of knowledge, the coming into being of new cultural stimuli, the continuous diversification and specialization of cognitive fields have determined the necessity of an interdisciplinary approach of the contents that are transmitted in the educational process.

The transformations that happened in the expectancies of the beneficiaries – pupils, the servitudes and social requirements impose an attentive and complex dimensioning of the curricular contents according to a series of criteria.
The elements of the curricular content are not transferred symmetrically in the teaching activity, but it is reconfigured according to certain principles of didactic organization and rationalisation.
From the great range and diversity of the organization forms of the educational content, the emphasis will be laid upon the interdisciplinary manner of organization in the Romanian military higher education.
The paper aims at highlighting several ways of achieving interdisciplinarity in teaching the fundamental and specialty subjects, illustrating them with topics that are compatible with such an approach.
interdisciplinarity, education, military, curriculum, knowledge.