The analysis comprised in the article is a voice in discussion on pedagogy's interdisciplinarity. The authoress tries to define a sense and limits of pedagogy's interdisciplinarity on the basis of analysis of different perspectives which enable a proper understanding of that discipline's identity. Historical, teleological, praxiological, methodological and special perspectives are being discussed in the order mentioned. The analysis presented in the article proves that pedagogy's interdisciplinarity could be confirmed by its historical inheritance as far as in nowaday's requirements and challenges. are concerned. The aims of pedagogy, its functioning efficiency and reliability of research need the usage of different scientific disciplines including philosophy, anthropology, sociology, psychology, biology and medicine. The role of two last disciplines is particularly immense in special pedagogy, moreover a need of benefiting from artistic and technical disciplines in education and rehabilitation appears in this field. To sum up pedagogy should coordinate all the actions supporting pupil's education which result in the necessity of using other disciplines' theory and practice. The interdisciplinarity of pedagogy is justified by the welfare of a child and a counteraction against other disciplines areas' possession is a problem of competence, reliability and honesty of educationists.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
SYNAT - “Interdisciplinary System for Interactive Scientific and Scientific-Technical Information”.