Abstract

The aggressive intrusion of science, technology and technology into the space of children as the least protected social group requires their protection from aggressive anthropologically-oriented practices. However, regularly conducted theoretical discussions of this problem do not lead to the solution of the problem of the ecology of childhood, since only one of the possible forms of understanding reality has been fixed within the framework of the international humanitarian and scientific community. We are talking about conceptual reasoning thinking, which is based on classification concepts and provides for a pluralism of opinions, the multitude of which does not lead to unambiguous scientific humanitarian knowledge for everyone. The created conditions do not contribute to the emergence of an interdisciplinary research methodology, the formation of which is associated with the need for a fundamentally different way of thinking – thinking in comparative terms, which, unlike the natural sciences, is absent today in humanitarian knowledge. Whereas the new thinking proposed in this article, consisting in the ability to identify the different and distinguish the identical (one) within the natural range of comparative concepts, on the contrary, is a tool for integrating knowledge, therefore, in my opinion, it should be introduced into the sphere of traditional school education. In this connection, the main academic subjects will be reorganized around each of the comparative concepts and constructed in a certain order. As a result, students – schoolchildren or students - will learn to see the same content behind different physical or social phenomena, so the problem of memorizing large volumes of educational material disappears. The new approach will accelerate the process of formation of an interdisciplinary methodology of socio-cultural analysis, will contribute to the implementation of a comprehensive state policy, will give a new impetus to socio-cultural and anthropo-pedagogical practice.