The current problem of the concept of meta-subjectivity is discussed. The challenges of the times determine the advisability of adjusting educational concepts in the context of metasubjectivity and the obvious need to implement changes in the methodological and historical research of this problem. The main ideas of meta-subjectivity, which emerged at different stages of human history, are highlighted. A chronological classification of these ideas is provided, allowing us to identify two structural components of the concept of meta-subjectivity 1) the desire throughout centuries to teach for the benefit of life; 2) the integrity and unity of the surrounding world. The historical validity of the modern understanding of meta-subjectivity, which is based on interdisciplinarity, practice-orientedness, and an activity-based approach to learning, is demonstrated. The potential for research into meta-subjectivity through the establishment of meta- and interdisciplinary connections is highlighted.
meta-subjectivity, inter-subjectivity, meta-subject result, meta-subject connection, inter-subject connection, historical aspect.
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