Transdisciplinary approach in psychological research of education reform as a complex phenomenon

The article is devoted to the disclosure of the basics of the transdisciplinary approach in the study of complex social inquiries. The appeal of scholars to transdisciplinarity is considered as a response to the growing social challenges related to the expansion of the boundaries of science and the growth of scientific disciplines, the processes of globalization of societies and the development of their information space, the raising of complex social issues and the need to develop complex thinking. Based on the ideas of establishing a transdisciplinary approach, the article highlights the parameters of scientific research of complex phenomena by different disciplines, reveals the peculiarities of studying their hierarchical system of subordination and interconnections, as well as creating a context for research as a single interpretive system with a focus on the person and his/her well-being. The article interprets education reform as a complex social phenomenon, the clarification of which processes is in the plane of transdisciplinarity. It is argued that the application of a transdisciplinary approach to the analysis of the reform processes will harmonize the interpretation of the results obtained, reduce the risks of dominance of some and reduction of other areas of disciplinary knowledge, and provide an opportunity to understand the expected results of the education reform "New Ukrainian School" as integrative synergistic effects of interaction. It is argued that the concept of transdisciplinarity, born in the scientific continuum of knowledge, has its representation in everyday life through common sense and psychology of everyday life, which makes it an effective methodological basis for solving applied research problems. It is emphasized that the expected integrative effect of the transdisciplinary approach is achieved by combining opposites in their interaction in space, time and content. It is proved that the existing variability of interpretation of transdisciplinarity should also be considered on the principle of complementation, not opposition.