The article attempts to comprehend the issues that arise in connection with the spread of transdisciplinary strategies.These are questions to actualize the consideration of transdisciplinarity, as a phenomenon hier-archically associated with an interdisciplinary form of human activity, which is considered as a heuristic primordial foundation of the modern stylistics of philosophizing. It clarifies, redefines, through the filter of the existential problems to be solved, the generally accepted provisions and laws of disciplinary knowledge, using the paradoxicality of the reflexive-recursive subject-object relations of postnonclassics. Political subjectivity can be considered a term in social and political philosophy that accounts for the abil-ity to introduce change in the internal and external areas of the political form. Political subjects execute power in different ways and on different levels of the multilevel governance structure. On each level po-litical subjects come into existence, develop and mature and then proceed with deconstruction. Political morphogenesis is a complex phenomenon. The main target for the closed political subjects is self-preservation as these political forms have an in-built development ceiling, whereas the main target for the open political subjects is evolution as a process that is isomorphous with the environment. Political mor-phogenesis has an interval character: it happens mostly under the circumstances of uncertainty and unpre-dictability of the political life when the political form’s old parameters of order are no longer functional while the new order parameters have not been established yet. This is the momentum when political en-trepreneurs enter the political stage — those are political subjects that extract value from uncertainty by offering a crisis management initiative that eventually leads to the empowerment of the political entrepre-neur by granting it more power and a widened authority scope.

Nowadays, the problematization of a person as an unfinished project takes place as a cross-cutting thematization of the interdisciplinary approach, which presupposes a holistic, complex study that «throws light on both the meaning of all scientific activity and the unified basis of the mechanisms of imagination operating here» (G. Holton). The article draws attention to the peculiarities of project activity, its aspiration for the possible embodiment of a community of interests in solving urgent problems. The creative complementarity of the personal and the collective as well as internal and external factors in the changing norms and values of the scientific community is reshaping the ethos of communication and understanding. The agenda includes the need to address the current ambivalence of scientific communication taking into account the response to the demands of society to work out the updated principles of assembling scientific teams based on trust and solidarity. The procreative, generative function of scientific activity is prescribed in the context of team building. The problematization of the academic community assembly is growing as it is becoming more open and accountable to society. The culture of skills of critical but empathic mutual trust in communication is actualized, this trust including the heuristics of the scientific dispute of the interest-based ethos. Repetitive successful practices of pro-creative communication can, over time, acquire the character of an institutionally formed tradition, a conventionally fixed norm of creative cooperation. The authors suggest the possibility of achieving this goal grounded not only on the primary impulse of the community of interest but on prolonged communication strategies. The basis for such an outcome is the symmetrical contribution of participants in problem-oriented scientific communication to the achievement of the collective good in the form of innovative approaches to solving fundamental problems of our time which have confirmed practical application in multiple specific cases. Convergence of expectations resulting from the emergence of trust in the ethos of the scientific community can be built «in between» behavioral choice options in the ternary matrix of «loyalty–voice–exit». The preadaptive academic activity of the group can be sustainable in the presence of «protective valves» channeling dissatisfaction with the parameters of order, renewed understanding and communication patterns in the project activity of the group.

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Cutting off the degrees of freedom, the models retain the element of the game and vulnerability - the cradle of scientific creativity. The established conceptual apparatus dictates the “rules of the game”, regulates the meaningful work of the language, defining actions according to the rules, in violation of the rules, their permissible change, etc. Inventing different language games (practical situations of possible application of basic concepts), we train conceptual competence (orientation, dexterity) of readers, students, instilling in them skills of applying concepts in changing situations, the ability to get out of conceptual deadlocks (L. Wittgenstein). In the meaning of thinking style and cognitive activity, modeling saturates interdisciplinary communication (communus gifts of communication) with interval “exchange zones” (Peter Galison), builds “corridor situations” (M. Petrov), improves games in communication, overcoming breaks and pauses of misunderstanding. or ignorance. It reproduces, if possible, the traditional in cognitive activity. To overcome the resistance of the stranger in his pragmatic development and discovery of the new. To expand the horizon of one’s own vision, understanding and representation in the striving to see the phenomenon in integrity. The language of the model makes it possible to bypass the disciplinary tightness of discourse at the expense of internal resources to be both open and autonomous - adaptively movable and stabilizing. In an instrumental sense, the model performs a constitutive function, organizing knowledge in a single pattern. This creates a prototype of the convergence mechanism, although the “qualifying” modeling function primarily enhances disciplinary disunity. Moving in the fork "between" disciplinary and conceptual disunity, modeling, as a state and mode of existence of cognitive activity, has the ability to generate a new one, its modeling. The assimilation of the life-giving function of modeling can be reproduced in the process of transdisciplinary learning and learning at the intersection of disciplinary and practical tasks in the model embodiment. In the zone of solving existential problems that go into the life world not only of an individual, a taste is born to expand the personal competencies of design and modeling that are in demand by the modern community.

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