Systematization of Science and Innovation Activity from Communicative Interdisciplinarity: Methodological and Empirical Foundations of a Class Model as an Organic Totality

This article presents the systematization of results from the project "Communicative Interdisciplinarity" through the introduction of a system of 14 elective courses on the interdisciplinary class in Mathematics-Physics teacher training. It is demonstrated that the essential transformation of professional performance requires reconceptualizing the class not as an isolated outcome, but as an integrated organic totality. The experience, analyzed through a "complex model of systematization," revealed patterns of self-similarity and recursivity in the instructional design, foreshadowing its subsequent theoretical formalization as a fractal and neuronal system. This systematization constitutes the indispensable empirical and methodological basis that underpins the development of integrated theoretical frameworks for education.