SUMMARY
In accord with its global aim, the paper designs a set of assumptions which propose logically complex nature of co-operative interaction of knowledge parts and ‘adding-new-knowledge’ strategy which reflects not only conscious knowledge production but also its organization since ‘…a teacher does not know his subject in the sense of being prepared to teach it until he knows it in a focused and organized way. The procedurally sequential steps of other assumption, in its own turn, emphasize the transformational nature of the process of teaching. Moreover, the perspective of shifting from a view of learning centre on teachers and their dispensation of a predetermined and fragmented content body of knowledge- ‘teacher lectures/student swallows’- to guided inquiry stems from concern that mastery of discrete subject disciplines does not prepare students to be problem solvers and information users, is based on the assumption that learning should be active, meaningful, purposeful and holistic. We also propose a few possible cases plausible on the basis of a sampled language data, which fall under the reasons, ways and connections as well as the scope of interdisciplinary and interdisciplinarity knowledge organization.