Abstract
This study investigates the topic of interdisciplinary at the middle school. Its effort is opening a discourse for some insufficiently discussed questions.
Inside the text, there are introduced some hierarchical systems with clues to a reflection of pedagogical practice with cross-disciplinary interactions. There are given some examples of positives but also negative aspects, for instance some narrowly profiled systems of Eisner or Fleger, a nonhierarchical model of Drábek or a framework adapted to Anglo-American educational system.
This study is extended by the analysis of particular terms used in foreign literatures for example in the Roscher's synchronization. This offer makes an effort to mediate an idea that the recent dicourses will be changed with results on latent values but also influence to extent of scale with a change of starting discourses.