The concept of discipline has been interpreted in multiple ways within educational theory and academic practice. Traditionally, a discipline is understood as a structured body of knowledge with its own concepts, methods, language, and standards of inquiry. From this classical perspective, disciplines such as Physics, History, or Economics are autonomous domains characterized by specialized theories and systematic methodologies. For example, Physics relies on experimentation, mathematical modeling, and empirical verification, while History depends on critical analysis of sources, contextual interpretation, and narrative construction. This view emphasizes intellectual rigor and depth, but it may also encourage fragmentation of knowledge and limit interdisciplinary understanding. A second perspective views disciplines as socially constructed systems of knowledge shaped by historical, cultural, and institutional contexts. According to