Culture remains the center of attention for science, because without it, no freedom is possible. The certainty of this thought, which is not limited to artistic culture, but implies the concept of a comprehensive general culture, including professional preparation and elementary knowledge of a wide range of disciplines related to the sciences, letters and humanities, encourage today our efforts (Fidel Castro, 2002).
Those efforts that lead to enhance the school culture so that it in turn leads to the recognition of the culture of each community so that it is reflected in the reality of each territory as part of the necessary local development that is required today and of which the new University Cuban has to be the protagonist, that is the focus of this proposal.
INTRODUCTION:
To penetrate into the conceptions of science from the axiology perspective is a challenge, dissimilar are the authors who from different angles have investigated the role of this in the formation of man, to return to this subject is a necessity of these times, where science is becoming more important in the characterization of any society.
Carlos Marx, in his discovery of the materialist conception of history, had argued this referent, considering that production is the basic condition for the existence of science and that its needs were the driving force of development. Marx also revealed early on how human knowledge, ideas, feelings, values of men are embodied, being then the process of creating culture, the realization of the force of thought.
Science in its historical process has become not only a central element of the economy, politics and culture, but also in the type of education and the way in which men manifest themselves in the face of scientific production.
That is why it is so important to return to the classics of Marxism, to remember once again that from their perspectives, the ideal of science merges with the ideal of the revolutionary transformation of the world, that is, science and human values must be closely linked as a survival need of the species.
School culture means the patterns of meanings that are historically transmitted, and which include the values, norms, beliefs, rituals, myths and ceremonies understood, perhaps to different degrees, by members of the school community (Stolp, 1994).
It is one that identifies them as members of it and, logically, allows them to understand and communicate with each other; being this system of meanings what generally structures what people think and, for this reason, the way in which they act, understanding that culture allows degrees of visibility through those patterns of meanings and that it is also stable enough to to be recognized, but at the same time it is dynamic (Martínez-Otero, 2003).
It is also assumed as human creation, a concentrated expression of the multifaceted human, material and spiritual activity, in its practical, cognitive, evaluative and communicative dimensions, constituting a manifestation of the process of becoming and human ascension.
The doctor (Martínez-Otero, 2003) considers that the interest in school culture stems from the need to analyze the impact of organizational culture on the training process. Knowledge of the influence that the culture of the center exerts on education is the starting point for its strengthening or modification.
With these premises, it defines the school culture as the set of knowledge, moods, actions and level of development reached by an educational community, the culture admits degrees of "visibility" and projects itself into routines, customs, norms, educational styles, beliefs, attitudes, values, symbols, relationships, speeches and goals. Cultural reality "remains", spreads and evolves, progressively or regressively.
School culture is the result of meanings that are selected, exchanged, and propagated. From educational anthropology, the concept of school culture becomes essential for the analysis and improvement of the training process, because it provides clues about grammar and institutional semantics. Each educational community has its own school culture. As much as there are certain “cultural universals”, each school institution has its idiosyncrasy, that is, its “cultural uniqueness”. School culture penetrates all corners of the educational center. In fact, it has an impact (patent and latent) on the training process.
The aforementioned leads to consider as a scientific problem: insufficient treatment of school culture in the educational teaching process to face the challenges posed by social problems, its approach and its course in contemporary times, for which the objective has been considered: Evaluate the usefulness of school culture in the educational teaching process to face social problems and promote local development.
DEVELOPING
General considerations on the treatment of the concept of science.
The accumulation and transmission of knowledge contributes to social development. This knowledge is said to be scientific when it discovers the essence of the links and relationships that exist between the different entities and phenomena of the world, which differentiates it from empirical knowledge.
The transmission of scientific knowledge has played and continues to play a decisive role in school teaching, which is why many of the problems related to school learning are scientific problems and at the same time “social problems of science”.
Scientific knowledge serves as the basis for science, but in order to become science it needs to be structured and organized on the basis of a certain object and to have a specific method corresponding to that object.
According to García Gallo (1980), all the sciences including the most general that is Marxist-Leninist Philosophy and the most abstract that is Mathematics, are made up of:
- Empirical knowledge, taken from popular knowledge, analyzed and systematized experimentally, through repeated observation. Theoretical knowledge, which explains the facts as a whole, discovering in them the laws that govern them and grouping them into a single system that is the theories. Philosophical bases and deductions on which the theories rest and continue and culminate.
This prominent Cuban scientist defines science as: “the highest expression of practice, the object of which is to reflect reality and provide true knowledge of the essence of the phenomena and processes of nature, society and the laws that the they govern, by means of a logical-abstract form (1980).
This definition, when considering (true knowledge of the essence of the phenomena and processes of nature and society, and of the laws that govern them), is alluding to structured and organized scientific knowledge; explicitly declares the object that consists of (reflecting reality and providing) that knowledge and the (abstract-logical way) of reflecting that reality and providing that knowledge, is the method.
In his definition of "science" he is being consistent with the requirements stated above for scientific knowledge to become science.
- I. Lenin argues that science is a specific form of activity, specialized work, human search for truth.
In this definition, the “human search for truth” is appreciated as the object, “a specific form of specialized work activity” necessarily requires structured and organized scientific knowledge, and “specialized search work” presupposes the existence of a specific method..
In this an adequate balance is reached between concretion, synthesis and generalization; in our opinion, a manifestation of Lenin's ability to penetrate the essence of the natural and social phenomena of his time and of those that preceded him.
It is not difficult to realize that systematized knowledge in any field does not necessarily have to be scientific, hence the necessary clarification that it usually applies above all to the organization of objectively verifiable sensory experience.
The sensory experience is concretized in knowledge acquired by man in his relationship with nature and with man himself, being objectively verifiable it is scientific and in fact its organized character is declared; on the other hand, verifying that experience is the object and the way in which that verification is carried out is the method.
In the Rosental and Ludin Philosophical Dictionary they define:
"Science is a form of social consciousness, it constitutes a system, historically formed, of ordered knowledge whose veracity is constantly verified and pointed out in the course of social practice."
In this definition, the presence of historically structured and ordered scientific knowledge is easily appreciated, reference is made to the verification of the veracity of this knowledge, but it is not explicitly stated as the object of science nor is the necessary presence of a method referred to. in performing this check.
The classics of Marxism were those who were able to give a more exact classification of the sciences by deducing it from the movement of matter in its evolution according to the sphere of incidence. In the Marxist approach, science is conceived as a complex whole that reveals its multiple connections with society.
History shows that what is important, what is determining in the development of a science, is the demands of material reality.
There are many examples that exist about the use of science at the mercy of petty interests, as well as the urgent need for an education based on ethical principles that understands the danger imposed by the human species, the use of science and its results in experiments that far from solving the growing needs of man, endangers his existence for centuries to come.
There is talk of the production of transgenic seeds, of the use of products that sterilize whole crops, pests, like laboratory fruits, capable of eliminating entire crops, of virtual reality as a way to instill feelings of superiority, of theories that justify the use of war as a solution to food shortages and even worse, enormous resources are invested in using food as a source of energy for cars and industries to the detriment of the growing food needs of the planet.
We are facing a problem with generational implications, so there is an urgent need for a solution that goes through the prism of ethical education in the face of the increasingly necessary role of science and the responsibility of scientists for its results.
Today, there is little scientific practice far from application interests for economic or other purposes, including practices prohibited due to their biosocial impact, which has implications for scientific activity, in the lives of scientists, institutions that They welcome him and his relationships in society.
To a large extent, the scientific and technological development of this century has been driven by interests linked to the desire for world hegemony of the great powers and to the demands of industrial development and consumption patterns that are produced and spread from the societies that have marked the advanced in the modernization processes. It is not for pleasure that ethical problems linked to science constitute daily concerns.
Science has had dissimilar edges in its interpretation and its role in society and even more so in the ethical formation of man as an evaluative entity. His treatment from the conceptual to the applicative has found countless controversies that make this topic something interesting and controversial.
But without a doubt that an important edge in the treatment of the controversy of science, is the science-man-axiology relationship, aspects that are present from the very beginning of the appearance of science.
It refers to the ethical position and consideration that man assumes in the process of scientific production, which allows him to put it to the benefit of solving the needs of knowledge, without damaging its existence and coexistence.
All this, if we consider that in recent times (according to Dr. Jorge Núñez Jover, 2004) the attention around the problem of science has shifted from the products of science (in particular, knowledge with an emphasis on theory). scientific) to scientific activity itself, that is to say, “science in the process of being made”, an aspect that, seen in this way, may be contradictory to ethical principles, not only assumed by the scientist, but also by the scientific community.
School culture is useful in the educational teaching process to face social problems and promote local development.
The accelerated development of contemporary science and technology and its increasing influence on the different spheres of social life are essential characteristics of today's world. Consequently, intensive development of education and culture in general is required.
For these reasons, the educational system must be dynamic, capable of contributing to the scientific formation of the students' world, so that they can interpret and transform the phenomena that occur in all spheres of society.
It is the school in charge of training the new generations, for this reason it must be nourished by research, which as a result contribute more to maximize the level of knowledge acquisition and skill development.
Education is an essential part of life, a component of social practice, which allows not only the conservation and reproduction of knowledge, expressed in theory, procedures and skills for the production of material goods from the resources offered by the nature, but also of the customs, patterns, norms and values that characterize the subject as the bearer of a specific culture.
As a phenomenon of social practice, education is conditioned by two aspects, once they establish their relationship with science and determine the content and the ways in which it is carried out:
First: the degree of economic and social development achieved, which is explained at the level of theoretical knowledge and practical skills accumulated by humanity (as a consequence of the level reached by science), as well as in socially accepted value systems at a specific historical moment.
Second: the interests, needs, points of view and conceptions of the world of social classes at each specific historical moment that is expressed both in the selection of the content of education and in the form and method to carry it out.
Nowadays, in their conception of education, most nations have incorporated into it, object and content that try to be closer to the science-education relationship as an indispensable condition for the maintenance of society (Aikenhead, 1985).
It is therefore about teaching students so that they know how to develop in a world characterized by advances in science and technology and which presupposes a contradiction with academic discourses, especially regarding axiological training, what is involved is that Through education and their closer position with science, they are able to adopt responsible attitudes and make decisions regarding this development and its consequences, which will later be largely the educational heritage that will revert to their position as a scientist.
Education must constantly be nourished by science, which as a result contributes a deeper knowledge that contributes to raising the preparation of man.
But to the same extent that this dialectical relationship occurs, education must be able to start from the scientific-technical advances, cultivating in the students feelings that put it in a position to assess to what extent the discoveries of science are harmful or not for your species.
Values must be evaluated as spiritual formations, which at the individual level are complex psychological formations that regulate behavior, while socially they are the expression of culture and components of ideology, they are or must be social mobilizers.
Between culture and school there is an intimate relationship. School culture is educational in the sense that it permeates the personality. On the other hand, each member of the community contributes with her seal to generate that culture. School culture depends closely on the people who make up the educational community, but also on the society in which the institution is located.
It is assumed that the school culture is made up of norms that, written or not, fulfill a regulatory function of the life of the school community; both in behavior and in the use of spaces and activities.
It is enriched by myths or narrations of extraordinary events that occur in educational communities, with personalities, directors, student leaders, and recognized leaders as such, capable of energizing processes.
The symbols are also a factor that enhances the school culture, they are representations conventionally accepted by the members of the educational institution and that contribute to the construction and strengthening of the collective identity. The symbols (badges, shields, logos) allow to attract attention, while condensing and spreading the philosophy of the educational center. The way of dressing, the design of the furniture and the configuration of the space also have a symbolic value.
Rites are also considered, understood as the set of rules established by the educational community in the activities. These can be visualized in opening events of the course, anniversaries, graduations, morning, political, cultural and recreational acts that reinforce the feelings of belonging and enable the channeling of the organizational culture.
The language and communication style of the members of an educational center are one of its hallmarks. The productions of various materials (videos, books, magazines) born from the activity of the institution bear the stamp of the school culture.
All this forms a system of values proper to said educational community and the transcendental thing now is to reach the community to continue being the most important cultural center capable of contributing to local development.
The fusion between education and culture leads us to become aware of the projection of the binomial in all school life, both in terms of the technical aspect and the moral dimension. Culture, intentionally or unintentionally, penetrates the student through the teaching-learning process, but also through personal relationships. These two great manifestations of school culture will have to be cared for, so that they converge towards a single goal: the integral formation of new generations.
There are many functions that school culture performs. Culture allows establishing the qualities of the institution. School culture provides an identity to the members of the educational center. It can be said, in effect, that thanks to culture each institution has a set of features that differentiate it from the others. However great the similarities between centers, there will always be some significant differences that will allow us to speak of school idiosyncrasy.
School culture is constantly torn between two trends: stability and change. Culture must fulfill an energizing and renewing function of educational life, without thereby disregarding its roots, which would in fact mean the end of school.
Closely related to the above, it is also commonplace to point out that school culture fulfills an adaptive function aimed mainly at guaranteeing the continuity of the educational center. The school institution seeks its own survival, which necessarily involves adjusting to circumstances.
Given the debate about the possibilities of school culture and its usefulness in the educational teaching process to face social problems and promote local development in the Mella municipality, what are the contradictions they face.
The Mella municipality, is eminently agricultural with an infrastructure that is based on sugarcane production and its derivatives, has a high degree of stability in its pig production, its aggregate production is stable, as well as in the area of fishing.
From a cultural point of view, it has a municipal house of culture and a strong group of young members of the José Martí brigade, who, linked to the different educational centers, promote work with amateur artists, have a museum with important pieces and a Rich history that continues to be underused, even when specialists promote important activities, it has a cinema and a library with a navigation room. A radio station with varied programming.
It has 57 educational centers, where 1296 teachers and professors work, of whom 392 have obtained their master's degree, only 1 has completed their doctorate. The university center develops the educational teaching process in 4 specialties of high demand and need, primary education, accounting, agro-industrial processes and agronomy.
Leaders have graduated from their classrooms, who today carry out important responsibilities, such as the president and vice-president of the municipal government, party officials, directors of the labor ministry, agriculture, just to name a few.
The territory has a vast history, which includes events such as the presence and encampment of the President of the Republic in Arms, Carlos Manuel de Céspedes, blood hospitals where Antonio Maceo, with his wife and his doctor Félix Figueredo, camped and was seriously injured, events of greater relevance such as the historic Baraguá Protest, the beginning of the invasion of the West in 1895.
The singular revolutionary work of Oscar Lucero, the presence on three occasions of our undefeated Commander in Chief Fidel Castro after the triumph, but even at young ages he came to the territory to baseball games, from here the oath of Baraguà was proclaimed and so many other facts that make you tremble with pride, but what happens.
Because that great social contradiction that requires a treatment from science is in the fact that people from Melilla do not feel fully proud of their homeland, young people show in surveys and interviews that they are here eventually and most of them have the desire to go to other places to work as professionals. To face the problems it is lacking:
- A conceptual understanding. Apply concepts and models to given situations. Limitations to apply logical procedures and communicate ideas orally and in writing. Enhance work with local history. Lack of knowledge of the usefulness and instrumental nature of school culture in the process local development.
This will be the solution to the problems of unproductiveness that arise, it will be the solution to the lack of more pleasant recreational options, it will be the path to ineffectiveness in the application of local development projects.
Why, even when human and even material resources exist, this situation is not reversed, the empowerment of school culture can channel deficiencies. There are many questions that arise, but solutions are lacking.
If we understand as a school culture those behaviors that regularly occur between individuals, the work norms that characterize a group, the values or value systems that are accepted, defended, represented, transmitted, body of knowledge, moods, actions and level of development achieved by an educational community, why it does not become a working tool.
The proper use of school culture must lead to behavioral changes with an emphasis on performance, requires greater concentration in the affective and axiological sphere that leads to the defense of mine as part of our own. Local history must come to the fore in the performance of teachers, family members, student leaders, and politicians, but all of this must find the infinite love of each educator.
The excellent teacher, Horacio Díaz Pendás, is a constant inspiration, his ideas are taken from his pen, born of daily work in teaching, learning, and life.
According to Horacio (2010), the educator is a special human being who works in favor of human improvement, he is a patriot-educator of patriots, a educator of revolutionaries who must not lack knowledge of history, in particular the history of Cuba, as an essential component of the comprehensive general culture of each Cuban.
The teacher must be that revolutionary who, with his example, forms values, instills feelings and develops human qualities, forming an ethic, together with the family and the rest of society.
The teacher must earn authority and respect for the quality of his classes and from that strength, stay on the path of being consistent with his thinking and action, always bearing in mind that authority emanates from example, solid cultural preparation and self-demand.
Meanwhile, the History class requires knowing how to project the objectives based on the cultural reality of its students, the class is the most important framework for patriotic formation, for the development of ideology based on historical content. History class is the best place to promote ideas, to raise awareness and, above all, to teach how to defend ideas and principles.
The class as a unique and unrepeatable act cannot admit rigid schemes or narrow formulas, it has the obligation to teach study methods to encourage students to be active agents of their own learning, therefore Horacio (2010) himself proposes to conceive activities as system, use the emotional influence of the word together with the evidentiary elements of what we express, promote learning situations that allow students to reason, debate, make assessments, it is necessary to reach the students' hearts and intelligence with the content and feeling of teaching history. It is therefore assumed that a strong school culture must lead this way.
The teaching of History constitutes a strategy of patriotic, anti-imperialist, Latin American and internationalist education, a strategy of political and ideological education, of education in values. Hence, linking organically national history with local history should be the main direction of the subject, being necessary to explicitly determine these contents in all topics or units that correspond, accompanied by other ways such as visits to museums, tarjas, monuments, competitions, encounters with combatants, conferences.
Knowledge of history is a weapon at the service of culture, at the service of teaching to think and defend ideas, processes that cannot be renounced in the preparation of new generations. Here is perhaps the best way, to use school culture to channel local problems towards a visualization of better performance models, without forgetting that each school, community, family and individual is the bearer of a culture, which will be defended as as soon as the validity of this superior culture is understood, which drives development to transform the environment into the desired condition that generates satisfaction on the basis of knowledge.
CONCLUSIONS
- Science in its historical evolution has been related to approaches from the axiological point of view that have made it possible to assess the historical dimension and significance of its production, as well as the scientist and the community of scientists who participate in its process. education in the imperative of seeking alternatives that allow, not only to streamline its processes, but to educate young generations on the need to adopt an ethical position in the face of the dissimilar phenomena of society. School culture is an effective tool in the educational teaching process to face social problems and promote local development.
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