Introduction
Values are an important part of the spiritual and ideological life of society and the internal world of individuals, they are a production of consciousness (social and individual) and exist in unity and difference with anti-values.
Most men believe that wisdom and virtue are two different things, that knowledge has no directive power over man and that man, even when he knows what good is, can be subjugated by pleasure and move away from The virtue…". “Whoever truly knows, formulates his calculations well, chooses in each case the greatest enjoyment, the one that cannot cause him pain or damage; and only such is the enjoyment of virtue.
For any effort aimed at education in values, it is necessary to have a specific theoretical knowledge that makes it possible to understand the complexity of the phenomenon and in this way orient ourselves in how we should act to achieve the expected results, always keeping in mind that it is a task of all life.
Development
As an essential part of the structure of the individual's personality, there is a system of political, legal, aesthetic, philosophical and even religious values that, governed by moral values with a humanistic and progressive orientation, have a personalized and mobilizing function of the personality.
Values are an expression of the society in which they were created and these reflect their aspirations and purposes in the policy that is drawn, thus defending what type of man is necessary to train to respond to their interests and needs.
It aspires to a model of man in which it is appreciated: conception of the world, broad culture, values of citizenship and national consciousness, entrepreneurial and transforming attitude of life and reality, search for solutions and answers to problems with intelligence, creativity and independence, constancy and will, spirit of sacrifice, faith in the rational and moral strength of men, flexibility in the face of changes and willingness to break with old patterns, dissatisfaction and constant attitude, moral cleanliness, orientation towards the ideology that represents the interests of the workers and popular masses with a humanistic sense, recognition and defense of the conquests of Cuban socialism, rejection of the inhumanity of capitalism, exploitation and social injustice, recognition of the place and role of work in the life of man and for the development of the country.
Education in values from school has its roots in the pedagogical work of prominent personalities who have exercised the teaching profession since the end of the 18th century. The main theoretical contributions on this subject are found in the works of eminent patriots and pedagogues, among which José Agustín Caballero (1762-1835), Félix Varela (1788-1853), José de la Luz y Caballero (1800-1862) stand out.), José Martí (1853-1895), Enrique José Varona, (1849-1933) Alfredo Aguayo, (1866-1948), among others.
The analysis of the thought and pedagogical work of these eminent figures made it possible to determine their main criteria regarding the formation of values.
• The unity between the instructive and educational in the teaching process, as a fundamental axis to enhance the axiological dimension.
• The ideology of Marti and Marxist - Leninist. Your Influence.
The work and the example of José Martí constitute insurmountable sources for the battles of the present and the future of the Cuban nation. He designed the strategy and tactics, based on the national and continental union as an expression of the continuity of Bolívar's thought and action.
He trusted in the human capacity to influence, through a great renewing movement, the changes that would free the inhabitants, especially of Latin America, from the moral and social ruin of colonialism and the worst consequences resulting from the oppression of power. imperial that was coming. His constant «… faith in human improvement, in future life, in the usefulness of virtue…“ (Martí Pérez, J., 1881: 270), »constitute clear expressions of his conception of the world.
The values that must be considered fundamental today and that like all require a coherent and integrated treatment for their formation are: dignity, patriotism, humanism, solidarity, responsibility, industriousness, honesty, honesty and justice. This does not mean that the educational influence on other values that correspond to our ideology and that together with them form the value system that the construction of socialist society demands is abandoned.
This objectivity of value transcends particular interests, to place man as a gender at the center. But this is not enough, since its objectivity depends on subjectivity and its social character, on individuality, and vice versa; It means that at the center of understanding values are the relationships between the objective and the subjective and between the individual and the social.
The dialectic of the objective and the subjective is explained in that the spiritual and ideological nature of values expresses in the form of conceptions, feelings, points of view, ideals, qualities and attitudes, the objective conditions in which people live. They are a subjective manifestation (internal construction in the form of principles, norms, scales of values, convictions) of the material conditions of their existence (socioeconomic situation, life situation, class position), which generate in the individual needs, interests, motives and intentions of their relationships, of their actions and to a large extent contribute the nuance of the positive or negative social significance that the phenomena of society have for the individual himself.
The values that are formed in the consciousness of the individual are the result of the influence on the one hand of the objective values of reality with their constant practical dictates and on the other of the institutionalized values that come to him in the form of ideological, political discourse, pedagogical, etc. One or another influence is carried out through different mediations: the family, the school, the neighborhood, the labor groups, the artistic culture, the media, the social organizations; therefore, values are formed in the process of socialization under the influence of various factors.
The key to any work of education in values through any of the aforementioned mediations is in the formation of a high value consciousness (Subjective Plane); But this requires harmony and consequence between political discourse and revolutionary practice, between officially recognized and instituted values and social reality. Because if a significant rupture occurs between the value systems belonging to the three planes: objective values of reality - socially instituted values and the values of consciousness - a value crisis occurs.
The aforementioned considerations affect the formation of values from the work of the advisers; which allows us to establish certain principles, requirements and methodological procedures.
Conclusions
• Intentionally and consciously integrating values into learning means not only thinking of content as knowledge and skills, but also of their relationship to values.
• Thus, the learning of mathematical, physical or professional knowledge must be treated in all its dimensions: historical, political, moral, etc. that is, underlining the intention towards society, where the relationship between science, technology, society is expressed, and qualitative analysis, process approaches and motivation are present.
• The teacher's reflection on the educational value of the actions in the process, means in the same way to intend and value the learning method not as a simple procedure, but to think about communication, interpersonal relationships; it is to analyze the socio-humanist component of the science that is taught and how to do it, which represents a comprehensive, holistic, complex and dialectical approach to learning; it is to recognize that there are no separate “two cultures”, but to reflect on its totality, on its history, its contradictions, its actuality, its methods, its consequences and impacts and, of course, its ethics.
