The research presented has the general objective: To propose a system of actions with a disciplinary focus in the subjects of the Philosophy Discipline that contributes to the Education in Values in the Medicine career.
For this, the following scientific problem was drawn: How to contribute to the strengthening of Education in Values in the Medicine career at the UCM Dr. Serafín Ruiz de Zárate Ruiz?
The most significant results are given from its theoretical contribution: it is given in the foundation of the integrative approach of the Discipline of Marxism-Leninism not only for this career, but for other careers that contribute to developing Education in Values, which makes it essential to functioning of disciplinary groups in their integration into the various careers. The social significance: it is given in providing a viable alternative to the process of formation and development of values in students, this being a claim of the Cuban Social Project in the current conditions of development, as well as the consolidation of the theoretical-methodological work of the groups of disciplines in the training of university professionals.
Introduction
Education is a social phenomenon that has accompanied man throughout his history. This phenomenon occurs from the moment it appears on earth.
Education as a general and eternal category reflects a phenomenon made up of two sides, one the act of transmission of the culture accumulated by humanity and the other as the domain of said culture and its practical and creative use based on individual social progress. So José Martí defines it: “To educate is to place in each man all the human work that has gone before him: it is to make each man a summary of the living world, until the day he lives: it is to put it at the level of his time, so float on it, and not leave it under its time so that it will not be able to float; it is preparing man for life ”.
Education in values is currently an issue that occupies society in general and in recent decades the world university community. The arrival of the Third Millennium requires greater efficiency, effectiveness and relevance of the training processes in Higher Education, since society created the school and a man with a high technical-professional level and with moral qualities that allow them to guarantee development must return to it. scientific and social.
The subject, due to its importance, is approached by specialists from dissimilar points of view, since it constitutes a very complex problem that can be studied and analyzed from different approaches and from the different fields of knowledge that comprise it, for example, the Sciences of the Education: Psychology, Pedagogy, Philosophy, Sociology and History, among others.
Cuban Higher Education proposes to solve those insufficiencies shown by a part of university students in their social behavior that are far from the Cuban Social Project. Hence, education in values in them has its primary space during the educational teaching process, without neglecting other dimensions of educational work that also contribute to this endeavor, such as extension and socio-political leadership.
The importance of educating young university students in values is a high priority for the Cuban University, especially when the future of the Revolution itself lies in the Cuban Socialist Social Project, in the ideological and class interests that it defends with a humanist, Martian and Marxist. In this endeavor, values must be identified and formed from the profession, considering that they integrate and are part of the mobilizing content of the remaining values of students in different university careers, as they are present in the premise, foundation and purpose of social behavior of these students in any sphere of life.
Education in values has recently acquired a marked interest in the university community in correspondence with the systematic deepening of the teaching-educational work that takes place at this educational level in our country. Such a situation is presented motivated by different factors, among which it is worth noting the influence of international currents that move around the crisis of ethical and moral values that are sustained by the increasingly accelerated development of the world capitalist system, as a result of the deep internal contradictions of the same and that in particular in the underdeveloped countries are manifested in the levels of alienation, corruption, ungovernability, inequality and social injustice; aggravated by the neoliberal tendencies that developed countries seek to impose.
In the case of Cuba, this situation presents itself in its own way, in a much more decisive measure due to the influence that in social terms the collapse of the Socialist Camp has had, together with the dire consequences that its abrupt insertion in the world market and the intensification of the Yankee blockade, which undoubtedly have an impact on the social order, apart from errors and shortcomings that could not be rectified in a timely manner.
In line with these challenges, the Ministry of Higher Education reflected in what was called "Comprehensive approach in educational and political-ideological work with students." the fundamental dimensions in which said work should be developed defined in the curriculum, university extension and socio-political life, as well as the main lines of action for the consequent deepening of this work, which has found among other ways for its materialization the elaboration of the so-called Educational Projects.
Education in values in Higher Education plays, therefore, a fundamental role today. Within this context, the training of university students is of prime importance due to the growing role that this social sector plays in the social, economic, political and intellectual life of our country.
This claim invites us to reflect on the need to strengthen the disciplinary and interdisciplinary in education as the natural movement of scientific and social development, in particular in the teaching-educational process at the University of CM so that education in values makes true sense.
The research presented supports the task of educating in values through instruction based on a systemic approach to the Philosophy Discipline in the Medicine career, taking into account that today the work of subject groups is prioritized and there is no work sufficiently the discipline as organization and vertical structure in the integration of the teaching - educational work for the training of the university professional.
The paradigm on which this research is based is the Marxist one, specifying an essentially qualitative methodology, design and procedure.
In addition, the research provides how to educate or transmit an educational message from the subjects that make up the Philosophy Discipline, how to achieve a humanist solution according to the political, ideological, philosophical, ethical, aesthetic values in the training of students from the dimension curricular, according to the role to be played by the subjects of History of Cuba I, II, III, and Philosophy I, II. In the study plan of the Medicine career, of the Faculty of CM.
- The education in values seen within the disciplines and subjects does not admit making a definitive cut of the values that each subject is supposed to develop without behind it there being a deep study of why such values and not others, and if These values correspond to the contents of the subjects and in what dimension and level of articulation they are compared to other subjects, otherwise there is a risk of presenting a system that leads to a popularization or schematization in the curriculum development. In the field study, it was found that there is no homogeneity in the methodological treatment of the subjects of the Philosophy discipline that can promote a unity between them in relation to education in values.
The theoretical contribution given in the foundation of the integrative approach of the Philosophy Discipline not only for this career, but for other careers of the health profile that contributes to developing education in values, and with the absence of other philosophical training subjects it becomes essential the functioning of disciplinary groups in their integration into the various careers, especially if we take into account that the Department of Philosophy is at the central level.
The practical contribution of this research is given in the design of a system of actions with a disciplinary approach that contributes to the education in values from the subjects of the Philosophy Discipline in the Economics career, of the ETP Faculty, as well as the possibility of being applied in other pedagogical careers demonstrating the need for the systematization of the theoretical-methodological work of the discipline group.
The social significance is given in a viable alternative to the process of formation and development of values in young people, this being a claim of the Cuban Social Project in the current conditions of development, as well as the consolidation of the theoretical-methodological work of the groups of disciplines in the training of university professionals, constituting the fundamental cell of the actions of the service provision departments.
Development
The proposed actions are teaching, methodological, theoretical, didactic, practical, investigative, improvement, extracurricular activities, teacher-teacher exchange workshops, teacher-student and teacher-director of the Medicine career, and of a comprehensive and applicative general culture that They happen in the form of a pedagogical process that activates the thinking in a developing, creative and entertaining way of the participants to facilitate the disciplinary integration of the Philosophy I, II subjects that contributes to education in values.
Both the objective and the future projection of these actions have a developer character as corresponds to any contemporary improvement system, so that each action contributes to systematize practical skills that specify a project of professional, curricular, extracurricular and socio-humanistic improvement as appropriate. for the purposes of Cuban Higher Education.
Hence the need to propose a system of actions with a disciplinary approach in Philosophy subjects that contributes to education in values in the Medicine career
OBJECTIVE OF THE SYSTEM OF ACTIONS:
- Achieve a systematization of the theoretical-methodological work of the Philosophy Discipline group in relation to education in values in the Medicine career, of the Faculty of Medicine.
DIRECTIONS OF THE SHARE SYSTEM:
- Within the Philosophy Discipline:
1 Systematization of the activities of the Discipline Collective, prioritizing the holding of scientific and methodological workshops that promote disciplinary integration in relation to the treatment of education in values. Ø Towards the Collective of the Medicine career:
- Propose methodological workshops that contribute to the development of interdisciplinarity in the treatment of education in values Promote methodological advice from Philosophy teachers to the Medicine career group for curricular, extracurricular and socio-political work in relation to education in values. joint research projects of the Department and the Philosophy Discipline Collective with other Departments and Disciplines of the Medicine career that promote the integration of the disciplines in relation to education in values.
- Towards the Second and Third Year Groups of the Medicine career
- Conceive and develop the work of the year in relation to education in values contemplated in the Educational Project Encourage the participation of students in the Scientific-Student Forum with joint research works in which an integrating vision of the First, Second and Second Groups is promoted. Third year.
The actions complement each other and favor the execution of the contents that they contain since all are directed towards the fulfillment of the satisfaction of educational and cognitive needs.
Within the Philosophy Discipline:
Objective: to systematize actions that contribute to disciplinary integration in Philosophy subjects in relation to education in values in Medicine.
The system is organized from the systematization of the activities of the Discipline Collective, prioritizing the holding of scientific and methodological workshops that promote disciplinary integration in relation to the treatment of education in values. The design is conceived with emphasis to respond urgently to the diagnosis of needs and, in turn, enable the decided and unanimous participation of all those involved.
It is evident that systematizing the activities of the Philosophy Discipline Collective becomes the most important action to achieve articulation and integration of the different subjects that make up the discipline for the treatment of education in values. The Philosophy Department and each Subject Group must put their teachers, development plans and programs in order to systematize the activities of the discipline group to meet these requirements.
For this reason, it is necessary to dialogue with the directors of the Department of Philosophy, heads of Subject Groups and teachers of the different subjects that make up the discipline to sensitize them to the need to achieve the systematization of theoretical-methodological work in relation to education in values of this Collective, whose work will benefit the curricular, extracurricular and socio-political work.
They should also propose common themes to the subjects of the discipline that contribute to overcoming the existing theoretical-methodological division.
To achieve this purpose, it is necessary to designate a facilitator for each subject who must fulfill the following functions:
- Guarantee group activities of the discipline group Facilitate the incorporation of the content acquired in the work of the discipline group Monitor the learning process of each teacher / student through workshops Use the meetings of the subject groups and group of discipline, assemblies, other meetings and activities to exercise the studied.
The purpose of the scientific and methodological workshops will be to seek the disciplinary approach in which methodological, theoretical, didactic and scientific elements are going to be addressed in which education in values is promoted.
These workshops must be mandatory for teachers of the different subjects and will be carried out during each school year (in 8 months) in 8 workshops, at a rate of one monthly, of 4 hours each (for 32 hours), an initial teaching activity for the diagnosis and approach to the subject (in 4 hours of duration) and the last closing teaching activity (in 4 hours of duration) for a total of 40 contact hours. In addition, independent work is oriented to be carried out in 12 non-contact hours per month to prepare didactic and methodological materials on the subject of that month (for 96 hours), for a total of 136 hours.
Through this action it will be possible to complement the theoretical bases and develop comprehensive knowledge and critical analysis in each of the planned activities to achieve the interpretation, analysis and integration of the contents. The thematic contents that are developed in the workshops will be treated having as a principle the use of integrative approaches, creating academic spaces.
In addition, didactic activities will be developed that encourage and support teamwork, consensual decision making when possible, and disciplinary cooperation.
The forms of organization are through workshops, depending on the different topics and contents, and the final evaluation of the scientific workshops consists of evaluating an independent work prepared based on these objectives.
The strategy of the proposed workshops is a feasible, achievable project that begins as a pedagogical modality from the easy to the difficult. Its methodological ordering obeys fundamentally technical content updating criteria both from a theoretical point of view and from its practical application.
Topic No. 1: Problems of contemporary Higher Education.
Topic No 2: Education in values as the central axis of Cuban Higher Education. Topic No. 3: Need for disciplinary integration in contemporary Higher Education.
Topic No. 4: Marxism-Leninism: integrative and systemic science
Topic No. 5: Contributions of the Philosophy and Society I subject to the disciplinary approach of Marxism-Leninism.
Topic No. 6: Political Economy as an integral part of Marxism-Leninism.
Topic No. 7: Socialism of the XXI century and its link with the remaining subjects of the Discipline of Philosophy.
Topic No. 8: Social Problems of Science and Technology and Marxism-Leninism All these topics are present in the actions designed and are complemented to contribute to the disciplinary approach that enhances education in values.
STRUCTURING OF THE CLASSES IN THE FORM OF WORKSHOPS (WORKSHOP No. 1, Item No. 6, as an example): Duration: 4 hours Objectives:
- Introduce the methodology of the workshop Foster a favorable climate for exchange in which interpersonal relationships based on affection prevail Promote critical and self-critical evaluations and cooperative work Analyze and process the concerns, interests and needs of teachers with a view to organizing the next workshops Introduce and develop the objectives of the Study Program of the workshops developing the knowledge system addressed by topic 6.
Initial stage:
Teacher actions:
- Greetings are started and discussions are held about different topics. Attendance is recorded. Some opening technique is developed. It can be the telegram, the cross presentation, the ball, the colors, among others.
Objectives: To promote relaxation.
Driving:
- The teacher invites you to develop the technique promoting communication between teachers. At the end he asks them how they felt and if they have suggestions for the next activities. The technique of searching and socializing information for interest is developed.
Goals:
- Enhance motivation for scientific, cultural, political, sports information, etc. Promote interpersonal relationships based on affections.
Driving:
- The teacher invites the teachers who searched for the information to share it by asking the following question: What motivated them to select this type of information? Once the teachers present their assessments of the selected information, the debate takes place in plenary. The teacher addresses the plenary by asking the following questions: What do you think or how would you act with regard to the information that has been shared? How does it affect your socio-professional development? What do you suggest for the next activities? - The activity is evaluated by asking the group for criteria.
Stage of approach to the topic: Teacher actions:
- The teacher dialogues with the teachers about the contents developed in the previous workshop, and can ask the following questions: What were the essential contents developed in the previous workshop? What opinions do you have about these contents once you have studied them in depth? The task oriented in the previous workshop is checked and evaluated together with the teachers. Doubts are clarified. The topic, subject, objectives and knowledge system are raised.
Topic No. 6: Political Economy as an integral part of Marxism-Leninism.
Goals:
- Offer a general and broad view of the existing link between: Political Economy and the remaining subjects of the Philosophy Discipline Interpret from a Marxist, third world perspective, the changes that have occurred in contemporary capitalism, demonstrating its class nature and the trends of its development Explain the essential theoretical knots raised in the knowledge system proposed for topic No. 6. The following question can be asked once the contents are explained: Is there any relationship between these contents and the knowledge acquired in other subjects and disciplines ? Reference is made to the bibliography to be used and the treatment in it of the contents. Teachers are invited to the following activity in which they will delve into the knowledge system.
Elaboration and discussion stage: Teacher actions:
- Develop the technique of Text Analysis or others according to the conditions and characteristics of the group of teachers.
Goals:
- Promote criticism, self-criticism and cooperative work from an evaluative-emotional dimension.
Conduction: The teacher forms the subgroups based on the criteria he deems pertinent, assigning each subgroup a bibliographic material so that they can carry out the discussion based on a PNI (the positive, the negative and the interesting).
Materials: In this case the following materials were used:
- García Francisco, Campo Matilde and others. Lessons in Political Economy from
Capitalism, TI and T II (1st and 2nd part).
- Del Llano E. »Imperialism, monopoly capitalism».
Other materials provided by the teacher can be used to argue about the topics covered in the workshop. The amount of materials depends on the objectives that the teacher proposes with them and the number of subgroups created.
- The activity is checked by observing the work of the subgroups and the ways in which they reach consensus. The teacher invites each subgroup to present their task, being able to guide this presentation with the formulation of some questions if necessary: What did the subgroup agree on relation to the assigned task? What problematic situations were detected in the material and what solutions did the subgroup propose? We proceed to work in plenary, formulating the following questions to guide the debate. These questions may be optional depending on the teacher's consideration and the technique that is developed.How would the rest of the group act in a similar situation? Why? How has what has been debated in the subgroups in relation to Political Economy and its theoretical-methodological integration with the remaining subjects that make up the Philosophy discipline contributed to your knowledge to pay tribute to Education in Values? What has been debated in the workshop has contributed to change their points of view and their attitudes in relation to Political Economy and its theoretical-methodological integration with the other subjects that make up the Philosophy discipline to pay tribute to Education in Values? Does criticism, self-criticism and cooperative work influence your professional development?self-criticism and cooperative work in their professional development?self-criticism and cooperative work in their professional development?self-criticism and cooperative work in their professional development?self-criticism and cooperative work in their professional development?
Closing stage:
Teacher actions:
- Theoretical generalizations are made based on what was agreed with the group, paying attention to the fulfillment of the objectives proposed in the stage of posing the topic. Make possible the joint evaluation of the workshop in which the students intervene about the cognitive results and their own participation, also promoting student self-evaluation, co-evaluation and hetero-evaluation. Specify the bibliography for independent study and if the teacher considers it necessary to guide tasks. For example:
Integrate the knowledge of: Political Economy to the general knowledge about the remaining subjects. It can be done in teams, divided according to the subjects taught by each teacher. In this way, the disciplinary integration, the professional development of each member of the group, would be fulfilled and would promote Education in Values.
Consult the following bibliography:
- Castro Fidel. Writings and speeches. García Francisco, Campo Matilde and others. Lessons in Political Economy of Capitalism, TI and T II (1st and 2nd part). Guevara Ernesto. Writings and Speeches. Torres Cuevas, Eduardo and others. Liberalism in the historical development of Latin America and Cuba. Lenin - Selected Works in Three Volumes.
The student can select other materials and then submit them to the group for consideration when the tasks of Workshop No. 6 are checked.
- He says goodbye with some evaluation technique. For example: say with a word how they have felt in the activity. (PNI).
Objective:
Redirect the next workshops.
Have an appreciation of how the closing workshop has gone.
- Towards the Medical Career Collective:
Objective: To systematize actions that contribute to the interdisciplinary approach in the disciplines that make up the Medicine career in relation to education in values. In the Career Collective, the disciplines are specified. One should consider the role that Marxism-Leninism plays in the race around education in values. It is evident that the Philosophy Discipline plays a centralizing, coordinating role and as the main axis so that education in values is promoted in the Medicine career because it is the discipline that most pays in this regard.
First action: Propose methodological workshops that contribute to the development of interdisciplinarity in the treatment of education in values.
These workshops will be carried out for three months in the same number of workshops, at the rate of one topic per month, each lasting 4 hours (for 12 hours) and a closing teaching activity (lasting 4 hours) for a total of 16 contact hours. In the same one will be able to elaborate didactic, theoretical and methodological materials corresponding to the theme of that month.
In them, the contributions of Marxism-Leninism to the training of the Health professional will be analyzed and debated from an integrative and multidisciplinary perspective, as this is the discipline that most contributes to education in values, as we refer to in chapter 1 of this investigation.
The workshops will be organized according to the different themes and contents.
The scientific workshops will delve into the topics:
Topic No 1: Problems of contemporary Higher Education.
Topic No 2: Education in values as the central axis of Cuban Higher Education. Topic No. 3: Need for disciplinary integration in contemporary Higher Education
For this, it is proposed to use the same design of the workshops, with their organization and content, proposed in Annex No. 21, but only the one corresponding to the first three topics.
The professors of the different disciplines of the Medicine career, as well as those of the Philosophy Collective, must carry out these workshops jointly to support a set of basic knowledge from the curriculum for the integral development of the student, especially in the use of their professional preparation, to achieve the necessary competencies and skills that guarantee the success of professional development in future graduates of the academic program. The rest of the disciplines will incorporate objectives and content related to education in values with an interdisciplinary approach in both methods and content.
The action will incorporate concrete forms of organization of academic activities, both theoretical and practical, that actively and participatively link teachers / students, guaranteeing the quality of their pedagogical and professional training. Second action: Promote methodological advice from Philosophy teachers to the Medicine career Collective for curricular, extracurricular and socio-political work in relation to education in values.
Third action: Prepare joint research projects of the Department and the Philosophy Discipline Collective with other Departments and Disciplines of the Medicine career that promote the integration of the disciplines in relation to education in values.
Towards the Collective of First, Second and Third Years of the Medicine career, - Objective: To systematize actions that contribute to the interdisciplinary approach in the subjects that make up the First, Second and Third Years of the Medicine career in relation to education in values
First action: Conceive and develop the work of the year in relation to education in values contemplated in the Educational Project:
Second action: Encourage the participation of students in the Scientific-Student Forum with joint research works in which an integrative vision of the First, Second and third Year Groups of Medicine is promoted.
Conclusions
The system of actions presented has a systemic-structural conception of its different components. As well as the horizontal and vertical integration of the Philosophy Discipline for the Medicine career It takes into account not only the educational needs, but also the cognitive needs of the student, because through the contents of the subjects that make up the Philosophy Discipline we can contribute to developing critical and reflective thinking in our students. Education in values is promoted from the Power of Being and not from the Duty of Being. It proposes to rely on the knowledge of the rest of the disciplines that students of the Medicine career receive, and in this way they can value them and become aware of the needs of an increasingly socio-humanistic approach to them.
Bibliography
- Álvarez, N.; Cardoso, R.; Moreno, M. (2000) The education in values of the university student through the teaching-educational process. University 2000. La Habana. Ander Egg E. (2001): The workshop, an alternative of pedagogical renewal. Ed. The Magisterium of Río de la Plata. Buenos Aires. Arnaz, J. (2000): Training in values directed to teachers. Notes for a program. (in magnetic support). Arteaga, S. (1999): Proposal of an educational strategy for the work of formation of values in the middle and superior level. Santa Clara. Master's Thesis. ISP Félix Varela.Arzola Medina, S. "Education in values as a requirement of modern society", in: "Revista Pensamiento Educativo", Volume l8, July l996. Pontificia Universidad Católica de Chile, Faculty of Education Baxter Pérez, E. (1990): The formation of values.A pedagogical task. Havana. Ed. People and Education.____________ (2007): The formation of values. A challenge in today's society. Paper presented at Pedagogy 2007. Meeting for the unity of educators. Palace of the Conventions. Havana. January 29 to February 2, 2007.Gallardo López, T. (2004): Education in values in the business context from the University-Company link: Towards a model of overcoming managers. UCLV.Velásquez Licea, E. (2007): Towards a theoretical-methodological conception of the formation of values. Paper presented at Pedagogy 2007. Meeting for the unity of educators. Palace of the Conventions. Havana. January 29 to February 2, 2007.Paper presented at Pedagogy 2007. Meeting for the unit of educators. Palace of the Conventions. Havana. January 29 to February 2, 2007.Gallardo López, T. (2004): Education in values in the business context from the University-Company link: Towards a model of overcoming managers. UCLV.Velásquez Licea, E. (2007): Towards a theoretical-methodological conception of the formation of values. Paper presented at Pedagogy 2007. Meeting for the unit of educators. Palace of the Conventions. Havana. January 29 to February 2, 2007.Paper presented at Pedagogy 2007. Meeting for the unit of educators. Palace of the Conventions. Havana. January 29 to February 2, 2007.Gallardo López, T. (2004): Education in values in the business context from the University-Company link: Towards a model of overcoming managers. UCLV.Velásquez Licea, E. (2007): Towards a theoretical-methodological conception of the formation of values. Paper presented at Pedagogy 2007. Meeting for the unit of educators. Palace of the Conventions. Havana. January 29 to February 2, 2007.Towards a model of overcoming managers. UCLV.Velásquez Licea, E. (2007): Towards a theoretical-methodological conception of the formation of values. Paper presented at Pedagogy 2007. Meeting for the unit of educators. Palace of the Conventions. Havana. January 29 to February 2, 2007.Towards a model of overcoming managers. UCLV.Velásquez Licea, E. (2007): Towards a theoretical-methodological conception of the formation of values. Paper presented at Pedagogy 2007. Meeting for the unity of educators. Palace of the Conventions. Havana. January 29 to February 2, 2007.
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Ministry of Higher Education. "Comprehensive approach to educational and political-ideological work with students." MONTH. Havana.
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