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DEVELOPMENT OF MORAL QUALITIES IN VOCATIONAL TRAINING OF MEDICAL COLLEGE STUDENTS
А. К. Zhamolov
The article considers the technology of developing moral qualities in vocational training of medical college students.
Key words: Educational environment, moral qualities of students, vocational training system, motivational, information-methodical, awareness raising-educational conditions.
Approving the fundamental principles of sociopolitical and economic development of Uzbekistan in the initial period of establishing an independent state, President Islam Karimov wrote: “Progress is ensured by spiritually developed people. Intellectual and moral-spiritual potential are the two wings of an educated man. Wrong are the people who fear that in market economy conditions, the significance of spiritual-moral values in the life of the society will decline, and culture will fall by the wayside. We want economic development to be in full harmony with spiritual improvement, spiritual self-perfection, and high morals” [1]. Based on the fundamental ideas, decrees and resolutions of the President of the country, the Republic of Uzbekistan creates all the necessary social-economic, legal, psychological-pedagogical, social-medical and other conditions for the upbringing and teaching of children, and formation of a healthy, harmoniously developed personality having advanced intellectual and spiritual-moral qualities. As stressed by President Islam Karimov: “the future of our country depends on what the future generation will be like, which moral and personal values it will absorb, how active their life position will be, which ideals they will serve” [2].
Consistent implementation of the progressive state policy in Uzbekistan ensures protection of the rights and interests of children, acquisition of high-quality education, profession and employment of youth, and assistance to socially vulnerable children [3], including troubled teenagers, who are students in specialized educational institutions. In the comprehensive work of social institutions responsible for education and upbringing of growing generations, high attention is paid to: (a) physical and intellectual development of children; (b) vocational guidance; (c) forming spiritual-moral qualities of the personality; (d) an active life position: (e) assimilation of the idea of national independence and spiritual, moral and cultural values (Pursuant to the Law of the Republic of Uzbekistan “On Guarantees of the Rights of the Child” (2008) Article 4).
In this connection, there is a major problem of moral upbringing of students of a medical college. This problem becomes especially relevant in the senior juvenile age, which falls on the period of the teenager’s studies in secondary specialized educational institutions. The teenager gets interested in his inner world, and in himself; there is a shift from consciousness to self-consciousness. The teenager mulls over his own feelings and thoughts; his personality matures; therefore, a special role in forming the individual’s emotional-motivational sphere belongs to spiritual-moral upbringing. The professional activities of medical specialists inevitably include the moral dominance implemented in a deep understanding of his/her professional duty by the medical worker, in high professional and moral responsibility for the quality of the process and the result of
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his/her activities. The situations in which a medical specialist sometimes has to act often require high moral responsibility, a principled definition of one’s moral positions, one’s attitude to people, and spiritual-moral values in the sphere of professional interests.
The program of moral-spiritual upbringing must contain a complex of values that can form and stimulate the development of spiritual needs of medical college students. These are the following values: (a) pursuance of the truth; (b) social wellbeing of society; (c) social justice; (d) humanistic and moral values; (e) the value of knowledge; (f) the values of the individual; (g) people’s health, and a number of others. In the medical worker’s profession, the major part of his/her moral competence is made up of humanness. Humanness is the aggregate of moral-psychological properties of the individual expressing a conscious and empathetic attitude to man as the highest value. Humanness is formed in the process of interrelations with other people as a quality of one’s personality, and reveals itself in the manifestation of benevolence and friendliness. Humanness is formed in various activities, and in different variants of interpersonal relations. The student must be involved in empathy and participation. Study of the biographies of scientists in the field of medicine, and their professional activities, life principles, and moral deeds, arouses great interest in students, and stimulates their behavior and activities. An analysis of the problems of good and evil, genuine and abstract humanism, social justice and injustice in the course of studies introduces students to the complicated world of human relations, and teaches them to understand and value the ideas of humanism, and their universal human character.
Of no less significance is the formation of communicative skills of medical college students. Special classes in communicational culture promote the development of both cognitive and creative possibilities of future specialists and the formation of a critical attitude to their own speech. Development of speech culture is an integral component of moral upbringing. We rely on the following guidelines in fulfilling the students’ moral potential: (1) psychologically grounded and pedagogically justified attitude towards formation of moral constructs in medical college students which occupy the dominant position in the structure of personality, and determine their own moral experience; (2) widely spread ways of moral upbringing of medical college students are organization of group activities based on cooperation and co-creative activities, stimulation of the teenagers’ interpersonal interaction aimed at solving ethical problems, and the ability to make a morally justified decision in various situations of activities and communication; (3) the components of the structure of an action (moral choice) are formed and the strategy and tactics of moral behavior are determined in the process of various educational activities with medical college students.
References
1. Каримов И.А. Основные принципы общественно-политического и экономического развития Узбекистана. - Ташкент: «Узбекистон», 1995. (71 с.) - С. 42-44.
2. Каримов И.А. Узбекистан: свой путь обновления и прогресса // Узбекистан: национальная независимость, экономика, политика, идеология. - Т.1. - Т., 1996. - С. 44.
3. Социально уязвимые дети - дети, находящиеся в трудной жизненной ситуации в силу сложившихся обстоятельств, нуждающиеся в особой защите и поддержке со стороны государства и общества. См. Закон Республики Узбекистан «О гарантиях прав ребенка» (2008), ст. 3.
Translated from Russian by Znanije Central Translastions Bureas
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