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СИМВОЛ НАУКИ ISSN 2410-700X № 6 / 2018.
ПЕДАГОГИЧЕСКИЕ НАУКИ
УДК 371.3
Douglas A. Suarez R.
Doctor of Science in Telecommunications Engineering, D.Sc.
E-mail: douglas170667@gmail.com
FROM ETHICS PERSPECTIVE TO A CONCEPTION OF THE EDUCATION
Abstract
At the beginning of all the times the man always has showed much preoccupation for the problems related with ethics implications. During much time this subject has always been the object of interests to the great thinkers of academic and social world. The advances and the development of the modern society are from the one hand growing evolution of the science and the values, and from the other hand the recognition of the right to independent existence among them. When a person is born, he or she begins to catch the existence of these forms in many ways and in fact is constantly affected by these ways directly or not in form of sequence or in other cases like an obligation or prohibition but always with the object to direct and determine all related with the actions of it behavior. Every human act that is not realized voluntary and that lacks of liberty do not entry in the area of the ethics that take part in the justification and the expression of the values and the relation of the own person with the rational world.
The educational development brings included great transformations, ideas and paradigms. The science creates not only ideal scientists but also creates a modern world and its relation with the nature and society. It is clear that these knowledge grants the methods and the knowledge to build great societies but is the ethics with all its structure contained in the values that will judge and determine if it is legal to apply them and stipulates the possibility of generate a solid formation of the new generations based on principles and social values for the prosperity and the development of all the society.
Key words:
educational development, nature of man, society, knowledge, ethics and social values.
Education in its most abstract conception consists in a process of continuous and integral development of the individual, according to the progress that arise in a certain region or country; In addition, education is a process of socialization, communication by society, related to a set of knowledge, skills and values that the individual needs to be able to live. One of the purposes of education is to achieve the development of students so that they obtain cultural values and behavior patterns established by society [4]; so that they reach a basic social conformity and assure a creative effort towards higher and higher forms of life. In this sense, education fulfills a conservative function framed in principles of flexibility and adaptability, harmonically possible in the direction of the development of society.
Education must be universal, centered on the learner, so that he acquires knowledge towards personal and social development that at the same time acquires moral criteria that allows him to achieve the integrality that is intended for the development of society [2]. The formative function of education should focus on personal development, the improvement of the capacity to search for knowledge, the exercise of reflective thinking, the development of a critical attitude and the training in the practice of moral values. The integral formation has to equip the individual with the necessary flexibility to adapt to the changes generated by the social dynamics. To this end, teachers are required to master specific areas of educational practice, and to know how to teach those areas, to be able to understand the peculiarities of the learner, and to be fully aware of the opportunities offered by the environment in which they are taught. develops the educational fact.
The fundamental principles, or basic rules of conduct that govern a given society as a whole, represent the social community. It is not theoretical moral principles, although they can be supported by ethical theories, they are principles that take shape in the same social practice activity and effectively govern the behavior of members of society, as well as today. The principle of individualism is fundamental to understand the concept of morality [6].
СИМВОЛ НАУКИ ISSN 2410-700X № 6 / 2018.
This is so because the one that governs a basic principle like this one, and not a different one, does not respond therefore to purely theoretical reasons, but practices, since the moral responds to the social necessity to regulate the relations between the men in a determined community, and this regulation is done in accordance with the specific interests of a social sector, or of an entire society. These principles, then, have a double character; first they respond to a certain social need, and second, because they are fundamental, they serve as a basis for the rules that regulate behavior, in a given society, in a certain direction.
Moral principles arise in relation to certain social needs, they can also be the object of a theoretical elaboration with the purpose of justifying their need, or justifying their validity, which is the most important [5]. In times of social, political, economic, and educational crisis, like ours, certain moral principles also enter into crisis. The crisis of certain principles is resolved by replacing them with others that respond to new social demands. However, as long as the necessary social conditions for the realization of the principles that are to replace the previous ones are not created, a situation of confusion or uncertainty may arise for some time. One of the fundamental criteria regarding morality is right reason, right reason is understood as human intelligence insofar as it acts on its own, without deviations caused by passions, instincts or any personal interest. Who acts according to right reason, determines what are their own requirements of human nature that at that time concern you. According to the above, a person with moral value is one who acts in the same line of his tendencies and demands as a human being.
Being moral is equivalent to being more human, appropriating the qualities that belong essentially to their own human nature, who reflects on human nature, will discover some demands, which are the basis of the rights and obligations of every man, such as the right to life, to the truth, to its properties [1]. The moral value can be acquired by a person when he makes a moral standard or, rather, when he exercises a huge ethics. The essential thing in moral conduct is freedom guided by moral values. Man lives in society, and therefore receives the influence of the statutes and realization of their institutions such as family, school, state and church.
Therefore, the moral act assumes that there is consciousness and freedom in the activity of the subject. The real moral agent is the individual, but the individual as a social being, therefore the realization of morality is an individual activity, but in turn given the social nature of the individual, it is not a purely individual task. Neither is it because the principles, together with the norms that determine their moral behavior, respond to social needs and interests [7]. The individual's way of acting morally, or his moral behavior in a given situation, is not something totally spontaneous or unforeseen, but is inserted as a possibility in his character. That is, his way of deciding and acting is not casual, but responds to a way of his reacting to a certain constant and stable before things and other subjects. This means that the behavior of the individual cannot be separated from his / her status as a member of society, nor can it be separated from certain generic or social forms of individual behavior; one must see in it specific, original and, at the same time, relatively stable ways of behaving those who respond to their moral conduct.
Morality in the strict sense, is reserved to the exclusive area of personality, which obviously involves the conditions of one's own morality, as well as the values that model with their ideals of life, subjective identity, without which it is impossible to achieve a mature personality and integrated as a supreme principle.
The formation of ethical values within the educational fact is a difficult task, since it is not advisable to abuse certain actions such as discourse and imposition, we must look for ways to process and reach each of the student's social spaces with a Real communication, where a common space is created between the parties involved, sharing needs, reflections, motivations and errors. The values are part of the content of the teaching; but it would be naive to think that an educational campaign with axiological aims, would solve the problems that our societies face today, there are theoretical considerations that assume the preferential character of the values as an eminently psychological fact, that is manifested in the behavior of the subjects, the which can vary depending on the circumstances of some subjects to others, of some cultures and societies to others.
One of the methods used in the teaching of values is precisely the induction, this is to start from the particular to the general, through observation, comparison and experimentation, of the different concrete facts of human life to formulate moral norms of universal validity. The deduction is the other of the recommended methods for the teaching of values and, is that an established law deduces rules of conduct, to be considered universal laws. The essence of the moral - axiological education lies in the formation of values that allow a moral conscience, moral feelings, habits and customs demanded by the knowledge society. In the moral - axiological formation it is important
СИМВОЛ НАУКИ ISSN 2410-700X № 6 / 2018.
to keep in mind that moral behavior is not only characterized by an action, but by a system of knowledge, skills, habits and values. In the educational fact you cannot establish recipes; but you can trace starting points, knowing and respecting the individualities of each student, child or young person. These, as part of the social environment, respond to certain customs, habits and attitudes; given the influence of the family, the media, sports, culture, etc. It is evident that, from the educational sphere through the formation of values, the humanistic profile of the man of tomorrow can be improved. It is also important to keep in mind that everything that teaches, absolutely everything, can form values as long as it is subjected to accurate assessments that allow the young person or child an adequate orientation of their personal and social life.
To achieve an effective educational work in the axiological field is necessary to determine a personality model that allows the inclusion of moral qualities and that starts from the theoretical conception that conceives the morality as the higher level of personality development. However, from a methodological point of view, it is necessary to start from a system of pedagogical principles that provides coherence to the model and that materializes from the classroom, in accordance with certain specific requirements of society, which is why the initiative and the flexibility of each teacher in their daily educational work, as well as their enrichment and adequacy, since the educational practice will continue to be the criterion of truth in the formation of citizens that society demands in this period.
The philosophy of education is basically to formulate a critical comment on educational theory, which converges in several theories with different scopes and levels of complexity, ranging from simple theories of teachings to large-scale theories allied or associated with some social position, political or religious, for this reason it can be said that the goal of education is to produce an educated man that meets certain criteria of intellectual, moral and ethical development.
Education is the biggest and most difficult problem that can be posed to men [4]. For this reason, it is believed necessary to acquire a general view of the problem of morality in education, to then justify the theoretical development and conclusions that are intended to make clear with this article.
Every man acquires, through his experience in natural and human life, a vision of the world and a conception of the universe. Education is responsible for man's participation in the development of their culture, which must provide an organic teaching plan that allows the foundation of the conception of the world in which it coexists [1]. What is intended to make clear with the development of this research, is the importance of highlighting morality and with it the human values that are the fundamental basis of all human existence and therefore of every society, and its importance for the practical exercise of the educational fact.
Education denotes the methods by which a society maintains its knowledge, culture, moral, emotional and social values of the person. The educational work is usually developed by an individual teacher, the family, the church or any other social group. Formal education is usually taught in a school or educational institution that uses men and women who are professionally prepared to fulfill this task [4]. Education consists of a process of continuous and integral development of the individual in a determined medium, according to the advances that arise in the country; In addition, education is a process of socialization, communication by society, related to a set of knowledge, skills and values that the individual needs to be able to live.
The main objective is precisely to show the problems that arise in quantitative efficiency (knowledge) without qualitative development (values). The contemporary educational crisis is limited by this criterion, education should be a universal education focused on the student acquires knowledge for personal and work development, but at the same time acquire moral criteria that allows achieving the integrality that education aims for. Education has neglected the attention of moral values [3]. The educational institutions are centered on an authoritarian regime that prevents the integral development of the student. The exercise of these values has not been able to overcome the theoretical approach, since school practice neglects the formation of attitudes corresponding to the social environment of the learner. Education does not sufficiently address the cultural and environmental characteristics of the country, as well as the fundamental issues of the contemporary world such as philosophy, religion, art, ethics, aesthetics, etc.
Neglect and lack of interest in the teaching of certain fundamental knowledge such as those described above, lies in the inadequate teaching of technocratic knowledge, which leads to a poverty of oral and written expression, reading habits are not encouraged, it takes care of the enrichment of the vocabulary, nor is it required, nor is an adequate expression facility taught. The majority of students at all levels do not properly use formal language styles
СИМВОЛ НАУКИ ISSN 2410-700X № 6 / 2018.
and for this reason it is impossible for them to express their ideas clearly, make serious spelling mistakes and present serious deficiencies in the writing. Given this problem education, should presuppose a learning linked to life that is nurtured by the environment, experience, contact with the social environment and their understanding.
The formative function of education should focus on personal development, the improvement of the capacity to search for knowledge, the exercise of reflective thinking, the development of a critical attitude and the training in the practice of moral values. The integral formation has to equip the individual with the necessary flexibility to adapt to the changes generated by the social dynamics. Teachers are required to master specific areas of educational practice, and know how to teach those areas, who are trained to understand the peculiarities of the learner, and are fully aware of the opportunities offered by the medium in which the educational process takes place.
The primary goal of education is to make men good, to train men capable of choosing the right path, man is what education makes of him [7], and the importance of morality that serves as a foundation for educational practice To this end, the general theory of values that studies and explains existence, the validity of a whole world of human production has the final importance for the life of man and his social historical development. Education is to be in the world by definition since it is based on the extent to which men exist in the world, for this reason, it is necessary that it plays a key role in the development of men and that contributes to their integrity educational, it is necessary that through education allow the moralization of man, not only as individual moralization, but also as a social process in which different relationships, organizations and social and educational institutions play a decisive role in society, contributing to be present throughout the world.
Conclusion
The need to educate based on moral ethical values is a problem of wide connotation, but for these approaches are not theoretical, it is necessary that there is a methodological proposal that delves into how to help train them. Precisely, the objective of this work is to make some reflections of a theoretical nature in the field of the philosophy of education, which contribute to the proposal of a pedagogical model feasible from the methodological point of view to train students morally and allowing the viability of teaching work in the educational event in general. Bibliographic references
1. Florez O. Rafael. Towards a Pedagogy of Knowledge, Mc-Graw Hill, Colombia, 1996, p. 19-21, 76.
2. Frondizi, Risieri. Introduction to the Fundamental Problems of Man, F.C.E., Colombia, 1998, p. 84.
3. Hessen, Johan. Theory of Knowledge, Universal Editions, Colombia, 2000, p. 22-29.
4. Moore, T. W. Introduction to the Philosophy of Education, Editorial Trillas, 1999, p. 10-23, 126.
5. Not, Louis. The Pedagogies of Knowledge, F.C.E., Colombia, 1994, p. 215.
6. Kant Immanuel. Foundation of the Metaphysics of Customs, Editorial Espasa Calpe, Madrid Spain, 1999, p. 67.
7. Kant Immanuel. Pedagogy, Editorial Akal de Bolsillo, Madrid Spain. 1991, p. 24-31, 48.
© Suarez D.A., 2018.
УДК 378.14
Каримов Марат Фаритович
канд. физ.-мат. наук, доцент БФ БГУ
г. Бирск, РФ E-mail: KarimovMF@rambler.ru Гареева Зауля Хакимяновна
учитель математики Старобашировской СОШ Чекмагушевский район РБ
УЧЕБНОЕ МАТЕМАТИЧЕСКОЕ МОДЕЛИРОВАНИЕ ОБЪЕКТОВ, ПРОЦЕССОВ И ЯВЛЕНИЙ МИКРОМИРА
Аннотация
Рассмотрены элементы дидактики и методики изучения арифметического и алгебраического
