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16THE DEVELOPMENT OF SPIRITUAL CULTURE AMONG STUDENTS
Krajnov S.,
ORCID: 0000-0001-7006-0250 PhD, assistant professor of the Department for Therapeutic dentistry
Volgograd State Medical University Popova A.,
PhD, assistant professor of the Department for Therapeutic dentistry
Volgograd State Medical University Krajnova I. Piano teacher Children's Art School №5 of Volgograd
Abstract
The article provides a theoretical ground for the necessity introduction of educational work with students of medical schools program of artistic and aesthetic education. Authors point out to the importance of formation of personality of a future doctor spiritual, humane qualities, necessary for successful practice with patients and the fact that association with art will promote their progress.
Keywords: higher education; medicine; culture; educational work; dentistry; deontology.
In all ages and times, the most important values for man was his life and health. On guard of the latter is a doctor - in essence - an ordinary person, with his fears, vices, interests, and views. He, like everyone else, learns his craft, comprehending many sciences. But is that enough? After all, the development of his spiritual culture is no less important.
So, medicine deals with the preservation of health, that is, the most expensive that a person has. Often, complex, ambiguous situations arise here, which even an experienced specialist is difficult to understand, not to mention the recent graduates of medical universities [2]. Therefore, the "humanization" of medical education is of particular importance, and such sciences and disciplines as philosophy, bioethics, medical psychology are designed to help the student become a real doctor, capable of empathy, able to listen and understand the patient, showing compassion and compassion. No wonder they say that "that doctor is bad after communication with which the patient did not feel better" [3].
We take the liberty to say: medicine is a "human science", not only its anatomical, physiological and biological components, but also its socio-psychological. Such dualism in understanding the "nature of man" did not play a role in the medical education system, especially if we talk about domestic experience, where the natural-science model still dominates. As a result, there was a situation when a modern medical graduate is not "taught" to see a MAN, and not a diseased organ, or illness. Is this a problem ?! Of course! The patient does not come to the doctor for medical services (as is commonly believed in jurisprudence), but for medical HELP! The difference is very obvious. The patient is much more willing to turn to a more "sweet" doctor who knows how to listen and show his participation, even if his competence and professional competence are inferior to a more competent, but less "friendly" doctor [4].
Another important factor is the doctor's speech culture, the ability to correctly ask questions, which is most relevant in pediatrics and geriatrics, where patients (special age groups) are extremely vulnerable and require special attention and approach [1]. In addition,
it is important to be able to maintain a conversation (and, on different topics, depending on the interests and competencies of the patient), gaining trust from the patient, this will determine the indicators of his compliance and, ultimately, the success of the upcoming treatment [1, 4] . Do they teach this at a medical university? In part. Nevertheless, it is thought that this is not enough.
On the other hand, communication between a doctor and a patient should not be turned into a reception by a psychoanalyst. Otherwise, the clinical component of medical care will suffer. It is necessary to observe the measure, to find a certain middle ground. Of course, everyone has her own, but in order to determine her, the doctor needs experience in communicating with people and a worthy theoretical base in the humanities and disciplines that were written about earlier.
A special situation is developing in the "branches" of medicine, which, earlier than others, embarked on a commercial development path (for example, in dentistry) [3]. And here again the dilemma of the relationship between "service" and "help" arises. On the one hand, a dentist is a doctor who treats, on the other, a specialist who provides services. The trouble is that often, the patient position themselves exclusively by the CLIENT. The customer is always right. A client can "order music" because he pays.
But dentistry was, is and will be a MEDICAL discipline, therefore, the mechanisms inherent, for example, in a hairdressing salon, do not work here. The patient cannot dictate which technique, in what volumes should be performed. Something similar can be observed in plastic surgery. Hence the numerous complaints and lawsuits. Both parties (providing and receiving services), in fact, speak different languages. Why? The answer is simple: it is about HEALTH, and any substitution of concepts leads to a bias in understanding the problem. Therefore, the doctor must be a good psychologist, to a certain extent - a humanitarian, able to convince, demonstrating his competence, literacy and erudition. Of course, humanitarian subjects should not replace medical ones, nor should they over-
load an already saturated program. But they can complement it, forming among medical students the competencies that are so necessary in their future practice.
How can a new approach to the educational process be implemented? It seems that a special role should be played by educational work with students, carried out, inter alia, by curators of academic groups. Aesthetic education of students will be very effective. However, it is important that it be not random in nature, but be structured and systematized (for example, in the form of a program). It is necessary to gradually "introduce" the student to the world of art. Another important point is the consistency and continuity of the implemented artistic and aesthetic competencies.
References
1. Bekoeva M., Kargiev Z. The system of educational work as an important pedagogical problem // Nauka i studia. 2015. T. 10. C. 126-129.
2. Howard R.D., Hitz R., Baker L.J. Adequacy and allocation within higher education: funding the work of education schools // Educational Policy. 2000. T. 14. № 1. C. 145-160.
3. Kapustin I., Grinchenko V., Kapustina E. Organization of independent work of students in a higher educational institution // Modern European Researches. 2014. № 4. C. 17-20.
4. Lowry S. Medical education: what's wrong with medical education in Britain? // BMJ: British Medical Journal: International Edition. 1992. T. 305. № 6864. C. 1277-1280.
ПЕДАГОГ1ЧН1 УМОВИ ФОРМУВАННЯ ТВОРЧИХ УМ1НЬ У МАЙБУТН1Х УЧИТЕЛ1В МУЗИЧНОГО МИСТЕЦТВА НА МУЗИЧНО-ТЕОРЕТИЧНИХ ЗАНЯТТЯХ
Кьон Н. Мельниченко В.
Швденноукра'тський нацюнальтй педагогтний yHieepcumem iMeHi К.Д. Ушинського, Одеса, Украта
PEDAGOGICAL CONDITIONS FOR THE FORMATION OF CREATIVE SKILLS IN FUTURE MUSIC TEACHERS AT MUSIC-THEORETICAL LESSONS
Koehn N., Melnichenko V.
South Ukrainian National Pedagogical University named after K.D. Ushynsky.
Odessa, Ukraine
Анотащя
У статп розглянуто рiзновиди творчих завдань, в яких формуються ranoBi для дiяльностi вчителя му-зики навички й умшня, а також педагопчш умови Гх формування в музично-освггньому процес
Abstract
The article describes the creative types of tasks in which the skills and abilities characteristic of the activity of a music teacher are formed, as well as the pedagogical conditions for their formation in the musical educational process.
Ключов1 слова: вчитель музики, твoрчi навички й умшня, педагопчш умови.
Keywords: teacher of music, creative skills and knowledge, pedagogical skills.
1нформацшно-технолопчний вибух, зрушення у сощально-комушкативнш сфер^ що стали важли-вою ознакою розвитку сучасного суспшьства, пот-ребують вщ учителя розвиненого почуття особис-toï ввдповщальносп за яшсть i результати свое1 професшно1 дiяльностi, удосконалення можливос-тей педагопчного впливу на виховання й освiту школярiв ново1 генерацiï, володiння творчими формами ïx духовного та iнтелектуального зростання.
Особливо1 значущостi набувае проблема виховання творчо1 особистостi викладачiв у галузi худо-жньоï освгги: адже мистецька сфера дiяльностi е творчою за своею сутшстю, яка проявляеться в спе-цифiцi художньо-образного змiсту мистецьких тво-рiв, суб'ективно-емоцшному xарактерi сприйняття i естетично-оцiночного ставлення, потребi в розвитку вщповвдного типу мислення, активiзацiï асоща-
тивних уявлень i переживань. Зрозумiло, що мисте-цькi види дiяльностi не вступають у протирiччя з лопчним мисленням i уявленням, а своерщно пере-творюються в них у рiзниx формах творчоï музи-чно-освiтньоï та фаxово-практичноï дiяльностi.
Питання творчого розвитку особистосп досль джувались такими науковцями, як Г. Айзенк, А. Брушлшський, Л. Виготський, Я. Пономарьов та ш.); закономiрностi творчих проявiв в галузi музи-чного мистецтва розглядались Е. Абдуллiним, Л. Бочкарьовим, Б. Тепловим, В. Ражшковим, Г. Циш-ним а iн. науковцями. Широко висвгглюються в су-часнш лiтературi також особливостi застосування сучасних шформацшно-комушкативних,
комп'ютерних теxнологiй з метою формування му-зично-творчих навичок, питання методики форму-вання навичок самостшно-творчого характеру на заняттях музично-теоретичного циклу, зокрема - в
