Professional culture of an engineer. Modern problems of science and education
Formation of professional culture as a necessary condition for the training of a modern specialist.
The essence of the concept of professional culture of a specialist.
Formation of professional culture as a necessary condition for the training of a modern specialist.
The current stage of the development of society poses qualitatively new tasks in the field of education and personal development - the main driving force of social, economic and cultural progress. The global goal of education at the present stage is to prepare a specialist who is not only knowledgeable, but also understanding, feeling, cultural, a specialist who is able to realize himself in a complex and contradictory world, actively and creatively apply the acquired knowledge and thereby contribute to the development of the culture of the whole society.
A university graduate - a professional in one or another type of activity - today must have not only a certain amount of professional knowledge, skills and abilities, but also a fairly high level of general and professional culture. This requires a significant restructuring of the higher education system itself, which should not only ensure the formation of a professional culture of a specialist, but also an understanding by the student's personality of the need for such development.
In the previous topic, the main problems and contradictions of modern higher education were considered, which affect the quality of specialist training at the university. It must be said that these problems are intensified by the characteristic trends in the development of modern society, which today is in a state of crisis, the search for new ways of its development, a new meaning for the existence of mankind.
The most pressing problems, in our opinion, characteristic of most of the spheres of modern human activity, are:
The crisis of spiritual and moral values caused by a lack of understanding of the specifics of the national culture, uncritical borrowing of values, lifestyles and stereotypes characteristic of the Western type of culture (the cult of hedonism, individualism, rationalism, etc.);
Deformation of public morality and criminalization of relations due to the introduction of a market model that does not correspond to the values of national culture;
Loss of the meaning of life, a spiritual crisis in a significant part of the population, the growth of aggressiveness, bitterness towards another person, the lack of a system of moral education of the younger generation;
Destruction of the spiritual and moral climate of the family, erosion of behavioral models and samples;
Socio-psychological inadaptation caused by the destruction of the usual socio-psychological environment of existence, increased conflict between subcultures of different age and social groups of the population (conflict of values);
Lack of regulatory and educational influence of the environment;
Conflicts that increase social tension.
However, in society, the need for value coordinates and semantic guidelines, the formation of social and moral ideals, initiating and encouraging professional activity, is increasing. As academician A.M. Novikov, the orientation of education towards the formation of a “man of culture” requires a fundamentally different approach to the formation of the goals and content of education through such concepts as “intellectual culture”, “information culture”, “ethical culture”, “professional culture”, etc. With this approach, the goals and content of education are translated into a personal plan, while forming systemic thinking, professionalism through the prism of cultural concepts.
It must be said that a lot of attention has been paid to the formation and development of the professional culture of specialists in various fields in domestic and foreign pedagogy. Despite this, the very concept of "professional culture" is not formulated clearly enough. This is due to the fact that the concept of "professional culture" is not a simple mechanical combination of the concepts of "professionalism", "profession" and "culture", although it indicates a direct relationship with them. When defining the concept of professional culture, it is necessary to clarify the most important constituent element of this interaction - the concept of "culture".
"Culture" comes from the Latin "cultura" - "cultivation, education, education, development, veneration." “The Explanatory Dictionary of the Living Great Russian Language” by V. Dahl indicates two directions for the definition of this concept: on the one hand, processing and care, cultivation, on the other, education, mental and (or) moral. American anthropologists A. Kroeber and K. Klachon counted more than 150 concepts and definitions of culture. The French scientist A. Mol - 250, the Russian scientist A. E. Kertman - more than 400. In particular, culture is considered as:
a complex of knowledge, beliefs, arts, laws, morality, customs and other abilities and habits acquired by a person as a member of society (E. Taylor);
social forms and ways of ennobling human biological potentials (X. Ortega y Gasset);
a system for storing and transferring social experience, the basis of which is the level of development of the essential forces of a person achieved by society (V. Konev);
the way of life of a certain people living together on the same territory (T.S. Eliot), etc.
This phenomenon is at the highest level of abstraction and covers a wide and varied world of phenomena.
The concept of culture is fundamental in many areas of human knowledge. The study of culture and the process of its formation is determined by the specifics of the approach, one or another point of view in the analysis of society. For example, based on social structure of society , one can distinguish the culture of classes, strata of society, nations, regions, professions, age groups, etc. By carrier "human essential forces" - individual and social culture. By the level of manifestation of individual abilities of a person - a culture of feelings, skills, needs, thinking, worldview. By level of organization of life - culture of work, life, rest. By nature of preparation for life - the culture of education and upbringing. Culture in relation to the professional activities of a specialist - this is the culture of work, management, the culture of scientific research, education, upbringing, artistic culture, culture of behavior, leisure, physical culture, culture of feelings, thinking, political culture.
In real life, in the life of an individual and society, these various aspects, components and levels of culture merge together. They are singled out only in the process of studying, in order to know them more deeply and more accurately, to find the best ways of formation and development.
Culture is a huge holistic phenomenon that makes people inhabiting a certain space a nation, a people. The concept of culture includes and has always included religion, science, education, moral and moral norms of the command of people and the state.
Culture is a holistic, organic combination of many aspects of human activity, so the division of culture into social and individual is rather arbitrary. The starting point in the characterization of any culture is self-consciousness. The outlook of those who create it. As the famous philosopher Bibler said, for a person to feel that he is in culture and to be cultured means to rise above his own limited being, to present Cosmos, Nature, History as fully as possible in his biography. The fuller this feeling, the more a person has the right to consider himself cultural.
Today there are many concepts of culture. Most often, the concept of culture is used as a side of any type of human activity. That is why, in domestic science, starting from the 60s-70s of the twentieth century, an approach to understanding and explaining culture, called "activity", has developed and strengthened. According to the views of scientists who study culture precisely from this methodological position, the relationship between culture and activity has developed historically in the process of development of the whole society. It is enough to trace the evolution of human activity to be convinced of the parallel development of culture. The assimilation of a culture by a personality presupposes the assimilation of its methods of practical activity and vice versa.
However, activity and culture cannot be equated. An analysis of the specifics of the content, means and results of activity and culture leads to the recognition of activity as only one of the essential attributes of social reality. Culture, on the other hand, characterizes all the attributes of this reality, uniting all areas of material, spiritual activity. The development and improvement of human activity contributes to culture. In the process of activity, samples of culture are created and fixed, and a person acts as its subject. Culture, in turn, as a universal characteristic of activity determines the most priority types of activity and ways of its implementation.
Thus, human activity becomes a fact of culture only if the creative, essential forces of man and all mankind are realized in this activity. Culture only in this case becomes a valuable product of social activity, social practice, aimed at creation, the creation of truly human, humanistic species and forms of being.
Summarizing the above, we can conclude that culture – it is the totality of all material and spiritual and moral values accumulated by society, as well as the totality of all types and methods of transforming human activity for their development, preservation, creation and dissemination in society.
The second component of the concept of professional culture is a profession, which in Latin means occupation, work. As the main elements of the profession, scientists single out specialization, separation from other types of activity within the framework of the division of labor, a fairly long-term use of the established method of performing a task, as well as a source of income that ensures the existence of a person. According to the Serbian researcher D. Markovic, the main characteristics of professions include:
relatively long-term performance of a certain activity;
activities that require special education and skill acquisition;
the formation of special professional behavior both within the profession and outside it;
the formation of professional interest, which is often carried out through professional associations and the creation of professional values;
the desire of representatives of some professions to show their special status in relation to other professions, both in terms of organization and in the social sense, which leads to the identification of a person in the profession.
Under profession we understand a type of labor activity of a person who owns a complex of special knowledge and practical skills acquired as a result of targeted training.
In this context, the profession defines a number of basic elements of culture. It is culture that contributes to the improvement of the qualitative characteristics of the profession, gives it a certain integrity, strategic and tactical orientation, humanistic characterization of the activity of a member of society.
The profession has a direct impact on the formation of a person, it makes him different from representatives of other professional groups, generates diverse and dissimilar social interests.
It is these social interests that contribute to the unification of people into professional communities that strive for reproduction, i.e. development of oneself in the profession, development of the results of one's professional work, transfer of accumulated experience in performing professional activities to other persons. At this stage of the development of the profession, a professional culture arises and is formed.
The essence of the concept of professional culture of a specialist.
Professional culture is one of the most important socio-cultural factors in the formation of a person. Being an element of the general culture, the professional culture of a person is based on generally accepted spiritual and moral values, norms and rules, as well as ways of human interaction as a unit of the social system to which he belongs. However, a common culture is distinguished by the norms and standards of life that are common to people, regardless of their profile of activity, based on common methods of socialization (entering society) and education. The result of this is the assimilation of cultural (ethnic, religious, political and other) values, norms, stereotypes of behavior characteristic of society as a whole. Professional culture is characterized by norms and standards associated with the type of activity and specific interaction, as well as with the individual's belonging to a certain socio-professional group.
The specificity of professional culture lies in the fact that it permeates all forms of human existence and consciousness; it is based on the core of not only professional, but also universal human values. Flexibly responding to changes in social practice, culture is one of the powerful regulators of human and social life, influencing directly people's behavior in all areas - politics, economics, law, etc.
A person in the process of professional training acts as a subject and shows autonomy, integrity and consistency in mastering culture, and subsequently becomes its creator, initiator and successor of professional cultural values. In mastering professional culture, a person actually knows his uniqueness, positions himself in the cultural layers of professional activity, realizes his spiritual and creative potential to achieve the goals and results, thereby pushing the development of professional culture and himself in it.
Russian scientists V. Vinogradov and A. Sinyuk made an attempt to present a specialist as a person of culture who must master the following structural elements of culture, namely:
mental culture, expressed in the experience of a person's mental existence and regulation of emotional interaction with others;
a culture of intelligent activity, which includes logical, informational, linguistic and some other components;
spiritual culture as an experience of value-normative activity;
professional culture as a kind of integral expression of all the listed elements of culture in their socio-professional relation.
Such outstanding scientists as E. Bondarevskaya, E. Zeer, I. Isaev, E. Klimov, V. Kraevsky, V. Slastenin and many others studied various aspects of professional culture. The essence of the concept of "professional culture" is consecrated in line with cultural, axiological, activity and many other approaches.
Professional culture, first of all, includes the necessary professional knowledge, skills and professional experience, which helps to apply the most rational methods for effective activity and its effectiveness. That is why some scientists believe that professional culture is a set of special knowledge and experience of their implementation in professional activities.
Professional culture is characterized by certain moral and volitional qualities that are specific to a given labor area and form the basis of professional ethics. A person as a subject of professional activity has a certain set of value orientations that are necessary for communication, maintenance and normal functioning in the professional sphere. Conscious general norms of human relations become a prerequisite for the free choice of the most appropriate behavior in a professional environment from the point of view of public opinion.
Moral factors in professional culture are moral convictions (duty, willingness to work conscientiously and honestly, etc.) that determine a person’s participation in any socially necessary activities, without dividing them into “prestigious” and “non-prestigious”. Professional culture is manifested in the labor activity of a person, the measure of the intensity of activity, compassion, and assistance to colleagues. This social communication, determined by the objective needs of joint activities, creates conditions for the development of human abilities and the spread of professional culture.
A high level of professional culture contributes to the creation of a morally healthy atmosphere in the team, which contributes to labor productivity, maintains a positive emotional mood of all team members, prevents conflicts and ensures their optimal resolution if they arise. Therefore, some scientists understand professional culture as the ability to use existing and generate new communication stereotypes, developed to a high level.
Along with the moral factor, the aesthetic factor is of great importance in professional culture. This is not only an understanding and perception of beauty, but also its creation in objects and the environment of one's habitation and work. Aesthetic culture as an integral part of professional culture is inseparable from aesthetic feelings and value judgments, which enhance a person’s emotional response to everything positive and negative, deepen the conscious perception and assimilation of moral norms and principles, activate human activity, and contribute to the formation of an active, creative attitude to life.
The actual manifestation of the professional culture of the individual is the ability and need for search, creative activity, since today the understanding of creativity as a sphere of activity of a limited group of people is disappearing. Creativity, being a part of culture, is also a part of professional culture.
Thus, the humanitarian aspect of a specialist's professional culture is a kind of construction that largely determines sustainability and expands the possibilities for implementing his professional culture.
Professional culture is often identified with such concepts as "professionalism" and "competence". This is explained by the fact that professional culture, of course, implies a fairly high level of skill achieved due to individual abilities for a certain type of activity and mastered experience in this area. To understand the difference between these categories, let us briefly consider the essence of the concepts of "professionalism" and "competence".
Under professionalism understand the totality, a set of personal characteristics of a person necessary for the successful performance of an activity, due to which professionalism is considered an internal characteristic of a person. From this point of view, the concepts of "professional culture" and "professionalism" may seem equivalent. However, "professionalism" reveals mainly the technological, functional side of the activity and can be considered as the result and criterion of activity.
In this regard, professionalism is closer to competence. Competence - this is an integral characteristic of a person, which determines the readiness revealed by her to use and improve her knowledge, skills, experience and personal qualities for successful activity in the process of life and the chosen professional field. According to scientists, competence indicates a person’s compliance with the requirements of the profession, and the presence of competence can be judged by the results of a person’s work and his ability to control his activities in accordance with the standards of professional culture.
Professionalism and competence are embodied in the results of labor, in various media that testify to professional culture, but this is not the professional culture itself, the carriers of which can only be people. Professional culture is a method and evaluation of activities, including the content side of professionalism and reflecting the very process of its acquisition. The cultural component determines the level of development of the subject of activity, his personal and business qualities. The combination of professionalism, competence and culture reflects the versatility and dynamism of professional culture as a social phenomenon.
The characteristics of professional culture include:
integrativity , reflecting the influence of all components of professional culture on the culture of the individual as a whole and the general development of the culture itself;
sociality , indicating that the presence of a high level of formation of professional culture has not only personal, but also social significance, and also enables the individual to more effectively create social wealth;
personal character of professional culture , which means the assignment by a person in the process of special training of professionally important knowledge, skills and abilities that have personal content for a person, since they can satisfy the needs of a person in performing professional activities and professional growth;
dynamism and efficiency , reflecting the forced motivational force of professional culture, its ability to regulate the direction of development of personal qualities;
continuity , which means that a high level of professional culture contributes to the continuous self-development of a person in the field of his professional activity in order to satisfy his own internal professionally oriented incentives and support his professional culture at a certain level.
Professional culture- This a variety of the general culture of society and personal education, reflecting the degree of mastery by a person of special theoretical knowledge and practical skills to perform a certain type of activity, which is carried out by him on the basis of a formed system of values and moral and moral guidelines.
This definition speaks of the complex nature of professional culture and the existence of its structural components. Regarding the structure of professional culture, there are a fairly large number of opinions of scientists. However, all researchers agree that in the structure of professional culture, motivational-value and operational-activity components should be represented in one form or another.
The motivational-value component implies a value attitude to one's own professional activity as a personal value and socially significant value. In addition, it is necessary to have a positive attitude towards the chosen procession and further professional improvement, satisfaction with the professional choice, possession of the ethical standards of the profession, the presence of professional abilities and other elements of the motivational sphere.
The operational and activity component assumes the presence of professional knowledge as the basis for improving professional work, professional skills, ideas and knowledge about the profession, readiness and ability to carry out professional reflection, professional creativity, etc.
However, speaking now of the structure of professional culture, we can only give its general contours. The concretization of professional culture and its structural components is possible only in the context of a certain profession, and sometimes even its specialization.
This question is asked to all sophomores at the very beginning of cultural studies classes. Quite often, students, not understanding what they want to hear from them, answer lostly: "For the general development." Sounds vague, doesn't it?
What is the goal of the university by introducing cultural studies into the curriculum? If all-round development, then why not introduce the reading of classical literature, no less useful in this respect? What is the value of knowledge about culture and why a professional cannot do without it in the 21st century?
First of all, let's define what we are talking about, because the concept of culture is very broad and has many definitions. Let's consider culture as a set of achievements of mankind in various fields of activity.
Today, any of the cultural components: sports, science, politics, religion, art, education - whatever a person does, technology helps him in everything today. But could this help be a disservice?
Technology transforms the environment, ordering its elements, creates an artificial synthetic world inside it - the technosphere, which directly interacts with the biosphere. Ultimately, technology affects a person and changes him. On the other hand, man himself is not only a creator, but also a product of culture. That is, through technology there is a constant transformation of culture. It turns out that the engineer, as the creator of technology, is also the creator of culture.
In recent decades, humanity has made 80-90% of the discoveries made in its entire history. At the dawn of this technological boom, people did not realize what global changes these developments could bring to society. Now a huge number of risks associated with them have come to light. Today, an engineer must be careful when releasing his new brainchild into the world. But before that, always honestly ask yourself: “What could be the consequences?”
Any consequences are ultimately the result of the interaction of various elements of culture. It is possible to foresee this result only by understanding the mechanism and regularities of these interactions.
Today, engineering activity already goes beyond the design of only automated complexes and is already focused on the creation of not individual machines, but sociotechnical systems. Engineers are increasingly engaged in the design of not just human-machine connections in machine production (machine-operator), but human relations - for example, personnel training, maintenance, and the creation of social infrastructure. The creation of modern technology is a project activity that combines technical, humanitarian, organizational, sociocultural aspects, the knowledge of which is not only mandatory, but necessary for a modern engineer.
At the same time, ordinary, everyday knowledge about culture is absolutely not enough for a person with a technical education to be able to release his complex technical invention into the modern world. Indeed, often people consider paintings, music or traditions of peoples to be culture, which in themselves are just a reflection of culture at a certain time in a certain society. Such an understanding of culture is inadequate to reality. Therefore, a modern specialist needs a scientific understanding of culture. Naturally, it is impossible to cover everything in one semester. But during this semester, a person is able to understand the structure of culture and various approaches to its study, to obtain sources of information. In the end, for a promising thinking student, this time is enough to think and get on a track, once on which, he himself will consciously continue to deepen his knowledge.
Jokingly and seriouslyfrom an essay by 2nd year students “Why does a future engineer need knowledge about culture”
“Products produced by engineers are used in many countries of the world with different traditions and foundations. In order for engineering developments to be in demand, it is necessary to take into account the culture of these countries. And in order to take it into account, you need to know it.
“If some force majeure suddenly happens, for example, dismissal, yesterday’s engineer may well go to work as a tour guide.”
“Engineering has created a huge professional community that includes many people from different cultures. For comfortable cooperation, an engineer must know the culture of the peoples to which his colleagues belong, in order to build respectful relations with them on the basis of this knowledge.
"Engineers interact with representatives of other specialties, so they need knowledge from related fields of activity."
“In my opinion, culture is, first of all, human behavior. A person with a technical education should know the rules of etiquette. Wouldn't it be nice if an engineer came into the room in dirty shoes and, without taking off his hat, began to talk about his future projects? There is little to enjoy here, I assure you!”
“Future professional activity is carried out in a socio-cultural environment. Knowledge of the working mechanisms and processes within this environment will help explain the causes of new problems and successfully find their solution.
“When an engineer is deprived of the concept of culture, he can not only not be useful, but also cause great harm to mankind with his inventions. There are two examples: Sergei Pavlovich Korolev and Julius Robert Oppenheimer; in one case, we clearly see how an engineer expanded our concept of the world and realized our dreams of space flight; in another case, how a person is able to mutilate the concept of science by creating a weapon capable of destroying the Earth.
The material was prepared by Daria Bakanova
Development. M.: MGTU, 1998.
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4. Scientific schools of MSTU named after N.E. Bauman. History of development. /Under
ed. I.B. Fedorova and K.S. Kolesnikov. –M.: MSTU. 2005.
5. Political sociology: Textbook for universities / Ed. corresponding member
RAS Zh.T. Toshchenko. – M.: UNITI-DANA, 2002.
6. Political science. Teaching aid. / Ed. prof.
Pusko V.S. – M.: MGTU, 2006.
7. Shcheglov I.A. political socialization. – M.: MGTU, 2006.
8. Philosophy of mathematics and technical sciences. / Ed. prof. Lebedev
S.A. - M .: Academic Project, 2006.
Topic 8. Political technologies, political manipulation
Seminar plan.
1. The concept of political manipulation, basic methods and techniques.
2. Political technologies for conducting election campaigns.
Manipulation in the Big Oxford Dictionary is interpreted as "clever and insidious influence on people in order to achieve personal gain by unseemly means."
Under the manipulation of a person, in most cases, one should understand a kind of mental influence that is carried out secretly, and therefore, to the detriment of those to whom it is directed.
Signs of manipulative influence:
n Directed, first of all, not at consciousness, but at the subconscious sphere;
n the method of influence is not persuasion, which is possible only on a rational basis, but the “implementation” of a reaction to an event or object;
n the determining factor in the impact is not the reported information, but the nature of its presentation;
n proceeds imperceptibly for those on whom the impact is directed.
There are two directions in the study and evaluation of manipulation technologies and their use in politics:
apologetic direction. Supporters of this approach analyze manipulation as an inevitable, necessary way to control the consciousness and behavior of the masses in the conditions of modern society and seek to justify it.
Socio-critical direction. Its representatives believe that manipulation is a “quiet” and imperceptible violence that is carried out on a person. However, even representatives of this approach prefer not to discuss some issues, such as:
1. In whose interests is manipulation carried out?
2. Which social actors are exposed to this specific form of influence, and which are protected from it?
3. Who is the customer and directs the process?
The purpose of manipulation is the formation of a conformist and a mass consumer.
Its main social functions are: a) subjection of a person to power; b) the organization of the population for the actions necessary for the authorities and approved by it; c) illusory compensation for actually unsatisfied needs for political participation, and a number of others.
Mass media are the main force, the main channel of manipulation. A “fourth power” is being formed - not elected by anyone, not controlled by society and not accountable to society for the results of its activities.
The main task of political manipulation is the creation of political stereotypes and images.
A stereotype is a simplified, schematized image of social objects or events that has significant stability. In a broader sense, a stereotype is understood as a traditional, habitual way of thinking, perceiving and acting.
Consciously formed by the media political stereotypes serve as the basis for the orientation of various social actors in the field of politics.
Political image - an image of a political subject or political event artificially created in order to obtain the behavioral response necessary for the manipulator.
Methodological directions in manipulation:
1. Irrational direction comes from the priority of sensory perception over rational. Society suppresses, but young people have: maximalism, sharpness of assessments, a heightened perception of injustice, excitability, increased self-esteem.
2. Stereotypical direction is based on the formation of stable and extremely simplified ideas about the world around. So young people have a special propensity for “black and white” thinking on the principle of “either, or”, conservative training develops the habit of classification.
3. Accelerative direction relies on the need for intensive information as a result of the acceleration of the development of modern youth, thereby providing an intense and diverse flow of information that is physically impossible to master intellectually - “pseudo-awareness” is formed.
4. Methodological principles in manipulation:
"60 to 40". For the recipient to form the necessary subconscious reaction, it is necessary that only 60% of the information openly “work” for the desired final result, and 40% of it, as it were, “testify against” the necessary conclusion. Thus, the effect of visible objectivity of information is achieved, which means “non-imposed” and independent conclusions.
5. Entertaining. Information should attract attention, but should not induce serious thinking, politics is presented like sports as a spectacle of a struggle, in the results of which the recipient of information is interested very little.
6. Reliance on the “addictive effect”. What becomes habitual passes from the sphere of consciousness to the sphere of the subconscious and is no longer controlled by the mind.
7. Reliance on the “blank slate” effect. Experimentally, psychologists have repeatedly confirmed the conclusion that information received for the first time is extremely easy to “swallow” and unusually firmly “stuck” in memory.
8. Forcing the atmosphere of fear and uncertainty. In a state of fear, a person needs help and accepts “authoritative opinions” more easily.
The high efficiency of the use of political manipulation technologies in modern Russia is due to the following:
n traditional for Russian society high trust in the printed word and mass media in general;
n loss of old and lack of new political and moral values;
n the lack of political experience among the broad masses of the population of participation in the democratic process;
n the shamelessness of the pressure of manipulators, the lack of alternative sources of information;
n skillful exploitation of youth weaknesses by manipulators, flirting with them, opposing young people to all previous political experience, assessed as catastrophic.
Techniques and methods of manipulating public consciousness are used most widely and shamelessly during election campaigns. However, electoral technologies themselves cannot be reduced to manipulation alone. They also have their own specific organizational features.
To organize an election campaign, a candidate creates his own team, which usually includes:
n proxies whose task is to enhance the candidate's ability to communicate with voters by performing representative functions and meeting with voters on his behalf;
n a candidate's support group, whose task is to develop a strategy and tactics for the election campaign and ensure their implementation;
n agitators whose purpose is to convey to the voters the election program of the candidate and form his positive image;
n media relations specialists whose task is not only to ensure access to them by the general public, but also to increase the effectiveness of the use of the media;
n sponsors providing funding for the election campaign.
During the election campaign, specialists from the support group (professional political scientists, sociologists, psychologists, etc.) collect and process information about the social composition of voters, their moods and preferences, real interests and intentions. Based on the analysis of the received data, the candidate's political behavior is drawn up, and constant monitoring of the dynamics of voters' moods makes it possible to correct his actions during the election campaign.
These actions can be aimed at solving very diverse tasks with one ultimate goal - to win elections by winning the majority of votes. Evidence of the advantages of a candidate's program and even propaganda of his personal qualities (which plays a special role in Russia, where people vote not for a program, but for a person) do not always become the main content of pre-election activities.
The so-called "dirty" electoral technologies are very diverse and very often not legally provable. A candidate can use a variety of methods to mobilize voters to take part in elections if the mood of politically active voters is not in his favor. Or, on the contrary, it may seek to strengthen the mood not to participate in the elections, among those groups of voters who refuse to support him, strengthening pessimistic moods in this environment. In addition, he may make efforts to discredit political opponents in the eyes of voters and make promises that he either cannot or does not even want to keep, i.e. knowingly lie. Finally, the candidate and his team can put voters in front of a “false choice”, when they are opposed not to the candidates’ program settings, but to “political myths” or voters’ feelings formed about certain “political labels”.
Topics for reports and abstracts.
1. Technologies for managing public consciousness and technologies for manipulating it: general and special.
2. Mass media: freedom from government control or freedom from social control?
3. Mass culture as a means of political manipulation.
4. Polls and their role in the manipulation of public consciousness.
5. Electoral technologies and fair elections: prospects for coexistence.
Literature
1. Cassirer E. Technique of modern political myths. // Bulletin of the Moscow University. Series 7. - Philosophy. - 1990. No. 2.
2. Malkin E., Suchkov E. Political technologies. - M .: "Russian panorama", 2006.
3. Modern socio-political processes and the dynamics of mass consciousness: Textbook / Ed. Frolova M.A. - M.: MGTU, 1992.
4. Soloviev A.I. Political science: Political theory, political technologies. – M.: Aspect Press, 2006.
5. Schiller G. Consciousness manipulators. Per. from English. Scientific ed.
Ya.T. Zasursky. - M.: Thought, 1980.
6. Shcherbatykh Yu.V. Psychology of elections. M.: Eksmo publishing house, 2007.
Topic9. political conflict
Seminar Plan
1. Political conflict: content, structure and socio-political functions.
2. Activities of the state to prevent, regulate and resolve political conflicts.
3. Types and forms of political crises, means and ways to overcome them.
Politics is inherently conflict, and the wisdom of politicians lies not in preventing conflicts (this is practically impossible), but in the ability to manage them, preventing their destructive impact on society. Modern political conflict is a confrontation between the subjects of the political process for state power or political influence.
Political conflict has its sources of origin and development. They are concentrated in the political sphere of the life of society, which is very conflictogenic, since state-power relations are formed and implemented in it, the core of which is the problem of distribution, organization and implementation of power.
As a phenomenon, political conflict is a system of interrelated socio-political processes and events, a variety of methods and techniques for the activities of participants in political life to achieve their political goals, to resolve contradictions among themselves. All this is reflected in the content of the political conflict.
The content of a political conflict is a complex relationship between the phenomena of socio-political life and the activities of its participants (subjects). The following can act as subjects in a conflict: individuals (government leaders); social formations (primarily classes, nations, social groups); political elite; social institutions (states, parties, their coalitions, blocs, unions, etc.); informal associations in the form of politicized social movements, pressure groups, etc. According to the degree of their participation in the conflict, the subjects of a political conflict can be “main” and “non-main” (“indirect”).
The most important element of the content of a political conflict is its object. The object of a political conflict is an objective or imaginary (imaginary) contradiction between them, realized by the subjects, leading to a conflict. In itself, the contradiction, being the basis of the conflict, does not cause conflict situations. And only from the moment of its selection and awareness by the subjects (at least one) a political conflict arises.
The next element of the content of a political conflict is the subject, what the parties are clashing about. The subject of the conflict, like the political conflict itself, is determined by state relations. The subject of a political conflict can be: various aspects of state power, the political regime; the specific personality of the political leader, class domination, national relations, territory (its state-administrative status), resources and control over them, etc.
The political contradiction, being concretized in the subject of the conflict, affects the next element of the content of the political conflict - the interests of the subjects, which reflect their attitude to the existing contradiction and the final result of its resolution. Interests are a conscious driving force of political behavior that induces the subject to one or another action to achieve the intended goal.
Anticipation by the subject of the final result of conflict actions is designated as the goal of the conflict. It should be emphasized that the goals act as a kind of connecting link for virtually all elements of the content of the conflict. In practice, the content of the conflict is focused on the means and methods of political struggle.
Analysis of the dynamics of the course of the conflict in modern political science literature is carried out through consideration of the main stages (stages) of its development. A political conflict in its development goes through three mandatory stages: 1) the emergence of a conflict (latent); 2) the actual use of force or practical actions; 3) conflict resolution.
Political conflict is better prevented than resolved. The main directions for preventing political confrontation in the internal political life of society are: a) social maneuvering - redistribution of a certain part of the social product; b) political maneuvering - a wide range of activities designed to ensure the transformation of diverse interests into sustainable political orientations that actually contribute to the functioning of existing political power ; in) political manipulation - targeted impact on public consciousness and, above all, through the channels of mass communications; G) creating an "enemy image" - shifting responsibility for unresolved urgent problems to other political forces and diverting the attention of the majority of the population from pressing political and socio-economic tasks; e) counter-elite integration - personal (formal or informal) inclusion of representatives of the counter-elite into the elite, or involvement in the exercise of power of organizations and movements under the influence of the counter-elite; e) power pressure - from the establishment of an open totalitarian dictatorship aimed at forcibly eradicating a negative attitude towards the system (including the physical extermination of its carriers) to the use of indirect methods of pressure while observing the norms of the modern legal order, such as declaring a state of emergency, repression, banning opposition parties, etc.
Political conflict as a social phenomenon is consciously controlled by its subjects. Conflict management is understood as a targeted impact on the main parameters of the conflict: on the subject, object and subject of the conflict, leading to a change in the level of conflict or its resolution.
There are two main approaches to the management of political conflicts: conflict resolution means the end of the conflict or a significant reduction in its intensity. At the same time, the claims of the parties to each other, as a rule, are preserved, often taking a hidden form, or partially satisfied. The main methods for resolving political confrontation are: avoidance"; m method " postponing" conflict; method " social exclusion”, destruction (suppression) of the enemy. A form of social exclusion is legislative (legal) prohibition.
In contrast to the settlement, the resolution of the conflict assumes its completion due to the complete elimination of the contradiction based on an analysis of the causes and content of disagreements, aimed at maximizing the convergence of political positions and reaching an agreement on the best ways to satisfy opposing socio-political interests.
To characterize political conflicts affecting the state as the main institution of the political system, political conflictology uses the concept of "political crisis" (Greek krisis - decision, turning point, outcome). A political crisis is a state of the political system of society, expressed in the deepening and aggravation of existing conflicts, in a sharp increase in political tension.
Government crisis It is expressed in the loss of authority by the government in society, among the political elite, in the failure to comply with its orders by the executive bodies in the center and locally.
parliamentary crisis manifests itself in the long-term absence of a majority in parliament when making decisions on certain issues, which does not allow the parliament to carry out legislative functions, or in a sharp confrontation between parliamentary factions of equal strength on any issue, which leads to its paralysis.
constitutional crisis associated with the actual termination of the Basic Law of the country (constitution), leading to the weakening of the state and the emergence of contradictions in its social and political system.
nationwide crisis marks mass dissatisfaction with the authorities and the desire of society for radical changes in general.
Depending on the characteristics of the manifestation of a political conflict, it is customary to distinguish five main forms of political crises: legitimacy, participation, identity, distribution of benefits, penetration.
Crisis of legitimacy reflects the inconsistency of the political regime with the expectations and demands of society, as a result of which the political influence of the state's power structures is sharply reduced, and citizens' distrust of them is growing.
Participation Crisis manifests itself in the violation of the principles of equality of political participation of various social groups, as a result of which social and ideological disagreements deepen in society.
identity crisis leads to the disintegration of the former ideals and values that formed the core of the political culture that dominated society.
Distribution Crisis It manifests itself in the mass dissatisfaction of citizens with the conditions and quality of life, rising prices and low wages, limited or inaccessible material and spiritual benefits.
Penetration Crisis expressed in the aggravation of contradictions between the central and local state bodies, in their desire to redistribute the powers and resources of power in their favor.
Ways to overcome political crises:
The crisis of legitimacy - adjustment by the political regime of the strategy and tactics of reforms, increasing the efficiency of management to ensure the support of the authorities by the population;
The crisis of participation - the acceleration of the transformation of the political system, contributing to the involvement in government of the largest possible number of citizens, the improvement of the system of representation of various social interests;
Identity crisis - the development by the political elite and the assimilation by society of a new state ideology that meets the needs of social modernization and helps to eliminate the prejudice of citizens in the foreignness of the political system;
The crisis of the distribution of benefits - ensuring the social orientation of reforms, the active introduction of new methods of management and principles for the distribution of material and spiritual benefits that are adequate to the conditions of market relations;
Penetration crisis - the reorganization and improvement of the efficiency of central and local authorities, the redistribution of powers between them and increased responsibility.
The main task of political conflictology is to reveal the content of the conflict in order to predict its course - the outcome and, accordingly, - its management. At the same time, special attention (especially in modern socio-political conditions) is paid to the use of armed violence in the course of political confrontation.
Topics of reports and abstracts
1. The conflict between the legislative and executive branches of government: causes, dynamics, ways to overcome.
2. Socio-political mechanisms for preventing political conflicts.
3. Political conflicts in the conditions of corporate democracy and oligarchization of the political system.
4. The problem of institutionalization of political conflicts.
5. Armed conflict: essence, social role, development specifics.
Literature
Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook for universities. M.: UNITI, 2007.
Antsupov A.Ya., Baklanovsky S.V. Conflictology in diagrams and comments. - St. Petersburg: Peter, 2005.
Dahrendorf R. Modern social conflict. Essays on the politics of freedom. Translated from German by L.P. Pantina. Translation editor M.N. Greek. M.: "ROSSPEN", 2002.
Kozer L. Fundamentals of conflictology. M.: Vlados., 1999.
Kozyrev G.I. Political conflictology. M.: FORUM: INFRA-M, 2008.
Topic 10. Political socialization of youth
Seminar Plan
1. Conceptual content of political socialization.
2. Youth as a socio-demographic group.
3. Political socialization of modern youth.
The period from the end of the nineteenth century until the middle of the twentieth century marks the formation and intensive development of models of socialization, which are reflected in various scientific schools in sociology, psychology, political science. The concept of political socialization arose by analogy with the concept of "socialization", introduced into scientific circulation at the end of the 19th century. American sociologist F. Giddings. In the 60s of the twentieth century. the term “political socialization” is gaining popularity, and the first work devoted to the topic “political socialization” was published in the USA in 1959.
In domestic political science, the topic of political socialization has been studied since the 90s of the twentieth century, although the first works appear since the late 1970s.
In modern Western political science, political socialization is seen as “the process of including an individual in the political system, which equips him with the experience of previous generations, enshrined in political culture…. On the one hand, there is a reproduction of the political system through the recruitment and training of new performers of political roles. On the other hand, the requirements of the political system are translated into the personality, internalized by it ”(See: Foreign Political Science: Dictionary-Reference / Edited by A.V. Mironov, P.A. Tsygankov. - M., 1998. - P. 209 ).
Use of the concept political role to describe the political system as an interconnected role structure served to develop ideas about political socialization as a person's role adaptation to the political system.
The development of the theme of "family" socialization is reflected in the culturally-anthropological direction. Here, political socialization is reduced to the prevalence of primary (that is, family) socialization, and to the attribution of a hidden political subtext to the basic (that is, early) ideas of the child. Thus, parents, who personify the “primary” power for the child, serve as original images of contact with the political system. The roles a person plays in the family, school, or workplace can be defined as preparation for future political roles. Participation in non-political events provides everyone with the necessary skills for involvement in political practice - the skills of self-expression and the ability to navigate the political space.
Supporters behavioral direction in political science, they study political socialization as a process of shaping the political behavior of citizens, as well as adapting a person to the political system in a manipulative spirit.
Since the 70s, the attention of researchers has been paid not to the observed behavior of a person in the field of politics, but to the motivational block of the personality, which has served general psychological interpretations of political socialization.
In the 60s of the twentieth century, the functionalist paradigm prevailed in Western political science, where interest in political socialization was caused in terms of maintaining the stability of the political system.
The analysis of modern problems of the socialization of young people cannot but begin with a clarification of the concept of "youth". Initially, the concept of youth appeared at the beginning of the twentieth century in the USA, in Germany, in Russia. Three main directions in understanding the phenomenon of "youth" have been developed. This is the interpretation of youth as the bearer of the psychophysical properties of youth; understanding of youth as a special socio-cultural group; consideration of youth as an object and subject of the process of continuity and generational change. These three directions subsequently influenced various theories of youth.
The concept of "youth" as a term characterizing a special socio-demographic group appeared in Europe in the 18th century, and in Russia at the turn of the 19th-20th centuries.
The situation in the field of youth research indicates that a holistic view of youth has not yet developed. At the same time, the analysis of the literature shows that youth is a concept that has its historical roots.
The generally accepted boundaries of the social group we are considering are defined in the range from 17 to 29 years old, which includes two subgroups: youth proper - 17-24 years old, and young adults - 25-29 years old.
Today, statisticians and demographers usually frame young people as 15-30 (sometimes 16-29) years old. The problem of a holistic approach to the study of the younger generation has been and remains relevant. It is this approach that distinguishes a number of major works published in the 1990s. In them, young people are viewed as a socio-demographic group with their characteristic age, socio-psychological properties and social values. Among the characteristics of youth, the following stand out steadily:
Age limits;
Socio-psychological features;
The specifics of social status, role functions, behavior;
The process of socialization as a unity of social adaptation of youth and individualization.
These signs unite young people into a social community and allow young people to be considered as a whole in relation to other socio-demographic groups.
The process of political socialization is inextricably linked with both political and ideological and social, economic, socio-cultural factors and the conditions in which a person lives. In accordance with the research conducted by the author on the basis of student groups of MSTU. N.E. Bauman, as well as data from sociological studies of Moscow State University. M.V. Lomonosov and the Research Center at the Institute of Youth, we can draw the following conclusions.
The process of political socialization of youth is distinguished by a peculiar duality. On the one hand, there is a formation of market standards of behavior, attitudes towards paternalistic guardianship on the part of the state give way to orientation towards one's own independence. On the other hand, a relatively high degree of dissatisfaction of young people with indicators of the quality of life, the minimum conditions and opportunities for making and implementing socially significant decisions hinder the active role of young people in society and contribute to distancing themselves from politics.
In relation to the education sector, there has been an increase in the prestige and value of higher education among young people compared to the early 1990s. At the same time, a high assessment of social and humanitarian disciplines, such as political science, cultural studies, sociology, and history, is noted, since they contribute to the understanding of modern socio-political life.
With regard to the socio-political activity of young people, the greatest activity is manifested in election campaigns at the federal level.
With regard to socio-psychological attitudes, the socio-political processes taking place in the country are assessed by young people relatively calmly and balanced, but in combination with distrust of the main political institutions, and a low assessment of the implementation of democratic rights and freedoms of the individual in our country.
Involving in the discussion about the role of the humanitarian component in the training programs at SibFU, it is necessary to note the many years of futile attempts by humanities teachers to prove the need for the humanization of higher education (an impressive report on this acute problem was prepared by Professor A.P. Skovorodnikov). I would like to raise the issue of humanitarian, or rather, even spiritual and moral, training of an engineer at a university.
The role of an engineer in modern Russian society is undeniable. During the period of reforms, when production was closed, the engineering corps also suffered significantly. The time has come for its revival and intensification, but at a new, progressive stage of development.
At present, technocratic thinking in the public mind, the desire to "conquer, conquer nature" has led to the destruction of people's spirituality. A paradoxical situation has developed: on the one hand, science, technology and technological processes are progressing, on the other hand, man-made disasters are increasingly occurring (Chernobyl nuclear power plant, Sayano-Shushenskaya hydroelectric power station, air and car accidents, collapse of building structures, etc.). Increasingly, the “human factor” is becoming the cause of disasters.
The question arises: what role do the moral and value attitudes of the figures of the technogenic environment, their spiritual development, cultural level, moral consciousness play? (Of course, other factors cannot be ruled out: the role of social relations, the influence of a market economy, etc.) However, in our opinion, the primary role in stabilizing the technogenic sphere belongs to specialists, in whose training there was no harmony of technical and humanitarian components for a long time. A specialist who is not morally prepared for his profession cannot fully fulfill his duties. The professional morality of engineering and technical professions implies the desire for high quality work. Creating objects of material culture, an engineer cannot do without spiritual culture.
In Soviet times, the humanitarian training of engineers of all specialties was very limited. The main task was to prepare a professional who is able to solve a narrow problem, but not be responsible for the consequences of his activities. This approach was fully consistent with the formation of a society, "where everyone is his wheel, a cog." The moral code of the builder of communism was of little significance in the professional activity of an engineer. The one-sided system of training engineers did not adequately provide moral and value orientations for future specialists. Techniques and technologies that were successful in the past decades were created by specialist engineers without taking into account the consequences for future generations, without elements of a general and ecological culture.
Today it is becoming clearer that the path of technocratic development of society is a danger to humanity. Consequences of technocratic thinking and engineering activity: these are human diseases from nuclear and chemical industries and their waste, the death of plants and animals, environmental pollution, soil destruction, mismanagement of natural resources, etc. The German scientist G. Jonas warns: “Act in such a way that the consequences of your activities have not been devastating to the future possibility of life on Earth.” (5)
There is an urgent need to change the system of training specialists: we need an engineer who is widely educated in accordance with international standards, able to withstand competition in the labor market, able to predict the consequences of his activities. The issue of improving the quality of training of engineers at the university, which is currently standing, cannot be solved without the main problem - the intensification of the educational process, which, along with technical disciplines, will include a humanitarian component. “Technical education, which gives a person very narrow professional knowledge, develops appropriate utilitarian-rational approaches (stereotypes), which are then transferred from the directly professional field, where they are appropriate, to the worldview level, where they become a kind of blinkers that contribute to the development of a very limited personality.” (6). The work of an engineer can be directed to the benefit of society, or maybe to destruction. (It is known that engineers created gas chambers during the war).
The etymology of the word "engineer" (lat. "capable", "inventive") sets the task of developing the student's creative abilities, which is impossible without his general cultural, moral training. It is interesting to turn to the experience of training engineers in the pre-revolutionary domestic education system, where the graduate spoke foreign languages, could play musical instruments, knew etiquette, and was interested in art. Personal development took place in religious traditions and patriotic values. The profession of an engineer was valued in society not only from the moral side, but also from the material side. The engineer was proud of his profession and proved his professional viability. A well-known example: during the commissioning of the bridge, when vehicles were moving along it, the designer and his family stood under its arches to prove the reliability of their construction. The history of scientific discoveries and inventions testifies that the outstanding figures of science were widely educated people, possessing humanitarian knowledge.
Since the 1980s, the curricula of technical universities in developed countries have actively included humanitarian disciplines for the training of engineers. Students study not only the humanities, but literature and art. In the modern Japanese tradition, there is a practice of expanding the system of aesthetic education in technical universities, from 25 to 30% of the study time is allocated for this. An industrially developed country that demonstrates the achievements of industrial and technical development to the whole world, pays special attention to the humanization of technical education, including the training of specialist engineers.
In Western countries, especially in the US, students study engineering ethics; this discipline is an area of scientific research, it occupies a place between technical and humanitarian knowledge. Ethics presupposes consciousness and behavior corresponding to high moral requirements. The development of the modern technosphere makes engineering ethics in developed countries very significant and in demand in the system of training engineers. “Engineering ethics is based on the complex work of a scientist-inventor or a scientist-designer. It implies a focus on the formation of such moral qualities as scientific integrity, personal honesty and responsibility for the results of testing and operation of technical structures. Engineering ethics is also designed to create a favorable atmosphere and mutual understanding in the team” (4). At large corporations in developed countries, ethical committees are created, the activities of which are associated with various moral conflicts. The committees involve independent experts capable of resolving the most complex moral issues. Ethical education in the educational process involves the formation of the morality of the future specialist. In a number of countries, codes of morality of an engineer are being developed that define his moral duties: the engineer's creed in Germany, the code of engineering ethics in the USA, etc. Also in the USA, the problems of "computer ethics" are being solved, which is due to the widespread computerization of production. There are problems of equipment management, personal responsibility of everyone, ethical and legal issues, and even computer forensics. The revival of the ethical attitude to the world has given rise to a whole scientific direction - bioethics. Its creator is American V.R. Potter in the 70s of the last century set the task of closing the gap between the natural sciences and the humanities in order to improve human conditions. It became clear that with the acceleration of scientific and technological progress, human problems receded into the background. Technical production and economics are completely meaningless if they do not serve man.
In Russia, there is only an understanding of this problem. Since the 90s of the last century, when Russia entered the world community, it has become clear that the technocratic approach to the training of engineering specialists that has taken root in the public mind needs to be changed. The lack of ethical regulation of the activity of an engineer, the technocratic attitude to the training of future specialists sometimes levels out the scientific and technological achievements created by their work.
The modern system of higher education basically, as before, trains specialists of a narrow profile. As before, the humanitarian component in the curricula of technical universities is poor and primitive. There is a constant reduction in study time for the humanities, most of which are limited to one semester. Lecture courses on huge mass flows without feedback from the audience are ineffective. The list of humanities included in the curricula is very limited; due to their formal formulation, the level of teaching leaves much to be desired, as does the attitude of students to humanitarian knowledge.
Teachers of general technical and special disciplines, brought up in a technocratic system, often neglect humanitarian knowledge and pass this attitude on to their pupils. Being products of the technocratic system, they reproduce their own kind. The lack of humanitarian knowledge of the teachers themselves, who came from production, must be compensated for by pedagogical advanced training courses. It should be understood that the professional training of engineering specialists without taking into account humanitarian knowledge leads to the fact that technical and technological inventions do not meet international standards (for example, road construction, mechanical engineering, thermal power engineering, etc.), violate the interests of society and cause negative consequences.
It is necessary to introduce moral and value regulations into the system of higher education. The ethics of the engineer is based on a number of liberal arts included in the curriculum. The content of curricula should be enriched with the disciplines of the humanitarian cycle: engineering ethics, philosophy, aesthetics, art history, jurisprudence, etc. It is known that philosophy creates a worldview, develops a culture of thinking, forms a modern picture of the world, but special attention must be paid to the methodological aspect of engineering activity.
The specialist begins with the individual. The personal qualities of a person are formed by the family, school and the social environment as a whole. It should be taken into account that the training of any specialist is based on subjective factors: the level of upbringing, one's own interests, the goals of studying at a university, needs, one's own picture of the world. The quality of a future specialist depends on his personal characteristics: honesty, activity, conscientiousness, so an individual approach to each is needed.
The formation of the personality of a future engineer takes place in a certain social environment, which creates conditions for self-improvement of a person in the direction of a future profession. The corporate culture of a higher educational institution establishes certain requirements for the profession of an engineer and his personality. An important point in the training of a specialist is the creation of a system of values in the educational team. The future engineer must be guided in social problems. Therefore, an important role belongs to such academic disciplines as political science and sociology.
Engineering activity involves not only interaction with technology, but to a large extent - with people. As a rule, the engineer becomes the leader of the team. Therefore, he must know how the collective functions, what place the individual person occupies in the collective. Social psychology allows you to resolve conflict situations between people, create a favorable psychological climate, psychological compatibility of workers. The manager is obliged to control working conditions in production, to determine the impact of noise, vibration, temperature on labor productivity. To solve these problems, a professional culture of an engineer is necessary, including such indicators as a caring attitude towards nature and man, respect for state or private property, prudence, responsibility, etc. When solving issues of general technical and special training of an engineer, one should prepare him for solving humanistic problems - environmental, aesthetic, moral, legal. The structure of the engineer's training should include the issue of moral and legal responsibility for the implementation and use of the results of his work in social practice, which means competence, conscientiousness in the performance of professional duties. The legal competence of the future engineer ensures the technical safety of production, counteraction to illegal administrative settings, protection of intellectual property and copyrights.
At the present stage of development of the higher education system, it is necessary to integrate the humanities, fundamental and special disciplines in order to form in future engineers such a knowledge system that is necessary for the implementation of the tasks of modern technological culture. In the report of A.P. Skovorodnikova (p. 47) rightly noted that we know our homeland shamefully poorly. We do not have Russian studies, such a field of knowledge, the subject of which is not history, not geography, demography, demography, sociology, anthropology, economics, literature, etc. Russian studies as an interdisciplinary, integral subject explains why Russia is this way and not another. There are similar items in Canada, India. Until 1917, in Russian gymnasiums, they taught “Patriotic Studies, a course that educates patriots.
We have such an educational and scientific discipline - cultural studies.
In accordance with the modern tasks of effective training of specialists in higher educational institutions, this integrative humanitarian young educational and scientific discipline plays an important role. In scientific circles, it was received ambiguously. Most often, culture is understood as art, that is, music, painting, theater, all kinds of shows, etc. Meanwhile, art, like religion, science, technology, politics, economics, are the fruits of culture. After all, culture is a huge world created by man, it is a form of being of man himself. Thus, an engineer works in the sphere of culture, and the objects of his labor are a product of culture. That is why a modern engineer needs cultural thinking.
In his speech to the students of the Siberian Federal University, Doctor of Cultural Studies, Professor V.L. Kurguzov showed the importance of cultural studies. “There was an accident, a powerful crane stopped at a house-building plant. The commission asks: "What happened?". The foreman on duty, a graduate of the Technological University, an engineer, explains that “the drive gear flew off,” and everyone nodded their heads in agreement, understanding the reason. In fact, due to the lack of a culture of thinking, the engineer mistook the consequence for the cause. The reason was that at the university he was not taught to understand causal relationships and did not instill a moral sense of responsibility for the assigned task. “The gear flew” due to the fact that, according to the work regulations, it had to be lubricated twice a shift, and not twice a month, as was reflected in the logbook.
The subject of professional, including engineering culture, ethics is the concern of a culturologist. Most of the academic disciplines in a technical university are addressed to Nature (physics, chemistry, biology, etc.) as a form of human existence. But the second, no less important form of human existence - Culture - should be studied in the same comprehensive and deep way.
Today, the agenda of almost all international forums (UN, UNESCO, etc.) is in the first place the problem of the dialogue of cultures, because there is a gigantic process of globalization. A graduate of a technical university will have to work in new conditions, communicate with people of different cultures and faiths, and find consensus in relationships. To become a citizen of the Planet, he must be prepared during his studies to solve many problems beyond the scope of purely technical training. Opponents of culturology at the university today are specialists with technocratic thinking. In order for the work of an engineer to become creative, not destructive, a full-fledged, informal humanitarian component is needed in his preparation.
The Code of Ethics for Scientists and Engineers, adopted by the 111th Congress of the Russian Union of Research and Technological Education on February 19, 2002, proclaimed the moral values of specialists in this field. Among them, the main ones are collectivism and camaraderie, the development of human communication, the exchange of ideas, interest in the latest achievements of scientific and technological progress, the study of foreign experience, conscientiousness, perseverance, impartiality in assessing the situation, the desire for advanced training, organization and discipline, responsibility for the implementation obligations, etc. The code of ethics of scientists and engineers shows the direction of humanitarian training of students of technical universities.
The task of the higher education system is to effectively prepare specialists-engineers for the new conditions of social life. It is necessary to teach them how to overcome its contradictions: between the quality of work and cost savings, responsibility to society and the requirements of the customer, corruption and bribery, corroding society (including the education system). The engineer must perform work only within the limits of his competence. There are certain moral principles of engineering activity: the creative orientation of labor for the public good, intellectual honesty and the absence of money-grubbing, creative communication with specialists in related professions, minimizing the negative consequences of one's work, overcoming conservatism and stagnation in one's activity, and maintaining the prestige of the profession in every possible way.
Forms of work with students in the direction of ethical literacy can be different. This is not only and not so much lectures as practical exercises, discussions, development of certain practical conflict situations and their resolution. Ethically meaningful situations allow future engineers to build ethically meaningful behavior and make the right decisions. In technical universities, it is possible to organize engineering communities in order to spread and implement professional morality and humanistic education of students.
Strange as it may seem, the path to man-made disasters begins with simple student sloppiness. Next comes the non-observance by young engineers, graduates of universities, professional instructions and regulations. And the result is this: loss of life, pollution of water and soil, accidents, explosions, fires, transport crashes, destruction of structures. V. Chumakov rightly asserts that "... the most dangerous terrorist in Russia is an irresponsible ignoramus and a slob who has made his way to the levers of controlling technological processes." (10, p.26). The author draws a real picture of modern production, where the technological regulations for the manufacture, assembly, painting and acceptance of products are easily ignored, where looseness and cynicism reign. “A brazen, shameless disregard for state, technological and personal discipline, an oblivion of responsibility for the creation of sin and a violation of conscience has taken root in the country.” (Ibid.). Higher educational institutions that train engineering and technical personnel bear a certain responsibility for the current situation.
It is possible to change the situation only with the inclusion of the moral and ethical training of future specialists. Life testifies that only people of high moral merit perform their work ideally.
What is the content of the work of the teaching staff on the full-fledged formation of the future specialist? Undoubtedly, technical education mainly provides a set of advantages for an engineer, the most important of which are professionalism, competence and efficiency. However, the problems of the moral and ethical basis of future specialists require their solution to ensure the true professionalism of graduates.
The development of technology inevitably entails an increase in the responsibility of people associated with it. Special responsibility falls on the production manager, engineer and technician. The more complex the machine, the more responsible its maintenance is required.
The education of civil and engineering responsibility begins with the education of the responsibility of the student, who properly solves the tasks assigned to him and fulfills the duties assigned to him in the learning process. On the moral side, the student's responsibility is the awareness of social requirements, a deep understanding of the social significance and social consequences of his studies, the readiness to answer for his actions to the student team, society and himself.
The responsibility of the student is manifested in the systematic completion of assignments, preparation of projects, work with the proposed literature, participation in conferences, competitions, timely and high-quality passing of tests and exams. It is no secret that many students do not seek knowledge, but only to get grades. By the way, the amount of time allocated for a full-fledged test of a student's knowledge in the exam is not enough.
An indicator of the future discipline of an engineer is the discipline of a student. Discipline is “a qualitative characteristic of order, organization in a particular sphere of people’s life, reflecting the compliance of their behavior with the norms of law, morality or statutory requirements of an organization that have developed in society”, and discipline is a personality quality, including self-control, internal organization, responsibility , willingness and habit to obey one's own goals (self-discipline) and social institutions (laws, norms, principles). (10, p.27). The discipline of the student is manifested in the regular attendance of classes, the absence of delays, absenteeism, the competent use of time reserves, the ability to correctly combine work and rest. Also, the discipline of the student lies in the strict implementation of orders and regulations of the leadership of the educational institution (for example, bans on smoking in the room, presence in outerwear in classrooms, in the library, in the canteen, not to spoil tables and other state property, etc.). With the deviation of the student from the norms and rules in the educational institution, a violation of discipline in the workplace begins. The engineer, the leader of the team, should be the first to set an example of a culture of behavior in production.
The future specialist is obliged to prepare for work in a team, therefore, collectivism, humanism and conscious service to public duty should be incorporated in the process of his professional training. Moral prerequisites for collective creative work are necessary. The creation of a moral climate in the work collective is preceded by the collectivist education of the student. It is important that the training team develops a relationship of camaraderie, respect for each other, mutual goodwill, combined with exactingness. Each member of the team should feel the attention and support of his comrades. It is necessary to overcome disunity and indifference, disrespect and hostility in the team. The academic discipline "Ethics of business communication" is aimed at mastering the office etiquette by students. The etiquette of an engineer is made up of the usual norms of a culture of behavior and communication in the process of performing official duties.
A special role in production belongs to the engineer-manager. In the scientific literature, a lot of recommendations have been developed for the correct behavior of the leader in the production team. Many of them can be common in student groups, since the traits of a leader are formed in the process of education. The head of the team is obliged to show discipline, setting an example for others; must be true to his word in practice, be modest, simple and friendly towards people, not skimp on praise. It must be remembered that rudeness offends a person and harms the cause, so one should restrain anger and irritation, show patience and self-control. You should learn to speak softly and briefly, watch your vocabulary. (11, p. 110)
Earlier than others, the importance of interpersonal and intergroup relations, psychological compatibility in a team was understood by the Japanese. So, “at one of the Japanese enterprises, the instruction to the foreman obliges him to win over the worker, to make him feel good. To do this, the foreman must know the name of each worker, shake hands with him, once a shift inquire about his well-being, and the second time - the health of his wife and children. Among the employees of Japanese firms, there is a great delicacy in communication, in particular, open criticism of each other is not accepted. It is believed that such criticism reduces the labor activity of a person, and this is unprofitable for the company. A person should work in a good mood, so ideas are criticized more than their authors. (Ibid.).
The relations of students in a group should develop in accordance with the scientific recommendations of psychologists and sociologists, which is why these academic disciplines are so important in the engineering curriculum. A high culture of human communication, tolerant interpersonal relations, regardless of national, confessional, gender and other differences, is formed in the process of professional training of a specialist.
The moral regulator of engineering work is such an important ethical category as conscience. It is called the voice of God in man. According to F. Rabelais, knowledge without conscience leads to the ruins of the soul. The presence of conscience in the spiritual life of a person determines not only the quality and efficiency of his work, but also the direction of decisions, relationships with people. Conscience forces a specialist to honestly develop and operate equipment, not to deviate from what is necessary for the sake of personal material gain. According to A. Einstein, the fate of scientific and technological progress depends on the moral foundations of its creators, and the ethical and humanistic approach is a priority criterion for this progress (11). A conscientious specialist will not allow negligence, will not hide the necessary information and will not present false conclusions, will not allow for the sake of a career to deviate from principles.
“It is believed that the accident at the Chernobyl nuclear power plant occurred through the fault of the personnel. A record of telephone conversations of operators on the eve of the accident has been preserved. “The frost on the skin pulls when you read such records,” said Academician V.A. Legasov. One operator calls another and asks: “Here it is written in the program what needs to be done, and then a lot is crossed out, what should I do?”. His interlocutor thought a little and said: "And you act according to the crossed out." Such was the level of preparation of technological documents at such a serious facility as a nuclear power plant. Someone crossed out something in them, the operators interpreted at their own discretion and could perform arbitrary actions ... ”(11, p. 21)
The conscience of a specialist is the ability to give self-assessment to one's actions, deeds and thoughts, to critically evaluate one's behavior, to measure it with the public good and to foresee the consequences of one's activity.
One more example. “In February-March 2009 at the Sayano-Shushenskaya HPP unit No. 2 was put out for repairs to eliminate the most dangerous defect. But when it was assembled and launched, it turned out that the defect could not be eliminated, the vibration, significantly exceeding the norm, remained. Nevertheless, he was left in work: with colossal power, he brought huge profits to shareholders. Think about it: the machine was left in operation with a defect, which inevitably leads to a catastrophic violation of the strength of the leading structures ... Fearing the wrath of the RusHydro bosses and hoping for a chance, the HPP personnel continued to mercilessly exploit the faulty unit "(10, p. 26). The end of this tragedy is known: the greatest hydroelectric station was flooded, people died, the Yenisei was polluted with hundreds of tons of machine and transformer oil.
Conscience, professional honor, dignity and professional duty are categories of ethics that reflect the moral basis of an engineer; this is the professional ethical orientation of a future specialist. During the period of study at a university, it is necessary to form the moral basis of a student who does not allow himself to use cheat sheets, write off from other people's work, use tips, dodge, offer a teacher a bribe or a service for a test or an exam. Already during their studies, the student has to solve moral problems: truth or falsehood, justice or injustice, honor or benefit, good or evil, duty or personal well-being. Undoubtedly, a student with the opposite moral orientation will show his negative qualities in production, which will entail quite predictable negative consequences.
It should be said that the personality of the teacher and mentor plays an important role in shaping the moral basis of the future engineer. In a society corroded by corruption, it is the teacher who can and must set an example of honesty and disinterestedness, otherwise the society will be constantly replenished with an army of corrupt officials. Unfortunately, today, according to sociological studies, corruption in the country's higher educational institutions is increasing by 10% annually. According to L.N. Tolstoy, "all professions are from people, but three are from God: teach, heal, judge." An uncompromising and urgent fight against corruption and bribery in universities is an indispensable condition for the moral education of future specialists.
In solving the problem of moral and ethical training of future engineers, the involvement of tutors in universities can play an important role. Translated from English, this word means - mentor, guardian, adviser, educator, curator. For the first time, the staff of tutors was introduced into educational institutions in the UK. Currently, at Oxford University, 60% of the study time a student works with a tutor, and the remaining 40% listens to lectures and participates in seminars.
In Russian university boarding schools and lyceums with the rights of higher educational institutions of the pre-revolutionary past, mentors, spiritual educators worked, and the students themselves were called pupils. The caretakers of morality had to continuously monitor the spiritual development of the wards, acting according to a single plan, and give an account to higher authorities. The Charter of Moscow University spells out the duties of each employee, including the rector, who “… at all times must incline hearts to goodness, forbidding depraved people to seduce their inexperience, keeping them from wasting and having vigilant supervision over all their actions when they are the least are afraid.” (12).
A tutor is a person with a pedagogical education, participates in the development of individual educational programs for students and accompanies the process of individual education. Thanks to the work of a tutor, the student not only receives additional knowledge and skills, but can solve real problems of his life. The tutor is called upon to accompany the process of comprehensive, including the moral development of the student.
Since society is in dire need of qualified engineers, it is necessary to improve the system of their training. The time has come to replace the quantitative increase in the number of engineering graduates with a qualitative increase.
The Department of Cultural Studies and Sociology of the IFP SibFU can contribute to the humanization of education with a number of special courses that have already been tested: "Intercultural Communication of the Peoples of Siberia", "Problems of Human Security in the Modern World", "Fundamentals of Orthodox Culture", "Cult Art of the Peoples of Siberia" and etc.
Bibliography:
1. Engineer and culture. Collection of proceedings of the scientific conference - Minsk, 1994, 160 p.
2. Dmitrieva M.A. Labor psychology and engineering psychology. - L. Ed. Leningrad. University, 1989.
3. Psychology and pedagogy. Ed. K.A. Abulkhanova.- M., 1998, 410s.
4. Kugel S.A. Young engineers. - M., Thought, 1971, 205 p.
5. Hacker V. Engineering psychology and labor psychology - M., Mashinostroenie, 1985.
6. Technical and technological innovations in the socio-cultural dynamics of Russia. Materials of 111 Engelmeyer readings. - M., 1999, 140 p.
7. Gorokhov V.G., Rozin V.M. Introduction to the philosophy of technology. - M., INFRA, 1998, 224 p.
8. Russian-American Symposium “Engineering Ethics in Russia and the USA: History and Socio-Political Context. - Moscow, 1997.
9. Rozhdestvensky Yu.V. Glossary of terms. - M., 2002.
10. Chumakov V. Sloppiness is a purely human factor. "Light", No. 2, 2010
11. Komarov I.N. Ethics to the engineer. - Minsk, Universitetskoe, 1990, 180s.
12. Andreev A.Yu. Moscow University in the social and cultural life of Russia at the beginning of the 19th century. - M., 2000, p.273.
Sukachev A.
Candidate of Pedagogical Sciences, Associate Professor of the Department of Ukrainian Studies and Political Science of the Ukrainian Engineering and Pedagogical Academy
The article considers the speech component of the professional culture of an engineer-teacher, and also determines the means of its formation based on the analysis of typical tasks of engineering and pedagogical activity and the content of the skills of an engineer-teacher.
Key words: professional culture, training of engineer-teachers, speech activity.
Formulation of the problem. An important condition for ensuring the mobility, employment and competitiveness of specialists in modern economic conditions is the preparation of students who have a high level of general and professional culture, deep knowledge of their specialty, and are able to communicate in various situations related to their professional activities. The question of studying the speech aspect of professional culture, which is directly related to the processes of transmission, analysis and perception of information, which are integral components of the professional activity of an engineer-teacher, arises as an urgent one.
Analysis of recent research and publications. In modern scientific and pedagogical literature, considerable attention is paid to the problems of the formation and development of engineering, pedagogical and pedagogical education. The problems of the professional activity of an engineer-teacher are studied in the works of E.F. Zeer, O.E. Kovalenko, G.A. Karpovoi, N.E. Erganovoi, S.F. Artyukh, V.I. Lobuntsya.
Now there are a number of studies devoted to the characterization of the professional qualities of an engineer-teacher (E.F. Zeer, G.A. Karpova, N.E. Erganova, O.T. Malenko), the definition of the components of the professional activity of an engineer-teacher (O.E. Kovalenko, A.K. Belova, N.A. Bryukhanov), communicative training of future teachers (V. Grineva, E.G. Polatai
A.I. Godlevsky, V.V. Poltoratska), pedagogical conditions of formation
speech skills of future teachers (M.I. Pentilyuk, M.A. Bogush
S.I. Pasov, K.M. Plisko, M.S. Vashulenko, S.A. Smirnov).
Considerable attention of researchers is paid to the definition and substantiation of the pedagogical conditions for the formation of a professional culture of a teacher (scientific works of Zh.L. Vitlin, I.A. Zyazyun, N.G. Nichkalo, S.O.
N.B. Krylovoi, V.O. Slastionina), as well as the study of various aspects of the formation of pedagogical culture (works by O.V. Barabanshchikov, O.V. Ivanova, I.F.Isaeva
O.P. Rudnitskoi).
Today, there are studies that address issues related to the formation of speech skills, communication skills, language competence, culture of speech, culture of business speech. These are the works of L.V. Baranovskaya, G.G. Beregovoi, L.M. T.P. Rukas, L.N. Totskoi, M.B. Uspensky, O.N.
Formulation of the objectives of the article. The purpose of this article is to highlight the speech component of the professional culture of an engineer-teacher, as well as to determine the means of its formation, taking into account the main components of engineering and pedagogical activity.
Presentation of the main material of the study. Considering culture as “the degree of perfection achieved in mastering a particular field of knowledge or activity”, when defining the professional culture of engineer teachers, we will use the concept of “professional culture” proposed by I. F. Isaev: “Professional culture is a way of creative self-realization of the teacher's personality in various types of pedagogical activity and communication aimed at mastering, transferring and creating pedagogical values and technologies.
Modern research defines professional culture as a creative vision and rethinking of the problems that arise in the absence of this culture. According to the professional culture of an engineer-teacher, it is understood, firstly, as the future specialist’s assimilation of professional knowledge and skills, organically combined with modern educational technologies and constitute his worldview, and secondly, as the ability of an individual to creative thinking and constant self-improvement and self-education. Thus, the culture of an engineer-teacher presupposes the presence of modern thinking, as before, the ability to think correctly and deeply, to independently analyze phenomena and processes, to see in them the main and special, to abandon clichés and inertia of thinking. The content of the concept of "professional culture of an engineer-teacher" is directly determined by the peculiarities of training future specialists in higher educational institutions, which involves the assimilation of professional knowledge, professional competence, the formation of professionally significant qualities necessary for participation in professional activities, which, however, cannot be simplified to a system of highly professional knowledge, skills i skills. Determining not only the cognitive interests of the student, professional culture determines his worldview attitudes, value orientations, general life credo.
The activity of an engineer-teacher is a complex process that involves a combination of two components: the actual pedagogical (organization of training and education) and production and technological (development of production and technical documentation, maintenance of the production process in workshops, maintenance of the material and technical base of laboratories and classrooms, development of new technological processes and techniques, etc.). The basis of such activities is the solution of pedagogical problems, and the production and technological component acts as a means of training and education. In the structure of the activity of the master and teacher of the vocational education system New types of work are absent or almost not updated at school: this is work related to the professional education of students, extracurricular work to improve the professional skills of future specialists, establishing contacts with the base enterprise and its workforce during the period of work experience, and ensuring the production process in the conditions of vocational education, with a specific form of advanced training in the form of an internship at an enterprise.
The main goal of the activity of an engineer-teacher - teaching the profession and shaping the personality of an employee - is realized through the preparation and implementation of the educational process, career guidance, advanced training, social and organizational work.
Taking into account the peculiarities of professional activity, the scope and content of the concept of "engineer-teacher" must be considered as a complex combination of social, general scientific, engineering, psychological, pedagogical and methodological components, the qualitative assimilation of which will allow the individual to most fully fulfill the functions assigned to him.
The authors of the concept of development of engineering and pedagogical education in Ukraine (S.F. Artyukh, V.I. Lobunets, P.A. Yarmolenko, O.E. Kovalenko) represent the professional activity of an engineer-teacher in the form of two independent components: engineering professional and pedagogical professional, which provides social protection for the individual, since in case of failure in the field of pedagogical activity, he can try his hand at work, besides, experience shows that the success of teaching depends on the level of technical qualifications of the teacher. According to the proposed approach, the professional activity of a teacher of special disciplines, unlike school teachers, is integrative in nature and includes two independent activities - pedagogical and engineering and technical. Pedagogical activity involves work on the organization and implementation of the educational process in a vocational educational institution, as well as a system of advanced training. Engineering activity involves the work of a specialist in the relevant field of industrial production as an organizer, designer and operator. At the same time, the components of the professional activity of an engineer-teacher are interrelated and this relationship is manifested in the fact that the subject of professional activity is a means of carrying out pedagogical activity, that is, the possession of engineering activity allows the teacher to master new achievements in science, technology and production in order to transfer them to students, and also preparation of the material and technical base for the organization and implementation of the educational process for vocational training.
The pedagogical activity of an engineer-teacher includes the following elements of labor processes: analysis of initial data, forecasting results, analysis of an object, preparation of materials, development of technologies for activities, implementation or organization and implementation of the labor process, control and correction of the result.
Among the socially significant and professionally important qualities of an engineer-teacher, as is known, the following are distinguished: orientation (professional position, professional value orientations, motives, professional self-determination, vocation and pedagogical ideal), professional competence (complexes of engineering and pedagogical knowledge and skills, individual experience , pedagogical skills), professionally important qualities (active life position, dynamism, emotionality, organization, sociability, didacticism, technical intelligence, creativity, pedagogical intelligence) psychodynamic characteristics (activity, emotional stability, reaction rate, speed of development of conditioned reflexes). At the same time, attention should be paid to the fact that communication - a quality necessary for the successful implementation of any pedagogical activity - implies sociability, emotional expression, developed speech (correct pronunciation, logical harmony of presentation of thoughts), pedagogical tact, the ability to "read" the student's state of mind for facial expressions, facial expressions, gestures.
The professional activity of an engineer teacher is associated with the implementation of three groups of skills:
gnostic activity is associated with his ability to design the cognitive and practical activities of the student, where great importance is attached to the ability to put forward a problem for him, set search tasks
actually constructive skills are associated with the design of various elements and moments in the activity of an engineer-teacher
organizational and communication skills provide an opportunity to fit their activities into the overall structure of the activities of the staff of the educational institution.
For the successful implementation of professional and pedagogical functions, an engineer-teacher must demonstrate the following personality traits: professional thinking - creative, pedagogical thinking, reflection, mobility and efficiency of thinking; dynamism - initiative, perseverance, the ability to predict the reaction and behavior of people, to achieve the goal, the ability to volitional influence; didactic abilities - the ability to explain, prove, turn scientific and technical information into educational material, design teaching technologies; communication - sociability, developed speech (correct pronunciation, logical harmony of presentation of thoughts), perceptual and expressive abilities, pedagogical communication; organization - the ability to organize educational and socially useful activities of students, as well as their own - engineering and pedagogical?? Gogichna; creativity - the ability for artistic and technical creativity, rationalization, pedagogical creativity; empathy - the ability to respond emotionally, tact, kindness, tolerance - emotional stability, self-confidence, endurance, balance.
The activity of an engineer-teacher is aimed at the implementation of general pedagogical (or actually professional) and auxiliary functions. The first group includes educational, educational and developmental functions, the second
constructive, organizational, gnostic, communicative, production and technical functions. The communicative function (the function of communication) is one of the most important for the teacher, since communication is both a means and the content of pedagogical work.
Thus, based on the analysis of psychological and pedagogical literature, among the personal qualities of an engineer-teacher, professional competence (skills and skills in the profession, technical thinking, creativity in the field of production and technological activities), pedagogical competence (pedagogical technique, psychological and pedagogical erudition, creativity in the field of pedagogical activity) and language competence (developed speech, the ability to build texts for various purposes, compliance with language norms, the use of speech etiquette formulas in accordance with communication situations). This gives us the opportunity to single out the professional, pedagogical and speech component of the professional culture of an engineer-teacher.
The speech component of the professional culture of an engineer-teacher involves the use of general speech skills, possession of professional vocabulary, terminology, various forms of written and oral professional speech, the ability to create texts used in situations of professional communication, use industry terminology, special phraseology, set expressions that correspond socially. significant situations of professional communication, the ability to analyze the effectiveness of professional communication; skills to improve their own professional broadcasting; selection of appropriate speech models in professional communication, compliance with the rules and norms of the literary language, appropriate use of terminology, phrases characteristic of a certain field of science, technology, education, development of skills in formulating one's own statements, working with reference literature, analysis and systematization of categories of professional speech, text analysis skills (both oral and written).
In his professional activity, an engineer-teacher must systematically build various stages of communication processes, diversify and emphasize his own broadcasting, carry out pedagogical communication based on knowledge about the patterns of communication and ways to manage an individual and a group; it is advisable to use professional vocabulary in their activities, draw up documents for various purposes; to form the content of vocational education; design learning technologies; design training materials, exercise control and introspection in the learning process.
Taking into account the main components, based on the analysis of typical tasks of engineering and pedagogical activity and the content of the skills of an engineer-teacher, the following groups of tasks can be determined for the formation of the speech component of the professional culture of future engineers-teachers:
The task for the formation of skills to use language tools in professional communication (editing texts of scientific and official business styles; translation of specialized texts in Ukrainian and Russian; use of tests to test practical skills in using language tools in professional communication; formulation of questions that require detailed answers)
The task for the formation of skills to implement the main varieties of speech in professional communication (preparation of abstracts, reports and speeches on the topic of compiling supporting notes, plans for articles and paragraphs, structural and logical diagrams based on the material of sections of textbooks, professional dictionaries)
The task for the formation of skills to model communication processes, taking into account the structure of communication (role-playing games and other tasks for modeling situations)
The task for the formation of skills to organize the process of communication and manage it (performing exercises for prepared communication, the implementation of an individual conversation as a spontaneous interaction, tasks for self-assessment and evaluation of work during the exercises).
Thus, for the formation of the speech component of the professional culture of future engineers-teachers in the educational process of the university of the corresponding profile, it is advisable to use: modeling of communication situations; role-playing games, testing, analysis of one’s own work and the work of comrades during the exercises, performing exercises that involve editing texts, analyzing ready-made texts and creating new ones, preparing abstracts, compiling basic notes on topics, drawing up plans for articles, paragraphs, drawing up structural and logical diagrams based on the material of sections of textbooks, compiling professional dictionaries; wording of questions on the topic; detailed answers to questions, translation of specialized texts, editing of texts of official business and scientific styles.
Conclusions from this study and prospects for further research in this direction. The features of the speech activity of future specialists in the engineering and pedagogical profile are due to the fact that engineering and pedagogical activity is a complex process that includes pedagogical, engineering and technical, and production and technological components. The speech component of the professional culture of an engineer-teacher is determined primarily by the features of his professional activity and provides, in addition to the use of general speech skills, possession of professional vocabulary, terminology, various forms of written and oral professional speech, the ability to create texts used in situations of professional communication, use industry terminology, the ability to analyze the effectiveness of professional communication; skills to improve their own professional broadcasting; selection of appropriate speech models in professional communication, compliance with the rules and norms of the literary language, appropriate use of terminology, phrases characteristic of a certain field of science, technology, education, development of skills in formulating one's own statements, working with reference literature, analysis and systematization of categories of professional speech, text analysis skills (both oral and written).
The educational process in modern universities provides opportunities for creating conditions for the formation of the speech component of the professional culture of an engineer-teacher: the exact formulation of the topic of the lesson; unambiguous definition of the object, subject, purpose, task of the work; logical combination when working in the classroom of oral and written forms of control of students' knowledge; control when checking student papers for compliance with the logic, consistency, validity of answers, analysis of students' answers in terms of logic, consistency, validity of the presentation of material, attracting students to self-assessment, clear identification of the stages of communication, control over the correspondence of the used lexical units of the stage of professional communication and the situation of communication, allocation of logical stages of disclosure of the content of concepts, presentation of material, analysis of the relevance, accuracy, clarity of their own statements and statements of students, taking into account the goals and situations of communication, the use of various strategies of speech communication and constructions of their own statements.
The conducted research does not fully exhaust the questions of the formation of the professional culture of engineers-teachers. Further scientific research may be related to determining the possibilities of forming a professional culture in the process of studying individual disciplines provided for by the curricula and training programs for future engineer-teachers.
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