THE ROLE OF SOCIAL-HUMANITARIAN SUBJECTS IN FORMATION OF VETERIANARIANS' PROFESSIONAL CULTURE

Abstract

The significance of development of professional culture in future veterinarians was substantiated. The concept of culture and its functions were analyzed. Having conducted the investigation of various authors it was shown, that professional culture is a result of a person's labor activity, high grade of morality as well as customaries of behavior culture. Besides, it was established that professional culture consists of three constituents: professional-moral culture, professional-psychological culture and professional-technological culture. It is concluded that social and liberal sciences develop benevolent, attentive, condolent and respectful attitude to the others, allegiance to the chosen profession, and responsibility for results of professional activity. Social and liberal sciences orient students on realization of their own capabilities. Mentioned subjects motivate and stimulate students to acquire knowledge and self-development.

Headnote

Abstract: The significance of development of professional culture in future veterinarians was substantiated. The concept of culture and its functions were analyzed. Having conducted the investigation of various authors it was shown, that professional culture is a result of a person's labor activity, high grade of morality as well as customaries of behavior culture.

Besides, it was established that professional culture consists of three constituents: professional-moral culture, professional-psychological culture and professional-technological culture. It is concluded that social and liberal sciences develop benevolent, attentive, condolent and respectful attitude to the others, allegiance to the chosen profession, and responsibility for results of professional activity. Social and liberal sciences orient students on realization of their own capabilities. Mentioned subjects motivate and stimulate students to acquire knowledge and self-development.

Keywords: Professional culture, veterinarian medicine, labor activity, personality, society.

Introduction

Modern society feels a great need not only for highly educated professionals, but above all for humane personalities. Nowadays, the humanistic orientation of the educational process of a higher educational institution is not only relevant, but also a necessary condition for the further development of the country. Scientists believe that the survival of all mankind and the further development of civilization must be carried out with the obligatory consideration of humanistic philosophical and worldview values. That is why an important task of the pedagogical process of a higher educational institution is not only the professional training of a modern specialist, which involves mastering scientific knowledge, abilities, skills, but also the spiritual and moral development of the student's personality. One of the key components of this process is the formation of the professional culture of the future specialist by means of social and humanitarian disciplines.

The purpose of the research is to analyze the concepts of "culture", "professional culture", to establish the need for its formation in students who acquire the profession of veterinarian by means of social and humanitarian disciplines.

Literature Review

The term "professional culture" is commonly used, but there are no separate scientific studies dedicated to the holistic theoretical study of this phenomenon. This concept is used on an intuitive level in publications devoted to the professional activities of teachers and lecturers of higher education. In particular, this definition was studied and used by such scientists as, N.V. Kuzmina1, V.A. Slastionin2, N.F. Talizina3. V.T. Puliaiev4 and can be singled out among the researchers of the problems of social and humanitarian education.

Analysis of future veterinarians' professional culture

It should be noted that the pedagogical process of a higher educational institution is based on legislative documents: the Constitution of Ukraine, the Declaration of Human Rights, the Laws of Ukraine "On Education" and "On Higher Education", the Decree of the President of Ukraine "On Measures for the Development of Spirituality, Protection of Morality and the Formation of a Healthy Lifestyle" life of citizens", to the National Doctrine of Education Development of Ukraine in the 21st century, etc. On the basis of these documents, concepts of educational work are developed in higher educational institutions.

The priority directions in the implementation of concepts by higher educational institutions at the current stage are the formation of a personality that is aware of its belonging to the Ukrainian people, is aimed at the implementation of the Ukrainian national idea, with a democratic worldview that respects civil rights and freedoms, the traditions of peoples and cultures of the world, and also the national, religious, language choice of each person5.

This gives reason to single out the main directions of the educational process of students, namely: educational and professional, patriotic, legal, ecological, economic education; artistic and aesthetic formation of personality, affirmation of universal moral and humanistic values, labor activity, physical perfection and formation of a healthy lifestyle, development of general and professional culture of students, provision of appropriate conditions for self-realization6.

It is generally known that human culture acts as a way and measure of mastering social nature, which includes universal human goals and aspirations, and its goal is the comprehensive development of the individual. Culture constitutes a certain aspect of human life and performs external functions, provides society with everything necessary for its successful development. Thus, the researcher M. Kagan singles out two basic functions of culture: providing society with everything necessary for successful confrontation with the environment and nature for the purpose of further progressive development; ensuring one's own mobility, dynamism, productivity, and professional development7.

The author attributes the following to the first group of basic functions of culture: transformative, which indicates the need to adapt nature and man himself to the needs of society; organizational, which is responsible for practical communication of people in all spheres of collective activity; design, which is responsible for the need for "anticipatory reflection" of reality, creation of "models of the future"; cognitive, which promotes the need to accumulate and deepen knowledge about the objective laws of existence; value orientation, which contributes to the consolidation of society with unified ideals, values, and norms; communicative, which provides spiritual communication of people by all available means.

The outlined functions are designed to ensure the effective socialization of the individual, which meets the needs of each social system, namely: to develop and educate people according to their established models. To the second group, M. Kagan attributes the following private functions: improvement of social and organizational culture in all spheres of people's practical activity; the development of the culture of "imagination" as a way to optimize human project activity; development of the culture of thinking as a way of optimizing human cognitive activity; the development of the culture of feelings as a way of optimizing the value-orientation activity of a person; development of the culture of spiritual communication as a way of optimization; development of the culture of artistic creativity as a way of optimal matching with the nature and needs of social life and development. In our deep conviction, the formation and development of the specialist's professional culture should be attributed to this group.

According to scientists, culture is a multifaceted concept. It includes everything that has been created by mankind over many centuries. Culture can be called the nature of the person himself: intelligence, moral feelings, the ability to understand and create beauty. Culture is a set of forms of human activity, changed, improved and transmitted from generation to generation by means of language and speech, writing, direct imitation.

Therefore, "culture" as a philosophical category, on the one hand, as a purely human form of self-organization and further development of the "nature - man - society" system - on the other hand, as a means of adaptation of the individual in society, can function due to the presence of numerous universal connections and regularities , is aimed at expanding the boundaries, potential capabilities of the individual, building one's own behavior and, most importantly, determining the priority areas of activity aimed at satisfying one's own and collective needs8.

The profession of a veterinary doctor requires a certain set of scientific and theoretical knowledge and practical abilities and skills, without which it is impossible to achieve a high level of professional culture. Becoming a veterinarian as a high-class specialist requires constant attention to the improvement of forms and methods of educational work, which are directly related to the improvement of both general and professional culture. It should be noted that the issue of the professional culture of veterinary doctors was not considered an actual scientific and pedagogical problem. This state of affairs, of course, prompted us to conduct targeted research in this aspect.

Researchers V.I. Tsarenko, V.O. Khoma and V.I. Miroshnychenko, who directly studied the issue of culture, claim that culture is a complex entity that includes "a certain historical level of development of society; a certain amount of material and spiritual values; creative forces and abilities of a person, reflected: in the results and forms of organization of his life and activities; in relationships between people; rational methods of mastering methods of activity in the material and spiritual spheres of society's life". To general culture, scientists also attribute the degree of perfection of a person in certain types of his activity and communication9.

It is customary to distinguish various components and spheres of culture. In particular, scientists distinguish spiritual, philosophical, moral, aesthetic, ethical, legal culture. One of the most important areas of spiritual culture is professional culture. Today, there is an obvious and unquestionable, extremely urgent need to train future specialists who possess a high general and professional culture, the ability to think independently and flexibly, proactively and creatively solve professional and life issues. Therefore, it is worth clarifying the essence of the concept of "professional culture" and "professional culture of a veterinarian".

In our opinion, the subject of the professional culture of a veterinarian is to clarify the methodology, purpose and essence of the activity of animal health protection bodies, the laws of their activity, the specifics of the formation of moral and ethical service relations, the study of the principles of building a structure that takes care of the health and welfare of animals, and its critical analysis. The professional culture of a veterinarian is an integral part of his general culture. There are peculiarities in the performance of official duties by veterinarians, which are determined by the specifics of the State Veterinary and Phytosanitary Service of Ukraine, which leave an imprint on the essence and content of the professional culture of a veterinarian.

So, we can say that professional culture is the results of labor activity, which are determined by a high degree of professional morality and generally accepted cultural norms of personal behavior. Professional activity is based on professional self-affirmation and professional skill - these are the main principles of professional culture. Professional self-affirmation is identified with such concepts as professional orientation, formation, adaptation, improvement, career advancement. Professional self-affirmation cannot be separated from the cultural and moral state of society, warns against such negative phenomena as dishonesty in the performance of one's official duties, destructive conflicts, careerism, humiliation and contempt for one's colleagues and subordinates.

Professional skill is interpreted in two aspects: broad and narrow. In a broad aspect, it is assumed that every specialist, who professionally engages in a certain type of activity, has the necessary knowledge, skills and abilities, and as a result - deserves professional trust. In the narrow sense, professional skill includes theoretical preparation, productive activity, talent, high moral qualities of a specialist, upbringing, correctness, social feelings. Talent and social feelings are the most essential, in our opinion, components of professional skill. The question of professional skill is intertwined with the concept of professional morality, which is the basis of the professional culture of a veterinary doctor.

Moral education of future veterinarians occupies an important place in the formation of professional culture. The outlined process involves purposeful and constant awakening of future veterinarians' love for their profession, a sense of high personal responsibility for the assigned area of work, intolerance to any manifestations of lawlessness and an immoral attitude to the performance of official duties. The analysis of scientific studies devoted to the problem of formation of professional culture allowed us to establish that professional culture has the following main components, namely: professional moral culture, professional psychological culture and professional technological culture (Fig. 1.1).

The first component of a veterinarian's professional culture is professional moral culture, which is characterized by the degree of mastery of moral norms and the implementation of these norms and principles in practical activities. Professional culture is unthinkable without the personal moral qualities of a veterinarian. Researchers believe that the moral content of activity is the basis of professional culture. In the process of performing his official duties, a veterinarian must observe the norms of behavior that are accepted in everyday life. His behavior should be decent, sociable, benevolent, etc. Thus, professional morality is a system of moral and moral-legal norms that regulate the actions and behavior of a person in professional activity. Professional and psychological culture occupies an important place in the structure of professional culture.

This is caused, first of all, by the fact that the ability to control oneself, knowledge of the laws of psychological and pedagogical processes are important factors for the implementation of professional activities. The psychological and pedagogical skills of a veterinarian give his professional culture a rational character. Activities aimed at protecting the health of animals have a number of specific characteristics, namely: the absence of templates in work and the obligation of legal regulation of professional activity. The leading role in this process is played by the psychological and pedagogical culture of the individual, which is aimed at the development of the will, since the achievement of the goal - to become a professional in one's field - is possible only by overcoming the difficulties that arise on this path.

Competent and competent overcoming of various obstacles helps the process of personality development. The professional culture of a veterinarian is impossible without knowledge of medical psychology. A veterinarian must possess the technique of an individual approach to the patient and its owner. It is appropriate to include a certain level of mastering by the specialist of the necessary skills necessary for the performance of official duties and the ability to creatively apply them in non-standard situations to the professional and technological culture. Such an approach enables a specialist to perform his professional duties in a highly qualified and skillful manner, thereby gaining authority and gaining recognition of professionalism, expertise and mastery.

Note that the specified types of professional culture do not exist separately from each other, they are interconnected, complement and enrich each other The professional culture of a veterinarian is the result of professional training in the veterinary education system. Professional culture is also conditioned by the scientific organization of work, the intellect of the veterinarian, his moral and psychological characteristics of the individual, and official etiquette. In our opinion, the professional culture of a veterinarian contributes to the formation of a positive stereotype of behavior, a certain level of mastery of universal values, the legality of actions during the performance of official duties. In general, professional culture helps veterinarians develop their own style of behavior through the use of cultural heritage of humanity, as well as through professional training and depth of assimilation of rules and moral values.

Professionalism occupies a leading place in professional culture. Its essence lies in deep knowledge of methods of animal health protection, perfection in the performance of official duties, constant need for productive activity. Thus, we believe that professionalism includes the following components: competence, responsibility and dedication to one's work. Education of the professional culture of future veterinarians in the process of studying social and humanitarian disciplines arouses considerable interest among teachers of higher educational institutions where there are faculties of veterinary medicine.

One of the main directions in the work of teachers with veterinary students is the training of a specialist veterinarian with a high professional culture. In our time, the value of human existence in its harmony with the natural world and society is increasingly brought to the fore. At the same time, according to Professor V.T. Pulyaev, the priority is issues of morality, spirituality of society, humanistic values, and human dimensions10.

Thus, the question arises about the study of man, culture, society, existence, consciousness, politics, history, that is, about the qualitative originality of the concept of "humanitarian".

In our opinion, we are talking about the block of social and humanitarian training traditionally adopted in Ukraine, provided for in every curriculum of a higher educational institution. In the study "Social and humanitarian education today: problems and prospects" prof. A. V. Mirsky claims that social and humanitarian knowledge is a person's knowledge of himself, as well as self-awareness in the reality he is capable of creating. Social and humanitarian knowledge is a reflection on the world of man and man in the world. The essence of modern socio-humanitarian knowledge is that its basis is man as a subject, as an object, and as an end in itself11.

This is a systematic holistic knowledge about a person and his life activities, a person as a complete and end-to-end object and subject of social processes. The purpose of socio-humanitarian knowledge is in its wise synthesis: philosophy, sociology, political science, cultural studies, history and other humanitarian disciplines. 21st century, according to Puliaiev V.T. indicates that today a new paradigm of socio-humanitarian knowledge and education is being formed, an ideal of the development of science and education, according to which strategy is correlated with a person, the world of human feelings and relationships, its culture, ecology, morality, creativity12.

Such a correlation is of fundamental importance, as it involves ordering and harmonizing the relationship between man and nature. In the scientific and educational process, issues of morality, spirituality of society, and humanistic values become priorities. It is humanism that becomes the embodiment of self-awareness and spirituality, which are asserted in the form of morality and ethics. S.A. Smirnov in the report "Substantive (paradigmatic) aspects of higher social and humanitarian education" defines the basic goal of social and humanitarian education as the formation of a certain human ideal and its support as the main capital - human potential. Thus, the classical ideal of socio-humanitarian education means the reproduction of the human (humanistic principle) in the image of a person and his basic qualities (thinking, perception, will, ideas, feelings), which is absolutely necessary and reproduced in society as a social, cultural and anthropological order.

Thus, social and humanitarian knowledge not only forms a cultured and educated person, it is an integral component of professional training. A modern specialist, using all the possibilities of scientific and technical progress, information and computer support and other high technologies, not only works with mechanisms and equipment, but also realizes his talents, abilities, aspirations in a certain society, among people, society with its historical experience, traditions, moral order and ethical norms. The pedagogical process of a veterinary educational institution is designed to ensure the training of a future specialist who is able to use knowledge about a person, human morality in all its multidimensional aspects, as well as be able to organize the production process, form an active civic position, a responsible attitude towards the main object of their activity - animals and its owner.

Social and humanitarian disciplines are fully capable of revealing to students both certain social requirements and the humanistic orientation of professional training, as they provide knowledge about social processes occurring in society, form a worldview, a sustainable interest in the educational process as a whole, national and civic position Performing the role of a consolidating component of professional training, socio-humanitarian disciplines are pivotal in the growth of a person's social maturity.

Socio-humanitarian knowledge forms a benevolent, attentive, sympathetic and respectful attitude towards others, devotion to the chosen profession, responsibility for the results of actions and deeds, orients to the self-realization of the abilities of each person, as they teach to acquire knowledge and self-improvement throughout life. A humanistically educated person is one who is able to self-determine in society with the help of system-forming knowledge about moral and spiritual values, various cultural practices that take a person beyond the boundaries of a specific subject, provide openness to knowledge and self-knowledge of the individual.

The curriculum for bachelors of veterinary medicine traditionally includes languages (Ukrainian and foreign), history, cultural studies, sociology, fundamentals of jurisprudence, ethics and psychology of family life, political science, religious studies, and physical education. In addition, professional disciplines to a certain extent organically combine the pedagogical possibilities of socio-humanitarian training, since: the terminology used is partly of Ukrainian, Latin and Greek origin.

The process of mastering professional knowledge requires special work on the development of speech and thinking, and students' answers in practical classes regarding making professional decisions, important for professional activity, require reflection, evidence and contribute to the formation of reasoned speech, the ability to clearly, correctly and logically defend their point of view. In addition, the disciplines of the special cycle are based on the historical foundations of the development of the veterinary industry, which is generally related to various historical aspects of the development of society in Ukraine as a whole as an agrarian country, etc.

Conclusions

The analysis of scientific research made it possible to state that professional culture is a set of forms of human activity, changed, improved and transmitted from generation to generation by means of language and speech, writing, and direct imitation. The professional culture of a veterinarian includes three components, namely: professional moral culture, professional psychological culture, and professional technological culture. Based on the results of the analysis of the above components of the professional culture of a veterinarian, it can be concluded that the professional culture of a veterinarian is the result of the process of mastering scientific and professional knowledge, becoming a competent specialist - a professional who possesses modern technologies necessary for the organization of professional activities.

As a result of the conducted research, it was established that social and humanitarian disciplines are basic in the formation of the professional culture of a specialist, contribute to the realization of talent, abilities, and aspirations; to fully exist among people, in society with its historical experience, traditions, moral order and ethical norms.

Prospects for further research

The specificity of higher veterinary education and agricultural education is that university teachers mostly have specialized agricultural education, treating pedagogical activity as a production sphere. Certain difficulties arise in the organization of the educational process in connection with this sometimes one-sided understanding of educational activity. Therefore, it is necessary to conduct a deeper study of the pedagogical and psychological aspects of the formation of the professional culture of veterinarians and outline the place and role of socio-humanitarian disciplines in this process.

Footnote

1 N.V. Kuzmina, Professionalism of the personality of the teacher and master of industrial training, 1990,119 p.

2 V.A. Slastionin, Pedagogy: Textbook. Publishing Center "Academy", 2002, 576 p.

3 N.F., Talizina, Pedagogical psychology: Textbook. Publishing center "Academy", 1998. 288 p.

4 V.T. Puliaiev, The search and establishment of a new paradigm of social-humanitarian knowledge and education. Social and humanitarian knowledge. No3. 2001, pp. 5-12.

5 Law of Ukraine "On Higher Education", Scientific and practical commentary for general edited by V.G. Kremen, Kyiv, (2002), pp. 82-83.

6 Ibidem, p. 92.

7 M.S. Kagan, Philosophy of culture. Petropolis LLC, 1969. p. 212.

8 V.A. Slastionin, Pedagogy: Textbook. Publishing Center "Academy", 2002, p. 438.

9 V.I. Miroshnychenko, V.I. Tsarenko, V.O. Khoma, Professional culture of a border guard: a study guide. Khmelnytskyi: Publishing House of the National Academy of Ukraine named after B. Khmelnytskyi, 2006, p. 42.

10 V.T. Puliaiev, The search and establishment of a new paradigm of social-humanitarian knowledge and education. Social and humanitarian knowledge. No3. 2001. p. 8

11 V.G. Kremen, V.M. Tkachenko, Ukraine: the way to yourself. Kyiv: DrUk, 1998. p. 138.

12 V.T. Puliaiev, The search and establishment of a new paradigm of social-humanitarian knowledge and education. Social and humanitarian knowledge. No3. 2001. p. 10.

References

REFERENCES

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