T O P I C 1 . PEDAGOGY AS A SCIENCE PEDAGOGICAL PROCESS PLAN 1. Pedagogy as a science. Object and subject of pedagogy. 2. Aims of higher medical education.

3. Functions (tasks) of pedagogical science in medical education. 4. The main categories and notions of pedagogy. 5. Problems of education and self-education. 6. Pedagogy as a field of humanitarian practice. 7. System of pedagogical sciences. Connection of pedagogy with other sciences. The aim of the lecture: To form the students' idea of the role of pedagogy as a science, of higher medical education's aim, to acquaint them with the main categories and ideas of pedagogy, to define the main problems of education and self-education. To view pedagogy as a field of humanitarian practice and its connection with the other sciences. 1. Pedagogy as a science. Object and subject of pedagogy. Professional and personal development of a medical student and mastering the basis of medical activity's culture and professional communication in process of higher medical education is based on the same ideas of a society's culture as pedagogy is. What is pedagogy in higher medical education? The answers to this question can be different: pedagogy is an art of communication of a doctor and a patient, the students must be taught this art; pedagogy is different methodical

recommendations on working out academic plans and programs, textbooks, tasks, tests. This diversity of notions is explained by the distinctive features of pedagogical science. This science combines two directions to study and describe

pedagogical reality and to construct, to foresee it. While studying medicine you will get to know that medicine is interpreted as a science or as an art. There is a question: what is pedagogy a science or an art? We must get an answer to this question at this lecture. Pedagogy is both a theoretical and an applied science. In medical education it describes and explains the organization of pedagogical process, reveals its success or failure. Also on the basis of empirical research pedagogy reflects pedagogical reality in that way that is should be. So what is pedagogy and what does it study? Pedagogy is a word of Greek origin, it is translated as 'guiding of the children'. The modern word 'pedagogue' means a teacher, but in Ancient Greece it meant a slave who accompanied his master's children to school. First pedagogical ideas were in the form of separate opinions and sayings. We can find the sources of folk pedagogy in the fairy-tales, songs, proverbs and sayings. At present pedagogy is a science about the principles, methods and forms of education and upbringing. In general pedagogy is defined as a sphere of human activity where we observe the working out and theoretical systematizing of the knowledge of pedagogical reality. Pedagogy reveals and shows the patterns of pedagogical process. As a descriptive science it studies the existing systems of education and their ways of obtaining and organization of knowledge. As a normative science it forms the ideas and norms of the organized education, works out the ways of its improvement and perfecting. The process of a doctor's education can be viewed as his personality's transition in the mankind's cultural field. For one hand, medical man must be active. A doctor must be always ready to acquire knowledge, to form the system of world outlook and medicine in it. For another, a doctor's personality develops in the cultural environment, acquiring norms, customs, habits (ethic and deontological rules), becoming it part. The result of education is so to say the second birth of a human being. For

humanitarian knowledge the most important is the interpretation of the sense of human life. It also relates to such vital processes as education, upbringing, training. The way of acquiring of cultural inheritance is viewed not as reproduction of the old, but as a creative enrichment of the available experience, involvement to the dialogue of cultures. A teacher and the students act as the subjects of culture. The process of education is a system 'a subject a subject'. A text (a source of information) is of great importance in education. In the past there were written verbal sources, now we also have audiovisual and computer texts. The appearance of the systems of education is connected with keeping and transmission of culture. First its traditions were transmitted orally. In Ancient Egypt and Mesopotamia the transmission of medical knowledge took place from father to son, in Ancient India medical knowledge was transmitted also orally, in the form of songs and poems (Vedas). When the system of writing appeared medical knowledge was transmitted with the help of inanimate sources of information (papyrus in Ancient Egypt, clay tablets in Mesopotamia, paper in China, parchment in Medieval Europe). The appearance of the first educational establishments is connected with the necessity of meeting of the bearers of culture with those who had to inherit it. In the cultural environment the teachers (pedagogues) working in special educational establishments (schools, universities) appear. In the history of medical education there are outstanding teachers of medicine who founded their scientific schools and taught not their own children but any person who wanted to study the art of medicine. As the civilization developed, the system of education began to select the necessary material, to turn it into the contents of the academic subjects, that is to create the contents of education corresponding to the epoch and its needs. Higher medical education is education providing an active social position of its subject (a doctor), his successful intellectual activity in professional life on scientific basis.

With regard to a student education is both a process and result of teaching, upbringing and development. In the contents of education there are two aspects: external educational environment of a University, educational plans, textbooks, methodical manuals and different visual aids (at a medical University a patient, a case history); internal personal changes and obtaining knowledge unique for each

student (knowledge, ways of activity, abilities, values). System of medical education can be viewed as an intermediate between a person and culture, the mankind's experience in the field of medicine. Pedagogy at a medical University is a science of medical education characterized by creating the conditions for the students' mastering the basis of professional competence, spiritual and professional development. The object of pedagogy is medical education and its subject is pedagogical interrelation between the participants of the educational process allowing the students to master the basis of professional competence. At the clinical departments this interrelation is achieved in the triad teacher (specialist in medicine) student (future doctor) patient. The object of science is the field of reality that it studies, in our case this reality is medical education itself. Medical education can be undergraduate, postgraduate, additional. In recent years education in the sphere of psychology, pedagogy, clinical psychology became additional to the medical education.

2. The aims of higher medical education. The aims and results of education are viewed as preparedness and ability to practical activity and responsibility for its results. The notion of competence reflects the unity of theoretical and practical preparedness of a graduate of a medical university for carrying out the professional activity. It means not only the acquiring of professional knowledge, formation of skills, abilities and professionally useful qualities of a specialist, but also the real preparedness for

practical activity. Preparedness for practical activity is provided by professional training and the key competences. They are the expression of a future doctor's personality's formation in the process of getting higher medical education. The key competences include such important skills as work with people and work with information. The work with patients, colleagues, patients' relatives presupposes the presence of a doctor's communicative skills, the ability to assure a patient that he will recover, to calm down a patient's relatives, to find optimal methods of communication with the colleagues. Let's examine the following problem. It is known that all the doctors get the same education, but not all of them become the good doctors. The reason of it is the absence of the necessary competences such as communicative skills, analytical way of thinking, psychological insight. The formula of a good doctor is: Doctor = education + experience + competences + pedagogical abilities The aims of higher medical education are connected with a future doctor's personality's formation; a future doctor should be a competent and responsible, able to help, merciful and compassionate person. These aims reflect two main components of a doctor's activity: the first one is connected with humanistic way of thinking, the second one is connected with technological mastering the basis of professional culture and activity. Higher medical education should harmonize these two components, and it will define the level of professional and personal development of a doctor. These general global directions make conditional the main tasks at all the stages of education. These tasks are defined by all the departments taking part in training the future doctors. The task of studying pedagogy at a medical university is to assist the formation and development of a future doctor's personality and his professional competences.

3. Functions (tasks) of pedagogy in medical education The scientists define three main functions (tasks) of pedagogy as a science: 1) analytical theoretical studying, description, summarizing and

interpretation of pedagogical experience. 2) prognostic effective managing of educational policy (that of the

state, university, department), working out the strategies of education. 3) projective and constructive creation of the new pedagogical

technologies, systems, basis of innovative activity, inculcation of the results of pedagogical research in practice. Nowadays the following technologies are used in higher medical education: 1) structural and logical meaning the phased organization of the

educational process, making schemes of the approximate basis of the activity, algorithms and so on; 2) integrated presupposing the interrelation of the knowledge of the

different subjects. There are integrated courses, topics and scientific problems (for example, studying the topics, such as 'The Cell', 'Metabolism', 'Nervous System', 'Musculoskeletal System'; 3) role plays modeling real professional situations (for example, role

plays on the topics 'Rheumatoid heart disease', 'A patient's complaint on the doctor'); 4) trainings defining the algorithm of solving the most typical practical

tasks (delivering an urgent care for a patient, positive communication with a patient); 5) dialogues (for example, empathic conversations of a doctor and a patient). Empathy is a doctor's ability to understand a patient's sufferings and feel sorry for him. 6) information and computer technologies (the 21st century is a century of computer era).

In higher medical education the reveled laws, principles and tendencies serve as material for substantiation of modern pedagogical innovative educational models and technologies in different subjects under study. 4. The main categories and notions of pedagogy The category apparatus of pedagogy is extremely flexible: using a certain set of its own scientific notions, it widely uses psychological, philosophical and general scientific notions. The branch of pedagogy that studies teaching is called didactics. Didactics of a higher education establishment is theory and practice of teaching students and postgraduates. Teaching is defined as a process of appropriation of the norms and ways of doing something, of socially important experience. It can be achieved by a person's individual activity (learning) or by the activity organized by a teacher (teaching). Thus, it is always a two-sided process. Upbringing is an influence on a person's needs and values, it is a process of comprehension of external aims and turning them into internal ones. Upbringing is predetermined by orientation to a personality, a personality's interests and values. Development is a process of formation a person's fundamental abilities: cognitive (the ability to think), reflective (the ability to realize and analyze one's actions), communicative (the ability to socialize). Thus, pedagogical process is specially organized purposeful process of transmitting social experience to the next generations. It provides the formation of a person's fundamental abilities. We can view it at the technological level using the following aspects: aims what to study (to teach) for; contents what to study (to teach); methods how to study (teach). From the point of view of a person's development and the most important ability is make connection between 'I want' and 'I must' by means of choosing 'I

want'. This choice supposes the restriction of one's personality. Duty in the limits of the free choice ('I must') is defined as the duty for oneself and is viewed like trial: 'I must try to do it by any means' in contrast to 'I must do it because the others want me to do it'. The absence of contradiction between 'I want' and 'I can' is provided by the real means and resources allowing a person to carry out what he wants. But in the process of education facing his 'I want' a student realizes that he doesn't possess the necessary knowledge of norms and ways of activity for making it come true. This contradiction is necessary for purposeful mastering the experience accumulated by the mankind in a certain field of knowledge or practice. The relationships made by a person between the tops 'I want' - 'I must' - 'I can' have a two-sided character. On the one hand, they promote self-determination the cognition of oneself, one's distinctions (physical, intellectual, moral, creative) from the others, one's strengths and weaknesses ('I want' - 'I can't', 'I can, but I don't want', 'I can't but I must'. For another, they help to get to know the values of mankind the relation to the world of people, things, nature, moral, behavior, creative activity. Thus, educational process is aimed to the cognition of the world, to the identification of one's personality, to the development of the abilities of selfdetermination, self-perfection and self-realization based on the acquiring of experience. Educational environment is defined as unity of conditions and influences surrounding a person. This notion allows to take into account the variety of influences, circumstances, conscious and unconscious factors in the development of a person. The notion educational environment serves as the basic one for the notions of school environment, family environment, University environment. In recent years it is often used along with the notion lifelong learning. For the analysis of the educational environment of an educational establishment the following structural units are used: physical environment, human factor, programs

of education. The environment of a persons existence and development is viewed as a structure possessing social, informational, somatic and subjective components. The scientists define several types of different educational environments. As an example lets examine four types of educational environments defined by an outstanding Polish teacher Janusz Korczak: dogmatic educational environment promotes the development of the students passivity and dependence; career environment promotes the formation of their activity, but also keeps a certain dependence; the environment of tranquil consumption promotes the free formation of a person, but also causes the appearing of a certain passivity; creative educational environment supposes free active development of the students.

5. Problems of education and self-education The students and the doctors in the process of real practical activity should have an idea of the modern approaches and concepts of upbringing. They both need the knowledge of innovations in this sphere and the ability to use them at the stage of self-developing education and while the work with the patients. Education is a purposeful help in the development of character and merits of the person, abilities and habits. Such qualities are defined first of all by the relation of a person to another person, to the society, to all realities of the world around, to a science and the process of education. This relation is fixed consciously in the form of beliefs and unconsciously in habitual forms of the behavior, in a steady emotionally strong-willed position. But it is fixed only in that case if the person is constant in the preferences and if they are embodied in personal qualities.

Education demands a special way of life and activity in the world of the corresponding values, the special organization of the whole system of interrelations with the world around that, in his turn, is connected with understanding of the importance of problems of morals and spiritual culture. Self-education is the realized, purposeful activity of the person presupposing cognition and development, formation and perfection of the positive personal qualities and overcoming negative ones, mastering the ability to harmonize the inner world and the relations with the people around. From the whole variety of educational approaches for the higher medical education the most significant ones are personally oriented and philosophical and anthropological approaches. For explanation of their features lets compare personally oriented approach with the traditional. The usage of both approaches in pedagogical activity presupposes taking into account the individual features of students. The aim of personally oriented approach is the development of a students personality. The aim of the traditional approach has another purpose the students acquiring the social experience, certain knowledge, abilities and skills mentioned in typical programs and necessary for mastering. The choice of the first approach is caused by aspiration to promote the display and development of the individual features in a person, and a choice of the second one with socialization, without taking the personal features into account. It is the important difference between these two approaches. As it has been told before, the modern type of training is a system the subject the subject. Education demands a special way of life and activity in the world of the corresponding values, the special organization of the whole system of interrelations with the world around that, in his turn, is connected with understanding of the importance of problems of morals and spiritual culture. Self-education is the realized, purposeful activity of the person presupposing cognition and development, formation and perfection of the positive

personal qualities and overcoming negative ones, mastering the ability to harmonize the inner world and the relations with the people around. From the whole variety of educational approaches for the higher medical education the most significant ones are personally oriented and philosophical and anthropological approaches. For explanation of their features lets compare personally oriented approach with the traditional. The usage of both approaches in pedagogical activity presupposes taking into account the individual features of students. The aim of personally oriented approach is the development of a students personality. The aim of the traditional approach has another purpose the students acquiring the social experience, certain knowledge, abilities and skills mentioned in typical programs and necessary for mastering. The choice of the first approach is caused by aspiration to promote the display and development of the individual features in a person, and a choice of the second one with socialization, without taking the personal features into account. It is the important difference between these two approaches. As it has been told before, the modern type of training is a system the subject the subject. Process of mastering begins with the moment of a birth of the person and is carried out by various ways and in diverse forms during all his life, being a basis of development of his mentality and behavior. Now there are historically developed forms of mastering direct and emotional dialogue, manipulative form, game, educational, socially useful and labor activity. The main age periods of a human life are corresponding to this sequence. After mastering the objective data turn into subjective skills, knowledge, abilities and beliefs. Development is a synonym of the term "mastering", applied in that cases when we speak about mastering of manipulative or active elements of a mankind's objective experience operations, actions, forms of activity. Controlled mastering is a purposeful mastering which is carried out, for example, by the student under a direct or mediated control of a teacher (group of teachers).

6. Pedagogy as an area of humanitarian practice. Famous Russian scientist of the 19th century K.D. Ushinsky, discussing a question on the status of pedagogy, stated that it, along with medicine and a politics, cannot be named a science as the aim of pedagogy is practical activities, but not the world of natural phenomena or human soul. Pedagogy, according to K.D. Ushinsky, is an art, but not a science of education, not the collection of the rules of educational activity. In this sense pedagogy corresponds to therapy in medicine. But medicine can't be limited by only therapy, and for education we need not only the knowledge about the methods of education. Along with the official pedagogical science there was a so-called folk (traditional) pedagogy. When scientific pedagogy appeared spontaneous everyday pedagogical experience did not disappear and remained in legends, proverbs, sayings, and remains to this day in its everyday application. In the context of historical development scientists define several different stages of educational practice corresponding to the certain forms of culture. We will examine in details the logic sequence of changes of forms of culture and ways of their usage. In traditional culture educational tasks were achieved by means of direct participation in a society's life. The pupil was near the teacher. The experience was transferred from father to son, from a master to an apprentice: the tradition was transferred directly from the carrier to the carrier in the rituals. The most important was the culture of abilities Do something like I do. The following stage of transformation of education is connected with the formation of the craft culture in which we observe the estrangement of the abilities and the carrier. The culture of abilities is replaced by the culture of knowledge. The samples of activity and methods of their reconstruction began to appear. An instrument for such transferring was a word Be like me. It caused the creation of universal workshops and shop schools for apprentices. There were tracts with the instructions how to organize the work (textbooks); logic forms of transferring culture were found.

The professional culture (as an independent area of human activity) has generated the idea of formation of a unified picture (image) the world. Gradually there was a transition from preservation and transferring of instructional knowledge to working out and transferring of theoretical knowledge. The subject of professional culture became organized and harmonized set of knowledge, the main kind of manufacture was producing of knowledge. The culture of abilities was changed by the culture of knowledge. Their objective contents were gradually replaced with the sign form, the experience of sign forms and ways of their storage was development: documents, texts, pictures, monuments. The ability to create and transfer the scientific knowledge caused the fact that the book became the main instrument of transferring the culture and spreading the theoretical knowledge. Professional culture remained and was transferred to the future generations by means of its descriptions. In professionally organized society a science gets a status of one of the major institutions as in its frameworks the general theories and a uniform picture of the world are formed. Thus there are certain theories and professional subjective fields corresponding to them. Mastering scientific knowledge becomes the task of education. In second half of the 20th century contradictions in development of the professional way of the organization of a society and culture, in the structure of a unified picture of the world were found out. Factual registration of two concepts and cultures - scientific and humanitarian takes place. It causes the need to change the scientific paradigms. Professional culture was changed by technological with its corresponding public formations and screen culture. Technical ways became optimum for organization of activity in the modern world (management, financing, mass media, education). The specific problem of this period is that any profession, the theory or the branch of science couldn't embrace the whole variety of technological cycles. The former professions were provided with one or two steps of big technological cycles, but for successful activity or career an ability to get involved in the whole technological cycle became important. The complicated

organization of technological processes demanded the search of the means providing the continuity of management. Such means were programs which defined orientation and specified the necessary steps of movement. Programming as the means of education used the approach of projects. Thus, programming and making projects became the major aspects of training managers and organizers of the big work cycles. For realization of managing technological interrelations there was a new base form of transferring the contents in professional culture the screen. It differs from the text by the way of usage the same device can be used both as the screen, and as the text. The modern culture became mainly the screen culture. The screen allowed to carry out administration and coordination of the technological program technically. It became that link where the actions of the separate participants of a process were projected and coordinated. And one person could work simultaneously in different groups and function schemes by means of the development of ability and means to keep in sight many different factors. Schemes are considered to be such means they are ideal representations of real actions. Use of possibilities of the screen has led to creation of virtual reality to giving the objective status to what doesn't exist, but that looks plausibly and visually. Science and life have filled the world with information streams. Information from the most various areas politics, science, law, religion, morals, arts formed the informational space. The aspiration to embrace its greater volume was senseless. The role of system knowledge viewing the world as a system and showing the levels and interrelations in this system has increased in this structure. They allow to be oriented in the stream of information and to predict the occurrence of its new components. The actual problem modern pedagogical science is to project the educational space.

7. System of pedagogical sciences. Connection of pedagogy with other sciences. With accumulation of pedagogical experience and complication of problems of its analysis the system of pedagogical sciences serving to its studying, generalization and inclusion in educational process developed. The system of pedagogical sciences was more or less formed rather recently. In it there is a number of branches - didactics (the theory of training), the education theory, history of pedagogy, comparative pedagogy. At the same time there is also another logic approach according to which each branch of pedagogy is occupied by studying of the area: some branches study the process of education of a person in the age aspect since the early childhood to the old age; others from the point of view of norm and deviations from it; the third taking into account professional directions (medical, military, art, sport pedagogy); the fourth according to the stage of education and the type of educational institution (school pedagogy and higher education pedagogy), features and character of education which is carried out, for example, in a family (family pedagogy), in prisons (penitentiary pedagogy). Nevertheless the traditional idea of the system of pedagogical sciences becomes predominant. It includes the following branches: General pedagogics which studies the laws of education; Didactics, or the theory of education; History of pedagogics studying the development of pedagogical ideas during the various historical periods; Comparative pedagogy revealing the of the development of education in different countries; Age pedagogy viewing the peculiar features of a person's formation at the different age stages (it includes school pedagogy, higher education pedagogy, androgogy); Special pedagogy studies the specific features of teaching the children and adults with the deviations in their physical development;

Methods of teaching the certain subjects, including the subjects studied at a medical university; Professional pedagogy which works out the theoretical substantiation and scientific and methodical recommendations in a certain professional sphere, for example, in medicine. Pedagogy is closely connected with many humanitarian sciences. Philosophy, psychology and history help to define the aims of education and upbringing. Anyway, there is a difference between pedagogical and psychological views on a human being. Psychology studies the real person as it is, pedagogy studies a person as it can become under the influence of education and upbringing, and what conditions are necessary for it. It is also important to understand the similarity and distinction between pedagogy and psychotherapy. Both these sciences serve a human being, they use the specific forms of communication, due to them they make the planned influence on a human being. Pedagogy motivates a person to acquire knowledge and the new methods of activity, to develop the fundamental abilities for cognition, action, communication. Psychotherapy mobilizes a person's psychic and spiritual strengths in order to overcome the illnesses, inner conflicts and life difficulties. We can observe psychotherapeutical aspects in a teacher's activity. The result of them is a therapeutical effect personal development and professional growth. At the same time, while psychotherapeutical work with a patient we observe the revealing of his spiritual values, the development of knowledge and ideas of himself and the world making influence on his thinking, the formation of the skills of understanding the other people that is we observe the unity of the tasks of education, training and development typical for pedagogical process. Psychotherapy is scientifically substantiated and empirically checked way of activity aimed to help people with psychic, psychosomatic and social problems or the conditions of suffering. Psychotherapy uses psychological methods in order to achieve these aims. The doctor's position is brought about in psychohygienic,

prophylactic and diagnostic approaches connected with his professional activity and communication. Pedagogy is closely connected with physiology. Medical students studying physiology get to know the mechanisms of managing a person's physiological and psychic development, with the activity of the whole human body, its separate parts and functional systems. The teachers taking into account the knowledge of the patterns of higher nervous systems functioning, age peculiarities of development and socialization can construct teaching and health saving technologies. Pedagogy is closely connected with philosophical knowledge which is an original methodology of a pedagogical science and practice. Philosophic and anthropological knowledge becomes the basis for the formation of pedagogical thinking, thats why a new direction of scientific knowledge appeared this is philosophy of education.

Philosophy of education became an independent science in the second half of the 20th century and has united the aspects the values of a human life, a persons attitude to himself and other people, to the activity and the educational experience of the generations.

Philosophy of education became an independent branch of pedagogy due to an active position of many well-known scientists-teachers which understood that the organization and quality of educational environment and the world outlooks of a forming person are closely interconnected, that the educational environment can have an influence which can affect the psychics. It is necessary to foresee it and resist it. Intellectual and moral development of a person occurs in the certain cultural environment, and this environment can either promote this process or deform it.

The mission of philosophy of education is to study the essence and the nature of all the phenomena connected with the educational process: what is

education itself (ontology of education); how it is carried out (logics of education); what are its sources and the nature of basic values (axiology of education); what the behavior of the participants of educational process can be and what it should be (ethics of education); what methods of assistance to it are possible and optimum (methodology of education).

Usually there is a difference between natural education taking place in the course of daily communication and interaction of people (in our case it is observing of the patients by the students in clinics, during practical classes of special departments), and organized education formation which the university teachers are busy with. The contradiction between unconscious and organized education which is carried out by educational institutions is quite often observed. Sometimes everyday education promotes development of the person rather than the planned one in which the spirit of dogmatism and conformism dominates much more, and initiative and creativity are not encouraged.

Philosophy of education is interested in the development of an individual culture in the field of the societys culture. It corresponds with the understanding of problems of education in personally oriented formation approach.

For the reproduction of culture the character of an education system is very important. Thats why in recent years we observe the formation of such independent branches of knowledge as philosophy of culture, philosophy of history, philosophy of science, philosophy of law which give pedagogy the material for the decision of its vital problems. The counter tendency is also observed also: a number of sciences (law, technical sciences, medicine, mass communication, management) use the methods of pedagogy for solving its own tasks. Pedagogy is closely connected with literature, history, economics, ethnology and ethnography, geography, with technical sciences. It proves that pedagogy has scientific and practical potential.

CONCLUSION First, pedagogy is a science of pedagogical process providing a persons development in the limits of a certain pedagogical system. Second, the main categories of pedagogy are teaching, upbringing and development. Third, pedagogy as a science has its own subject and connected with philosophy, psychology, physiology, sociology. Fourth, pedagogy as a science has the three main functions: theoretical, applied (in relation to the other sciences) and practical (in innovation of the certain practice of education and upbringing of a person).