The contents like component (página 2)

The contents constitutes a didactic category that has
had different interpretations and evaluations within different
didactic tendencies. In present-day conceptions in didactics they
enlarge the significance that has the contents to whatever the
pupil learns, in a learning meaning that has to do with the
integral growth of the personality. That is, the knowledge of the
scientific object, but besides the of the society, the of nature
and the one belonging to the very man and his way of thinking,
train this man like a transforming entity that does not limit
itself to preserving the culture itself reproducing it, but to
create it and to enrich it.

The contents does not constitute something inert,
preestablished and immutable within the process, it is regarded
as the configuration of the process that expresses the linkage
of this with culture, result of a multidimensional process
that he is present in is the gnoseológico, the
professional and the methodological, and in the one that breaks
of that object of culture, necessary for the student's integral
formation.

Under the circumstances, the contents, acquire
dimensions gnoseológicas, professionals and
methodological, in a process that the establishment of cognitive
conflicts through the problematization is consubstantial
to. This does itself promoting the creation of significances as
from culture, experiences and interests of students, in an
interactive space where activity and communication develop in
dialectics among the individual and what social. All which he
expedites and enrich the contents, to participating subjects and
to the process as such.

In such sense, the contents includes scientific
knowledge: Made empiricists, models, concepts, magnitudes, laws,
theories, focuses, paradigms; Manners and methods of thought and
acting accepted in a historic moment by the society for the
effective understanding of scientific knowledge; Attitudes and
moral values, the human action's product. Therefore, integration,
of knowledge, is in essence abilities and personal and social
moral values, that is, of elements of character
gnoseológico, how-to and attitudes, selected candidates
with pedagogic criteria in order to instruct ( instructing,
educating and developing ) the student.

The contents like expressed configuration the than of
education: Knowledge, abilities and moral values, that is to say,
what competitions are known that to take shape in students, in
what the individual develops sense himself, to what aspects of
the personality assisting, what type of project of life
constructing, what he will have relations with the other ones,
what aspects of the society have to do with the professionals's
process of formation.

He characterizes the present-day epoch for big
volúmenes's generation of information, the accelerated
renewal and I process the shoot of accumulation and incorporation
of new knowledge in time terms more and more short, where culture
in general ( science, art and technology ) constitutes the
referent gnoseológicos of the contents.

This suggests the need to optimize the process of
selection, structuring and systematization of contentses, seeing
that thereby the achievement depends on proposed objectives to a
large extent and in fact effectiveness, efficiency and
professionals's efficacy of the process of
formation.

He is not enough with that the student acquire solid
knowledge in given branch of culture, rather conveniently that he
know how to apply the aforementioned knowledge requires itself to
it, and for it evidently he has to have ability and moral values
that they make possible giving oneself him solution, of manner
compromised, to the inherent problems to his professional
life.

The University has to bend her efforts to the
professional formation of manners of acting, like aspect in his
competitions that they permit him once left confronting with
success the more dissimilar problems of his profession and most
of all, that the problems that will turn up to him in the future
make possible resolving it. The the aforementioned professional
must be ready to acquire the knowledge and abilities by itself
that he need to confront a world's challenges more and more
tecnificado and changing, this is, he must be ready to learn to
learn and learning how to transform, developing intellectual
potentialities, abilities, moral values, capabilities, in short:
Transforming his personality.

Hence the named invariants of contents, that have
a level of essence and generality such, that they permit to
confront the student multiple particular problems manage to get
in, in order to optimize the students's acquisition of contentses
in the process of formation,.

These invariantes of contents, music professional and
social competitions. The competitions constitute the
integration of nuclei or invariantes of knowledge, of invariantes
of ability and generalized and professional- and- social- moral
values abilities. Although knowledge and abilities, together with
moral values, constitute inseparable aspects of the whole that he
goes away configuring in the own dynamics of the process and he
gets to constitute a higher-order configuration, for intrinsic
their nature.

Scheme 2.

Dimensions of the Contents

System of
Knowledge

The object of a science, art or technology, he will be
in favor of a system of knowledge, methods and logic givenly,
than to being carried to the professionals's process of
formation, they configure themselves in the contents of the
process, in terms of knowledge, abilities and moral values.
Within the contents, the system of knowledge he understands so
much the personal knowledges of the object of culture (science,
art, technology, beliefs and traditions), like his methods and
internal logic.

Knowledge are essential in any event of theoretic
character or pilot, insuring the formation of a worldly image and
contributing to the man a focus metodológico for his
cognoscitive activity and practice.

Knowledge are essential expressions of the thought; For
his form to structure m they constitute moments or significant
stadiums in the development of the man's intelectual
capacities.

Classification of
knowledge

Based on facts: Doings, phenomena, processes, data, and
characteristics of objects.

Conceptual: Concepts.

Relational: Causes, laws, beginnings, theories,
models.

First level of Sistematicidad.

All science, in order to explain the object and his
phenomena, goes into his different characteristics than, with
help of preceding knowledge, they make a translation in concepts,
that they are the rational knowledge's cornerstone therefore. The
concepts of a science appear like one of the forms to reflect the
world in conscience with help, of whom knows the essence of
phenomena and objects itself, when abstracting and generalizing
his features or more significant aspects.

The concept is the more important expression of the
logical thought. It is a generalized image that the multitude of
similar objects by means of his essential characteristics
reflects . In any concept always a contents is necessary to he
does not reside in individual experience of an isolated subject.
Any concept expresses always a social contents, it stems from all
of the previous knowledge of the society.

Category: It is a concept that is a fundamental
aspect of the scientific theory.

Property: He shows characteristics or aspects of
the objective that the differences or similarities with another
objective determine.

Magnitude: He presupposes that proprietary type
of the objective that is measurable in an opinion of
quantity.

The another element of importance fundamental in
sistematicidad's first level is the model. When complex processes
which it results in difficult examine to observe and explaining
the causal relations and principal laws due to the existence of
everything a relational series and complementary outbuildings, to
separate from the principal relations secondary schools becomes
necessary.

Analyzing the phenomenon, the principal and important of
the secondary and nonessential stands out ; That way he creates
for himself a certain conventional scheme of the phenomenon,
using scientific abstractions. This process of separation of
connections and outbuildings that they are not fundamental in a
phenomenon, it leads to the establishment of a model. Thus, a
model is a performance simplified of the object or process that
is analyzed, bearing in mind that he shows only some
characteristics that are essential in the phenomenon in point,
from the point of view of the investigator, obviating the ones
that play second fiddle .

In science and in technical contemporaries the
modelation fulfills an extremely important role. His essence,
like right now has seen itself, consists in the reproduction of
given properties of the object of knowledge. The modelation is
based on the analogy that in turn he departs of the explanation,
in a lot of objects, of similar properties, matches, common. The
modelation simplifies essentially the process of knowledge and it
permits concentrating all of the dedication of the investigator
in the aspects that are been interested in, when reducing the
phenomenon investigated of the one that the nonessential ones
belonging to the phenomenon in point abstract
themselves.

Second Sistematicidad's Level.

Sistematicidad's following level is the law. They find
all of the objects of the real world in an eternal change process
and movement. That is, the objects show phenomena and susceptible
doings to be gone into by the man. However, where these changes
seem casual, without link among themselves, the science discovers
internal deep linkages. On this base it is possible not only to
explain the existent facts, but foreseeing new others and
strangers. The law, in his more general form, is a determined
necessary relation among components of the object among phenomena
or and processes.

But no all relation among phenomena, no all linkage, he
is a law. The law expresses the internal linkages that have
essential character. He performs on the law if and when they give
themselves the conditions demanded for it.

The necessary and essential character of fastened
relations to law determines, in turn, another characteristics of
this. The law is the universal one belonging to phenomena. It
wants to say that the necessary relation expressed by the law is
inherent no to these or another singular phenomena, but to all of
the phenomena or processes of the type that one tries . The law
is such because expresses the universal in the presence of
determined conditions and causes, produce always and everywhere,
with iron need, the phenomena or correspondent
effects.

The beginnings are in the same sistematicidad's level.
They find themselves in the base of sciences and result from the
generalization of practical activity. His confirmation is
possible to find her only to I deliver it of all the process of
development of own science and as a consequence of the scrutiny
of an enormous quantity of phenomena and experimental
doings.

Third Sistematicidad's Level.

In developed sciences, the laws join together in all its
parts only in a determined theory's frames Traditionally he
admits like scientific recognized theory that harmonious system
of laws and beginnings related structural and dialectically, with
stable and essential linkages among magnitudes, concepts and
another elements of the contents, expressed in a logical adequate
language that the essence of the object shows with great
approximation.

All theory is a system of knowledge ordered that he
reflects and it explains the set of the phenomena of objective
reality; He obeys besides certain rules, roads and logical
structures of application, so much as such, like in a
philosophical diagram.

The knowledge insofar as integrate and they recreate,
the essential properties of the object in a minimal, harmonious
set, and monopolizer of magnitudes, concepts and laws come under
a system in the theory.

The portal theory fundamental contradictions of the
object that his properties characterize insofar as he establishes
linkages and structural, functional outbuildings and dialectics
among terms.

This integration of scientific knowledge in all its
parts only, a superior estadío in the process is of
systematization and it loves one another with the third
level.

The scientific theory must satisfy the following
fundamental requirements:

She must be adequate to his object.

She must be complete, it is, to explain all of the set
of phenomena that they are in his field.

It must be exempt of contradictions formal
logics.

On the theory's base it is possible, therefore, to
explain the behavior of the object softly determined concrete
conditions, as well as forecasting how he would behave if they
know such conditions.

The theory does not imply the simple sum of existent
laws, but a nucleus that shuts in a relatively little number of
essential general and fundamental laws of which everything are
derived exists in all theory them besides laws. In all theory
exists a foundation that he contains the more important phenomena
of which the laws of the nucleus are inferred. In the foundation
the concepts, properties, magnitudes, models, of the theory
appear also.

Exists, finally, the derivation that encloses all of the
secondary laws and enclosure some that not yet are uncovered, as
well as the application of laws.

Fourth Sistematicidad's Level.

The fourth and last level of systematization of
knowledge is the than has named him I balance out or paradigm,
the picture a generalization at the same level as conceptual
system of the fundamental elements of the different theories is
that they hold themselves in a model determined of the matter and
the movement. Through him concretizing concepts of a grade of
generality such is possible the different theories leak out
.

The worldly Picture, therefore, permits to generalize
the essential aspects of the part of the reality that the science
goes into and includes a fundamental system of the ideas that
characterize a historic stage of its development, concepts, laws
and more general beginnings, described from the point of view of
his moving object.

The concept of worldly picture, according to what's been
shown, it is necessary to understand it in the context of a
historic epoch determined, to the one that reciprocates a certain
grade of scientific development to him. In the measure in than
scientific knowledge goes penetrating into the essence of
phenomena, the basic ideas that support the worldly picture they
go evolving, becoming general more and sustituyéndose for
new ideas, that they love one another better with the new
estadío of scientific development.

Together with these four levels, the concept, the law,
the theory and the picture, another elements of character
incorporate gnoseológico that is necessary specifying . In
sciences the experiment is very utilized, once this like one of
fundamental methods of empiric knowledge in those sciences that
it is possible in was understood to develop it.

The empiric knowledge represents a cognoscitive level
whose contents comes from experience submitted to certain
rational elaboration, that is to say, expressed with a determined
language, in what fundamental,. In this level, the object
manifests properties and accessible relations to sensorial
contemplation.

Within empiric knowledge, the experiment constitutes the
more complex and efficacious method. The method comes from study
of the object which the investigator has influence in actively on
him by means of the creation of artificial, necessary conditions
for the explanation of correspondent properties.

The experiment understands :

The creation of necessary conditions for his
realization.

The elimination of the factors that constitute obstacles
and influences.

The realization of the experiment: The observation, the
measurement, applying the technical correspondent
items.

The interpretation of results.

In each science, the experiment performs an essential
role like instrument to corroborate the validity of different
laws and theories as well as starting point to cause the theory's
nucleus.

Invariante of
knowledge or nuclei of knowledge

In the professionals's design of the process of
formation, it is necessary to specify the more general or
essential knowledge than, as invariantes or nuclei, they underlie
in the base of all the structure of the system and the ones that
is inferred from the rest of the the knowledge on the object of
study. The determination of invariantes and the mode to enrich
them is a fundamental road that allows to the professionals's
rationalization of the process of formation and the increment of
its pertinence, optimization and I impact .

Determining the invariantes or nuclei of knowledge, he
signifies above all to find those concepts, models, experiments,
laws, methods, theories, among others, than in the shape of
conceptual, stable nucleus and monopolizer leak out, for his
importance and application, the professionals's frame of the
process of formation, becoming theoretic essential base to
understand, confronting and resolving, not only the general
problems, individuals or singulars of areas or subjects of study,
but besides contributing to conform the manners of acting of the
professional future.

The conceptual, stable and transcendent nucleus is such
because is constituted for theoretic knowledge and pilots of
essential character than, summarized and synthesized for historic
social practice, pay tribute of direct form to the conformation
of the manners of acting of that professional, presenting a
height grade of temporary stability, so what, therefore, once
established in science and expressed of form modeled in the
professionals's process of formation, they do not change
essentially.

Relations among
the development of the object of culture and the contents of an
area

In the system of knowledge out of every area, it is
necessary to specify the more general or essential knowledge
than, as invariante or nucleus of knowledge, they underlie in the
base of all the structure of knowledge on the object.

Invariantes's determination and the mode to enrich them,
he is a road that allows to the professional's rationalization of
the process of formation and the increment of his efficiency and
efficacy.

I object the development attained in the own object of
culture and the logic of saying, that it is configured like
contents of the process of formation of professionals, he has
influence so much in the system of knowledge like in abilities
and moral values.

System of Abilities

The fundamental abilities can link up with the
components of the system of knowledge, as it is appreciated from
now on:

Phenomenon

Characterizing the fundamental features that are
observed

Specifying the conditions that it occurs in

Establishing his essence and his development's
mechanism

Utilizing in practical examples

Concept

Naming

Defining

Interpreting

Making a comparison

Classifying

Measuring ( In Case Of treating myself of a magnitude,
specifying his units )

Law

Specifying and explaining phenomena or experiments that
characterize the law

Establishing and interpreting the qualitative relations
among the characteristics that intervene

Establishing and interpreting the quantitative relations
( in the event of being magnitudes ) that intervene in the
law

Analyzing the limits of law enforcement

Applying the law in the explanation of acknowledged or
new phenomena

I experiment

Laying plans and laying plans

Mounting the experimental scheme

Observing

Utilizing the instruments of measurement,
measuring

Representing the results

Developing the calculations

Appraising the errors of the measurement

Interpreting the results

In short, of all the set of contentses that the science
possesses, so much in the system of knowledge like in the one
belonging to abilities, those will sit up to the contents of
discipline that they be feasible, in dependence of the paper and
place that the aforementioned discipline have in the curriculum,
that is, of the objectives that have to get for oneself in the
professional's formation. However, and in that he establishes his
dialectics, he structures it and scientific logic in point they
will influence the possibilities that she possess as a mere
formality the planned objectives.

Classification of
abilities

In token of the contents in the process of formation of
professionals, the study of abilities like configurations is gone
aboard, for which they specify some important concepts on
abilities and his relation with psychological categories. As from
these considerations, invariante's concept of ability and of
essential logic of the profession presents the systematization of
abilities managing to get in itself.

The classification of abilities responds to various
criteria assumed by distinct authors, depending on his
conceptions on abilities.

A classification of abilities regarding them as part of
the contents of a discipline that the stock that the student
sells off when interacting for the purpose of study or of work
characterize in the didactic diagram and is assumed in this book.
In this light, the abilities classify in:

Specific abilities ( linked to a branch of
culture or profession ): They constitute the type of ability that
the subject develops in his interaction with an object of study
or concrete work and than, in the tuitional process learning,
once they are sufficiently systematized and generalized, they
concretize in methods of one's own of the different object of the
culture that are configured like contents.

Logical abilities: The ones that are permitted to
the man are to assimilate, to understand, to forge the knowledge.
Synthesis, abstraction keep a narrow relation with fundamental
processes of the thought, such like analysis concretion and
generalization. They develop through specific abilities. They are
in the development's base of the rest of abilities and in general
of the man's all cognoscitive activity.

Abilities of information processing and
communication: The ones that permit the man themselves
processing the information are, and they include those that
permit obtaining the information and reelaborar the information.
We included those abilities here own of the teaching process like
taking notes, making resúmenes, as well as expounding the
knowledge so much of written form like oral.

Regardless of the classification of general character,
in the context of the didactics of superior education a specific
type of ability needs the professionals itself. The professional
abilities constitute the contents of those stock of the subject
guided to the transformation of the object of the profession. (
H. Fuentes 1997 ). The fellow is ability than to I deliver it of
the process of formation of the professional that he permit
applying him the knowledge, acting and transforming his object of
work will have to systematize itself even becoming an ability
with a grade of generality such, and therefore resolving the more
general and frequent problems that they encounter in the
different spheres of acting, this is, the professional problems.
They constitute, the essence of the acting of the professional
and starting point of the model of the professional; They rest on
the base of theoretic knowledge and pilots acquired by the
subject and in the above-mentioned rest of abilities.

Invariantes of
the System of Abilities

Saving the particularities of the distinct manners of
professional acting, common abilities of obliged formation in all
professional exist, related with:

The utilization of the techniques of the
information.

The job of the methods of scientific
investigation.

The relations with the social context.

The steps of human resources.

The steps of material resources and
financiers.

The System of Abilities

The abilities constitute a subsystem of the contents
than he calls for the precision of his levels of structuring, in
accordance with which he comes under a system, just like
knowledge,. They define these levels like:

Level of elementary ability.

Level of automated ability.

Level of perfected ability.

Level of generalized ability.

Once the narrow link among ability was given and
knowledge, inasmuch as they go away systematizing the abilities
also the knowledge come under a system . Hence, on the base of
the systematization of abilities, we can achieve the one
belonging to knowledge.

The competition is essentially a kind of knowledge
leagued to certain realizations or performances, that they
surpass memorization, the routine. He has to do with a knowledge
derived of a significant learning. The same is associated to the
performance expressed concretely in the manifestation of
resources that an individual tells a task or an activity to
realize with.

The forms of acting of an individual on his reality (
otherwise called performances ), when solving problems, when
interacting with others, when situations, music to confront the
ones that COMPETITIONS called . An individual is more competent
inasmuch as his internal performances favor a better acting on
his life, immersed in a determined context.

Thus, what he is coming in for is the development of
competitions than give it to be able to an individual for the
better his quality of life.

The competitive notion, it implies a understanding of
themes with an obvious significance and a sense for the little
boy and the adolescent. The curricular is coming in for a
knowledge placed beyond a very request. A knowledge that he
integrate into the student's experiences, to his manner to be in
the world.

The notion that one has of a competition, bears the
result of a process of integration of abilities and of knowledge
( knowing, knowing how to do, knowing how to be, knowing how to
undertake … ).

For competition I refer to knowledge, abilities and
qualifications, or knowing how to do, and attitudes and moral
values, or knowing how to be.

Classification of
competitions

Multiple classifications of competitions exist, Fuentes
( 2002 ) proposes the following:

Levels of competitions

• Professional competitions

• Basic competitions

• General jurisdictions

How the competition does formulate?

Competitions that must develop?

The moral values
in the development of professional competitions

The study on the human behavior has been and the
interest of different sciences is that they share a common
objective, the to understand and to interpret the causes of the
proceedings of human beings to guide his behavior within the
requests that he imposes the society,, of there than, in the
center of his analyses be conflicts and solutions among being and
should have been, and, by-product thereby, among knowledge doing
and knowing how to be and being of value.

The education in moral values refers to learning like
change of conduct itself. The competition does not determine
itself only so that people know, so that they know how to do do
making, they have the nerve to do that and, fundamentally, for
what they are .

This postulate is based in fact-finding works that they
came to an end like doctoral theses in themes of Educación
in Valores and Educación Científico
Tecnológica developed at universities Cubans and the fact
that they have proven to be diligent in educational
practice.

Moral values.

Things are the existing in reality, and men that get
connected with those things. The concept, knowledge it stems from
the man's relations when transforming the world to satisfy his
needs and logically to know it as a result of that same
transformation.

Well then concepts, laws, theories, they are not
generalizations in the subjective diagram of reality in an
objective subjective relation as a consequence of the link among
the man,,, and the midway more than. We can say than concepts,
than knowledge, they express an objective subjective dialectics.
Equal may say with the value.

The value is not objective only, neither subjective, it
is a dialectics of two elements. We defined the value,
like the significance of the object for the subject, that is to
say, the grade of importance that the thing, for the man has that
links up with that object. All objects are bearers of moral
values, in the meantime the subject process it and need it. That
is very important for us professors: All that we taught,
absolutely everything everything, the object can be of evaluation
for us.

The contradiction enter objective and the subjective
makes up its mind in the process, than in the case our, it is the
teaching educational process. Out of the process, they do not
create moral values. Else the man immersed in the process is and
transforming the object, there are no moral values, they do not
create moral values; The value is not a thing that one has filed
in one loosen the rope or in a file, in I join which in a
determined moment he opens it and get moral values. The value
takes shape, as a result of being for the immersed student in the
process.

As soon as we reached the conclusion the value has in
the significance of things its cell, and step by step he goes
coming true in the personality, conforming the
convictions.

Education in moral values

All educational process has one what for explicit or
implicit. Any educational act comes true with a purpose, but not
always that purpose has responded to the ideals of humanism; Many
examples in civilization's history, like Fascism, the consumerism
and the individualism exist, for only putting some examples. The
problems cheap to run, politicians and social that he crosses
they are humanity generated by educated subjects.

He is largely known the global society and in particular
the our enjoys a crisis of transcendence that surpasses aspects
cheap to run, scientists, technological and industrials. He can
correct an error in anyone their in short time ( perhaps apart
from the ambient midway ). But errors in what social tens of
years, centuries in becoming solvent again delay, and manifest
his contradictions during several generations.

Their one in the educational space is the not much
development of humanism, be more than enough which the
philosophical conceptions of all times in his basics and
objectives look for the public interest, promoting and enjoying a
culture of peace toward a society of peace with justice, equity
and well-being. Far away we are in to be congruent like humans
with beginnings humanists.

Humanism is simply an attempt and I process an attitude
of the human spirit in permanent of evolution, that it starts off
the moment that we woke up to our difference with them besides
species biological, that he looks for the respect, the dignity
and the rights of the human being for the integral formation of
his individuality and of his personality, which as it requires
and he bears social standings that they propitiate his
transformation and realization like being human.

In an ample sense the humanizador can define the
education in moral values as a process itself, individual,
social, vertical and horizontal to I deliver it of the life of
people, determining his personality from his birth to old age;
Various factors intervene in the aforementioned process
contradictions in dependence of educational policies.

Reasons that justify the education in moral
values:

Intencionar: To put on the right road the
teaching educational process toward the ideal model of formation.
Developing the link with intervening reality the socially
significant of this in the teaching educational process, giving
felt to the formation member humanist.

Explicitar: Connoting the socially significant of
reality toward the human re-sizing in the process's all of the
components. Specifying the contentses of the systems of moral
values to form and developing according to the social
aspiration.

Particularizing : Integrating the particularities
of the formation and the development of moral values to the
didactics of the process of formation ( knowing the
particularities of the subject and his relations and evaluating
the carry-out conditions to end the process ). Enriching the
didactics of the knowledge of knowledge and to do; Of the
contents and of the method, etc., As well as leaning on them.
Determining didactic strategies that they implicate the
individuals of the process in a conscious activity,
protagónica and engaged.

The education in moral values must not limit oneself to
the ethical; Also he must have present than in the process it is
necessary to develop another moral values that are important like
esthetic moral values, politicians, the intellectuals, that in
aggregate contribute to the development of the personality. He is
hence so that education in moral values is
pluridimensional.

I dress thus, the process of teaching learning, acquire
a new contents for his integral character. The reflection of the
professor on the educational value of stock in the process, the
intencionar and appraising the learning method, not like simple
procedure signifies likewise, but thinking about communication,
personal relations, and also examining the component member
humanist of the science that is taught and of how to do it, that
represents offering an integral focus and dialectician to
learning, that is, acknowledging that two separate cultures do
not exist, but reflecting on the totality of this, in his
history, in his contradictions, in his present time, in his
methods, in hisOutcome and impacts and, of course in his
ethics.

The education in moral values contributes to defining a
project of effective and efficacious life, turning it into a real
project, doing to reciprocate the individual's internal
possibilities and the ones belonging to the surroundings, by
means of the development of moral values, the worldly conception,
the capability of reasoning, the knowledge, the motivation and
interests.

Education in moral values whole humanism in two senses.
The reality brings the process near of education in order that it
may be appraised and transformed; Likewise, mold and make
interests, motivations and pupils's arrangements in order that
the necessary human interrelations may establish that they permit
the mail among the project of individual and social life
suitable.

The education in moral values has an effect on
following aspects:

Develop the appraising capability in the individual and
he contributes to showing adequately the objective
system.

Develop the transforming and participative capability
with positive significance toward the society.

Develop the spirituality and the personality toward the
integralidad and the human perfecting.

The education in moral values has depended on the own
evolution of philosophical educational conceptions of the value
approach and, to axiology, to points related with the sense of
life and the history, to orientation and base of knowledge, to
the relation among the individual and the society, and to the
objective and justification of human activity. In general, to the
worldly vision and of his transformation.

It is difficult to find opposition in the diagram of
education on the need to have an effect on moral values through
educational processes of explicit manner; In general he is
accepted that it is part inseparable of a coherent educational
philosophy about the integration of what human to the formation.
The dispute is in related subjects be more than enough what moral
values take shape and develop, existing a loud tendency toward
the ethical and what moral. Another questions and answers
hierarchize the ethical, accepting political, esthetic moral
values, scientists, etcetera. Something else that is debated is
how educating in moral values, his models and
strategies.

They identify the operated models like: Process of
socialization or of adaptation and assimilation to social
existent standards; Process of personal explanation, put on the
right road to the explanation and development of moral values
with that the subject is identified, according to his likes and
dislikes and culture; Process of development of judging
capabilities, that permits evaluations and reasonings in
agreement when should have been; And the own model of process of
formation of character or of the set of virtuoso habits
correlated to a culture of the context and the one belonging to
development of the personality.

The model of the construction of the moral personality,
that one will not try in this work, development of the
personality will name itself.

The model of development of the personality requires
of:

A process of adaptation of the individual toward the
society toward oneself and.

Acquisition for part of the subject of cultural
elements, the fact that they have a positive significance and the
fact that they constitute normative horizons, that they have been
desired by humanity in all of the times: Justice, solidarity,
equality.

Determined judging capabilities, understanding and
self-regulation that the autonomy of the subject in front of
determined situations and conflicts permit .

In this model it is understood to attain a preparation
for life for self-realization in a context determined, with the
obvious condition that has to do with creating and to moral
values like a cultural product, search do not stop acceptance,
but also transformation in search of the human
re-sizing.

The real process of formation of the personality must
split of the possibilities that the society offers, in order that
this occupy a place made suitable within social activity and may
constitute him in social subject, that he influence the
transformation of these possibilities of course.

Evaluation of the model:

He focuses in the development of the
personality.

He takes the needs and students's motivations into
account.

He confers the contentses and the paper of the teacher
and to communication in the development of evaluations great
importance.

The dialectic unit among the social and the individual
and the affective and what cognitive in the tuitional process
highlights learning.

He regards the value as positive significances that the
subject assumes, incorporate or construct in the process of his
activity and of his inter-subjective relations.

Hence, this model highlights the value of the contents
of the teacher of the motivation that these produce like aspects
of singular importance in education in moral values and
and.

The moral values in technical training

The accelerated scientific and technological advance
generates new complexities in organizations and productive
systems, which produce transformations in all of the spaces and
sectors of the society, originating a social and cultural
irreversible change. Second natures grow weak, standards and
models of conducts transmute with relative celerity toward new
social connections that to face with moral values it is precise
and attitudes that they give answer to the change leading it
toward human progress.

Of the above the vivencial follows that the university
has to instruct a professional with capability to confront the
challenge of the contemporary epoch with scientific knowledge,
and suitable technicians, bearer of human moral values for an
optimal performance like member of the society, with a projection
and labor that he combine the labor competitions with personal
attributes.

The education in moral values in Education Superior must
head toward fundamentally the formation and to the development of
professional moral values, once these like human moral values
were understood contextualizados and guided toward the
profession. His significances relate with universal requests and
the individuals of the profession. They constitute the
professional personality's features and they contribute to
defining an integral conception of the exercise of the
profession.

Education in moral values in technical training is the
process to humanize and intencionar the social one belonging to
the profession in professional competitions. He means developing
the professional integral personality, by means of the modelation
of the practice of a profession in the teaching process and in
all the university developmental life of the futures professional
manners of acting.

For it the model or aspiration of competitions and
professional attitudes must be defined and a character must have
pluridimensional, that comprises the following dimensions to
develop: Intellectual, technique, ethics, esthetics, policy and
another one according to the profession, and of another factors
to consider.

Some of the reasons that justify the education in
moral values in technical training are :

The image than of science and of technology he exists in
the professional futures, that he varies according to conceptions
and paradigms with that they interpret themselves and understand
the aforementioned processes, product of the contentses of the
race: Knowledge, focuses, abilities, relations, teachers's
behaviors, styles and manners to determine and to solve problems
of university life in general.

The adaptation of designs curriculares of racing to
scientific technological and social changes, and his reflection
in objects and of the manners of acting of the professional
futures.

The contents of technical training refers to the culture
that a professional must get to for to exercise adequately his
profession itself, and that he comprises not only the scientific
and technological necessary knowledge that they answer to that
branch and specific object of knowledge and knowing to do, but I
eat this to a professional culture as a result of a specific type
of scientific technological, understood education: The continuous
process of acquisition of theoretic knowledge and pilots and of
formation of moral values relating to the practical
tecnocientífica, that he propitiate a critical attitude of
contradictory present aspects in relations among scientific
technological activity and the another ways of social
activity.

The subject does not rest on the bigger or younger
information that a professional possess, but in beginnings and
the conceptions that this possess to understand to the society
and, in her, his profession's place to try to obtain adequately
the science to the technology.

Under these conditions the professionalism's two pillars
are the integral and specialized formation. Of there than the
formation member humanist in particular acquire principal meant
to as to the creation of a culture that it permit interpreting
the paradigm in use and achieving the sustainable
development.

The solution finds in conceiving the formation member
itself humanist as from the professional's model, that he
integrate as a whole the possibilities that the social sciences,
natives offer and exact, as well as techniques, from
interdisciplinary focuses and to I deliver it of all the process
of technical training.

The formation member the humanist is a part of the
development of the personality, so that she can not be separate
neither simply added to the professional's model separated simply
add to the professional's model, rather it is part intrinsic of
the development of moral values.

Education in
moral values in young people with exceptional
capabilities

Checking in Internet, several parents's associations
manifest his strangeness and worry for the scarcity of works on
the subject of super-endowment with respect to young people. And
furthermore on young people in the making
professional.

It was a surprise to read the reflection than with
regard to this matter toward a youth with these characteristics:
"Sincerely, we thought that the only thing that the prodigy
person needs is to have like friends prodigy someone elses. Then
he will be at peace with the world, with the people that are not
like her; Because, in a manner of speaking, he will ask for and
he will give what each part can give him, to each part, and
receiving hers, and no longer. And this will be the road,
although it may sound paradoxical, for that he integrate in the
society ".

He contrasts the aforementioned reflection at the
beginning of that the human being is happier giving than
receiving, that he depends on the delivery, the solidarity, the
responsibility, the love, the friendship and respect to the
difference of others. The essence of creativity is to live
creatively and his principal success is found in than the project
of life, the fact that it be defined offer happiness toward
oneself and to the other ones.

Parents's worry of young people and of these because
they take them into account like people, the same way that some
problems of irrealization and personal conflicts not to have
affected appear in his attitudes and conducts through education
better becomes evident .

It is difficult to respond what the own is for
exceptional young people, because this can be considered like the
general to develop in all human being, because the own one
belonging to the man consists in learning the human one belonging
to its relatives.

At the same time, the own can refer to the particular
one belonging to people's set with exceptional capabilities
itself, that they have his specific features but that the general
does not exclude . The own also contains the singular out of
every individual, as to its motivations, interests, the
personality's features, context in that he develops,
etcetera.

It is necessary to take the harmony of these three
components to be able to define coherent strategies of appraising
formation and actitudinal into account.

In general, in given definitions on talent these devote
themselves to breaking of the qualifications that surpass clearly
young people's of your age half capability and to have a creative
talent in one or several fields; Then the talent is spoken of
excepcionalidad in competitions, capabilities and exceptional
potential on whole in scientific capability and designer, that
is, he refers to the existence of real predisposals to confront
more complex problems.

A talented student's characterization depends on his
identification as such and of the conception that with regard to
this matter it be had, having influence it in the particularities
of the formation in moral values.

The appraising and attitudes formation is only an
educational aspect in moral values, because attitude is only a
predisposal to a behavior, it is a durable organization of
beliefs, cognitions, sentiments than, therefore, they conform a
tendency. Not always exists a mail among the attitude and the
behavior for different factors.

The education in moral values must promote an attitude
and appraisive capability, and a conscious conduct in the pupil.
That is, knowing what responsibility, knowing how to appraise on
responsibility in concrete doings and acting with responsibility
is .

General considerations that concern all of the education
are what's been shown, once the one belonging to children was
included and talented young people. Intellectual superiority, for
this same reason is inferred that who have his convictions and
moral values will have to correspond to excepcionalidad's
conditions.

The intellectual superiority does not entail like
necessary condition and enough success or the achievement
accelerated of the personality. For his own character definitely
he must put his exceptional capabilities in agreement with the
development of the society for his correspondent autorrealization
and. The intellectual superiority a few times is prepared to
accept the failure, because they inculcate constantly his
superiority to him and no his exceptional capabilities, that it
is not all the same, it as impede that they get comfortable to a
reality that surpasses his individuality and that can influence
his realization.

The education in moral values must help in talented
young people when transforming development of that personality
developed to a bigger adaptation to surroundingses, to understand
and to know with collective judgment, social and human social
their participation, a bigger motivation and interest in being
acknowledged and in recognizing the human differences attaining
the necessary tolerance to partake and to get in touch
adequately.

The psicosocial has not enough it of parallelism among
intelectual capacity and maturity affective he can suppose an
internal and social inadaptation and enclosure avoiding the
success in his activity.

The innate predisposals have a narrow relation with
biological maturity; Some express themselves in more premature
ages than another one.

At the university the Cuban takes I finish a job told
apart of technical training with high-performance students, or
talented, associating them to teams of professional investigation
or scientists, of social practice, to complex tasks of
leadership, to the teaching work of the academy like pupils
assistants, looking for to train his exceptional capabilities
with attitudes of the same character for his contents of delivery
and responsible consecration, but in tasks of importance social,
developing thus his independence, creativity, originality,
flexibility, objectivity accompanied of communication,
solidarity, etcetera.

In general example for his capabilities is worked with
them in little groups in a tutorial workout for more outstanding
professors and than music and conducts. These are young people
that next the society selects like the integral the
accomplishments that incorporate to the centers of science and
technological innovation of the country, besides to the academy,
etcetera.

In this sense the talented conception not only is
associated to the predisposal for an activity for exceptional
capabilities, but to the development of an integralidad of that
personality for an exceptional conduct,.

Proven to be
General

3, with 40 students's average at each classroom in the
same, were the total of classrooms visited in the Center
Universitario we noted irregularities for part of professors like
music,:

Absence of the date in the blackboard.

Roll call.

Violation of the five minutes of
recess.

Like summary, we noticed that professors possess ample
knowledge about correspondent subjects of study, a centralization
in the objective, form made suitable tuitional, pleasant
communication with the student, dynamic classrooms, open, with
ample participation of the group. The professors comprise the
cultural policy joined to the subject of study. The tuitional
midways are efficiently, give an ample bibliography for the
elaboration of the independent study, providing that pupils be
able to conquer the given contents.

Conclusions

The Process Docente Educativo's no component finds
isolated, on the contrary they are narrowly related, since each
one possesses a grade of lofty participation than if he loses
their his one the other would not develop properly. All the above
is objective manifestation of Sistema's Theory
General.

After having analyzed the scientific tasks exposed, by
means of a deep analysis of the Contained component, approaching
on knowledge, abilities, moral values and his distinct systems,
we can conclude that the student must take possession of the same
to achieve his objectives.

Finalizing with visited classrooms, generally the
professors of the headquarters center his objective well, the
contents is quite extensive, tuitional the way is adequate,
achieving an efficient use of the tuitional midways according to
the possibilities of the center. Everything this has had
influence of adequate manner in that students had achieved
satisfactory results in his Proceso Docente Educativo.

Recommendations

In order to achieve a better functioning of the Process
Docente Educativo the professor must develop a pleasant
communication with his pupils, asking the because of missing
students, if somebody knows the motive, in case of a problem, how
he can help to him and offering them support.

It must be safe when talking, because he provides the
bigger student self-confidence. Having a classroom opened, where
the contents of the subject of study may be examined by touch not
only, but any another one theme that he may relate with the
classroom, either policy, cultural even some student's personal
aspects.

It is seen very well that a professor when culminating
the course accomplish an opinion poll to the students where they
number positive aspects and minus signs that they could observe
in him to the passing of the year, that permits the professor
surpassing the committed errors and serving as an example for his
course.

A professor must not stop in his studies and must
experience dynamic encounters and you form news from broadcasting
his knowledge to the student.

Bibliography

Sayas's Álvarez, Carlos ( 1999 ). Didactics.
"School in my whole life ". I populate Editorial and Education,
Havana. Third edition corrected and increased.

Martí Pérez, Joseph. " You act Complete
"

Hogshead. Ministry of Education ( 1894 ). Pedagogy. I
populate Editorial and Education. Havana.

Sources, Homer, Sylvia Cross and ISA B. Álvarez (
1998 ). I model holistic configuracional of didactics. Center of
Studies of Superior Education Emmanuel F. Great University of
Orient, James of Hogshead.

Lecture 3 and 4 Dr. Pedagogic sciences given by Dr.,
Hipólito Peralta et all.

Autor:

Msc. Ernesto Jesús Baracaldo
Alvarez.

ernestoj[arroba]suss.co.cu