Fundamentals of Professional Education

—Vocabulary

Social responsibility – социальная ответственность

an appreciation of social and human values and relationships – понимание социальной и человеческих ценностей и взаимоотношений

power to see realities without prejudice – способность увидеть действительность без предубеждений

blind commitment – слепое обязательство

earlier intellectual and moral experiences – ранний мыслительный и моральный опыт

an increased sense of social responsibility – повышенное чувство социальной ответственности

to re­educate mature professional men – переучивание опытных специалистов

the spirit of the new – чувство нового

the primary needs – основные потребности

failure of modern civilization to produce social peace and harmony – провал современной цивилизации в создании социального мира и гармонии

wisely selected basic knowledge – мудро подобранные основные знания

human and social problems are inherent – неотъемлемые человеческие и общественные проблемы

a professional man accept moral responsibility – обученный человек принимает этическую ответственность

a fundamental unity to all scholarly and professional thought – объединение для всех эрудированных и профессиональных мыслей

solving particular problems – решение особенных проблем

the same fundamental methods – те же основополагающие методы

to serve all professions – использовать все профессии

adolescence –

The foundation of professional education should be not only technical skill, but also a sense of social responsibility, an appreciation of social and human values and relationships, and disciplined power to see realities without prejudice or blind commitment. While professional men largely set the pattern of national life, that pattern is much influenced by their earlier intellectual and moral experiences, especially their Professional training. The standards and motives of professional practice in the coming years are largely being made in the professional schools of today. An increased sense of social responsibility in the professions cannot be brought about in the main by trying to re­educate mature professional men. It requires a changing of professional education in method and spirit, so that young men entering the professions shall be living and working in the spirit of the new, democratic India.

One of the primary needs is that the professional man shall see the whole problem with which be deals, not merely its technical phases. All technical education should transmit technical understanding, skill and method, not as an isolated discipline, but in its total human and social setting. Failure to do that is largely responsible for failure of modern civilization to produce social peace and harmony.

As has been said by modern students of professional education when professional students are taught the humanistic, social and basic science subjects with the methods of professional education, the increase in power and zest for learning is in some measure comparable to that which characterizes the shift from the textbook learning of law or medicine to the case and clinical methods.

The problem of professional teaching is one of content as well as method. If the professional student has acquired wisely selected basic knowledge and the professional way of thinking and working with representative increments of particular knowledge, then he can himself acquire the particular knowledge he especially needs from time to time. If he has mastered the art of using fundamental knowledge to get particular knowledge, the amount of particular knowledge he must accumulate is greatly reduced, and time is made available for the teaching of fundamentals. The converse is not true. If his time is spent in cramming his mind with facts, that very process may make him less competent to work with fundamentals. Every practitioner of professional stature knows that human and social problems are inherent, in all major professional questions and must be dealt with if such questions are to be handled on a professional level.

When and only when problems are trustfully dealt with is the student in facing a problem forced to ask the truly professional question, "What all things considered, should be done?" Only then can a professional man accept moral responsibility for his own professional conduct, and determine for himself what values his technical competence will serve, instead of leaving this to be determined by others. Professional study is so demanding that unless the spirit and habit of seeing the total problem, professional, human and social, are in the very spirit and texture of professional teaching itself, human and social considerations will tend to fade into the background with memories of adolescence. General human motive and purpose need to be so much a part of professional training that to the student they will be one and inseparable.

There is a fundamental unity to all scholarly and professional thought. For students to come to recognize this unity it is necessary to have teachers with the breadth of mind and outlook to work out and to use in their courses common expressions of the common fundamentals of effective thinking and learning. The various professional schools in a university might well work together at developing these fundamentals. By such common exploration, the stature and quality of all professional teaching might be increased. The common basic methods for using fundamental knowledge in solving particular problems, on being applied in widely divergent fields, may become so characteristic of a university that its students will absorb those methods as one learns the mother tongue. To the extent that the same fundamental methods apply in all professional fields, the professions can understand and cooperate with each other. Also, in professional teaching, the development of fundamental methods in one profession will tend to serve all professions.

? 1. Give Russian equivalents of the following phrases:

The foundation of professional education; a sense of social responsibility; disciplined power to see realities without prejudice or blind commitment; the standards and motives of professional practice; a changing of professional education in method and spirit; should transmit technical understanding, skill and method; representative increments of particular knowledge; spent in cramming his mind with facts; moral responsibility for his own professional conduct; the common fundamentals of effective thinking and learning; absorb those methods as one learns the mother tongue.

2. Say if the following sentences are true or false.

1. The foundation of professional education should be not only technical skill, but also a sense of social responsibility, an appreciation of social and human values and relationships, and disciplined power to see realities without prejudice or blind commitment. 2. The standards and motives of professional practice in the coming years aren’t largely being made in the professional schools of today. 3. As hasn’t been said by modern students of professional education when professional students are taught the humanistic, social and basic science subjects with the methods of professional education, the increase in power and zest for learning is in some measure comparable to that which characterizes the shift from the textbook learning of law or medicine to the case and clinical methods. 4. Every practitioner of professional stature knows that human and social problems aren’t inherent, in all major professional questions and must be dealt with if such questions are to be handled on a professional level. 5. The common basic methods for using fundamental knowledge in solving particular problems, on being applied in widely divergent fields, may become so characteristic of a university that its students will absorb those methods as one learns the mother tongue.

3. Insert missing words, use the text’s vocabulary:

1. While professional men largely set the pattern of national life, that pattern is much influenced by their earlier intellectual and moral experiences, especially their …. 2.. An increased sense of social … in the professions cannot be brought about in the main by trying to re­educate mature professional men. 3. It requires a changing of professional … in method and spirit, so that young men entering the professions shall be … and … in the spirit of the new, democratic India. 4. All technical education should transmit technical …, skill and method, not as an isolated discipline, but in its total human and social setting. Failure to do that is largely responsible for failure of modern civilization to produce social peace and harmony. 5. The various professional schools in a university might well work together at … these fundamentals

4. Translate these sentences into your native language:

1. As has been said by modern students of professional education when professional students are taught the humanistic, social and basic science subjects with the methods of professional education, the increase in power and zest for learning is in some measure comparable to that which characterizes the shift from the textbook learning of law or medicine to the case and clinical methods.

2. If he has mastered the art of using fundamental knowledge to get particular knowledge, the amount of particular knowledge he must accumulate is greatly reduced, and time is made available for the teaching of fundamentals. 3. For students to come to recognize this unity it is necessary to have teachers with the breadth of mind and outlook to work out and to use in their courses common expressions of the common fundamentals of effective thinking and learning. 4. The various professional schools in a university might well work together at developing these fundamentals. 5. By such common exploration, the stature and quality of all professional teaching might be increased. 6. Professional study is so demanding that unless the spirit and habit of seeing the total problem, professional, human and social, are in the very spirit and texture of professional teaching itself, human and social considerations will tend to fade into the background with memories of adolescence. 7. General human motive and purpose need to be so much a part of professional training that to the student they will be one and inseparable. 8. The common basic methods for using fundamental knowledge in solving particular problems, on being applied in widely divergent fields, may become so characteristic of a university that its students will absorb those methods as one learns the mother tongue. 9. To the extent that the same fundamental methods apply in all professional fields, the professions can understand and cooperate with each other. 10. Also, in professional teaching, the development of fundamental methods in one profession will tend to serve all professions.