М.К. Abdakimova

А.М. Abdakimova

Karaganda Economic University, Karaganda

The role of debates in forming students’ civil position

The modern educational environment requires training professional, socially active and competitive specialists, capable of adequate professional self-determination and self-development, ready to provide the company with sustainable, safe and successful development. Training of such specialists in the system of higher professional education can be provided by a consistent formation of professionally-cultural competence in the context of the students’ professional, social and personal achievements. Since the competence-based approach is directly connected with the idea of person’s comprehensive training and education not only as a specialist and professional, but also as a citizen and a member of the community, this approach is humanitarian in its basis.

Many organizations conduct training by specially developed programs for the new specialists before they start working. The students acquire special competences and receive special knowledge during the whole educational process and internship. New geopolitical realities strongly require the formation of social mature generation possessing general competence. In other words, it is a question of the relevance of education to the civil position, the purpose of which is to prepare young people for responsible and meaningful life and work in a democratic, legal state, and civil society. The concept of the «civil society» comes together with the concept of «patriotism» which reflects person’s willingness and ability to take an active part in the public life.

Person’s civic competence includes abilities that would allow to implement the whole complex of civil rights and responsibilities in a democratic society actively, responsibly and effectively. The creation of the students’ civic competence promotes their participation in youth student organizations, intellectual games, social movements. Thus, modern educational ideology is aimed at self-realization, self-actualization, self-reflection, formation of socio-political and moral-legal culture of students. In this respect the educational system of the Republic of Kazakhstan, and in particular, the Karaganda region is not an exception.

Karaganda oblast is a region with a high concentration of student youth. Karaganda is characterized by high activity of youth organizations 90 % of which consist of the higher educational institutions’ students. For example, Karaganda Economic University has youth organizations which work in various directions such as the Students’ Parliament, Kazakhstan students’ Alliance, students’ Ombudsman, students’ hostel council, student’s scientific society (SSS), students’ interest clubs, public dean, institute of students’ leadership, students’ construction and labor groups, students’ police assistance, student league of humour clubs, students’ center of aesthetic and creative development. The most effective in the sphere of civic education and formation of personal positions in the system of public relations is a students’ debate club «Birlik».

This club appeared and functions due to the great enthusiasm of the students, because the debates ensure active involvement of the students into the educational-cognitive activity organized on the basis of internal motivation.

In common life there are no rules for conducting disputes in an informal atmosphere, and the parties do not even try to listen to each other. But the debate is a well-argued civilized discussion observing certain rules, in which the participants represent different points of view to convince a third party (judges, debate spectators, etc.).

The members of the intellectual debate club «Birlik» participate in debate tournaments held in many regions of Kazakhstan. The practice shows that additional preliminary training and using the rhetorical skills are needed for conducting effective, interesting and meaningful debate. The active members of the debate club implement pre-educational program which allows understanding the technique of the game and getting a thorough knowledge on modern humanitarian issues. They conduct active work with high school pupils in the field of the humanitarian and communicative training, and promote the technology of the «debates» as a way of forming active civil position among young people. Fruitful work of the debate club is resulted by the victories at regional, republican competitions. The main thing is that debates form a new generation of creative, purposeful, socially active youth competitive in the field of mediation and conflict resolution. This work has its vivid followers and successors.

The value of the «Debates» technology in students’ socialization, training and development is appreciated by the teachers.

The socializing value is expressed in the fact that the debate is pedagogical instrument, the mechanism of introducing participants with the norms and values of the civil society. It helps the students to adapt to the conditions of the modern society and develops competitiveness and ability to discuss and defend their interests based on the knowledge of the legal issues and its proper application.

The educative value of the debate lies in the fact that it allows participants to evaluate independently, to develop moral and ideological position, the behavioral set, affects the formation and development of the psycho-emotional and volitional sphere. As polls and observations show, the debate participants have a high communicative culture, sociability, and ability to find a compromise.

The developing value is expressed in the fact that the debates develop participants will, memory, thinking, including the ability to compare, analyze, to find analogy, to find and analyze the diverse information on relevant issues, etc.

The debates’ didactic value is expressed in the fact that they are the basis for forming students’ general educational and practical skills, as well as the most important qualities necessary for a modern person.

Thereby, the debates contribute to:

broadening of a general cultural outlook:

· enrichment of knowledge related to the humanities and especially social science fields;

· developing enthusiasm and motivation for learning;

· developing interest for scientific, popular fiction and classic literature reading.

intellectual skills development:

· critical thinking, ability to establish logical connections between events;

· ability to analyze a variety of ideas and experiences, make informed judgments, to build a chain of evidence;

· ability to differentiate facts and opinion, identify errors, fraud and stereotypes, to analyze the information;

· ability to focus on the problem.

development of exploratory and organizing skills and knowledge:

· collect and analyze information from various sources, treating it with a critical eye, and observing it in a particular historical context;

· validate the findings and evaluations’ correctness, using different methods of proof and reliable historical facts;

· assess the studied events reasonably, in the specific historical conditions, based on the theoretical knowledge gained in the course of history;

· evaluate different versions and opinions on past historical events, recognizing that some sources may be biased, and to explain the reasons for this bias;

· collect evidence and use it wisely. Logic or simple examples are not always enough. It is often required to find evidence from various sources (newspapers, books, interviews, electronic networks);

· organize the material competently in order to improve communication, regardless of whether it is oral or written.

creativity development:

· ability to take a fresh look at the problem, motivation to use innovative ways to address it, the ability to see something new and unusual in the commonplace;

· flexibility and productive thinking, quick reflexes and the ability to appreciate other people’s creativity.

communicative skills’ development:

· ability to hear and listen to the companion;

· ability to empathize others and show solidarity, understanding and sympathy, to perceive the historical experience;

· tolerance for different points of view, understanding the possible existence of other views;

· ability to work in a team.

development of an oratory:

· public speaking skills;

· self-confidence;

· ability to articulate in speech and writing;

· ability to perceive listeners intonation, gestures and facial expressions.

And also debates help to form a civic position and life activity skills in a society:

· ability to formulate and defend their own point of view;

· ability to take a different view and evaluate the idea, not the person declaring it;

· understand the importance of civic, moral formation "rod";

· respect human and national values, different cultures, and traditions;

· increased interest to the events in the political life of the country, region, and the city;

· motivation to use their knowledge in the practice of public life, the ability to take responsibility for solving any problem.

In conclusion, we would like to say that the most important task for the legal state is to educate citizens that are high cultural, tolerant and mobile, erudite, purposeful, confident, free from stereotypes. Citizens who can comprehend the changes taking place in the society constructively and critically. Widespread introduction of the «Debates» contributes to the practical implementation of the personality oriented approach in education and ensures the deliberate formation of the civil qualities of students, their systematic vision in building a civil society.

References:

Сайт http//www.auditorium.ru/books/1616/ Светенко Т.В. Путеводитель по дебатам.