Pedagogical ethics is a relatively independent section of ethical science (professional ethics), which concretizes the universal principles of morality in accordance with the conditions of professional and pedagogical activity.
Pedagogical activity is a constant stay in situations of moral choice, which obliges to apply clear criteria in their knowledge, assessment and use of behavioral models appropriate to the circumstances. At the same time, reference only to functional responsibilities acts as a simplification of pedagogical realities. For the convincingness of pedagogical actions, the teacher's awareness of their correctness, it is important to take into account the moral consequences that they generate, relying on the understanding of good and evil, the interpretation of which in pedagogical business has specific features. These problems are explored by pedagogical ethics, which, on the basis of responsibility for the fate of the younger generations, substantiates pedagogical morality and its principles. You can read about the general education system on the website.
Ethical and pedagogical ideas are as old as pedagogy itself. But especially important in the formation of pedagogical ethics was philosophical and pedagogical thought during the transition to capitalism, in the era of the Enlightenment. It was at this time that the theoretical and practical activities of the Czech teacher Jan Comenius, the English philosopher John Locke, the French philosophers Jean-Jacques Rousseau and Denis Diderot, the Swiss teacher Heinrich Pestalozzi, who noted that the formation of the moral and ethical qualities of a person is an unnatural phenomenon, were developed. objective and relies on human nature and the history of its development, upbringing, education. A number of scientific works of domestic and foreign scientists, educators and psychologists are devoted to the problem of the development of teacher ethics, starting with the works of Y. Komensky, A. Disterweg, A. Dukhnovich, A. Makarenko, V. Sukhomlinsky and ending with modern scientific research by N. Kuzmina , V. Morgun, A. Infantry, V. Rybaki, V. Semichenko and others.
Analysis of the dynamics of the development of ethical and pedagogical ideas of teachers regarding the interpretation of the concept of "pedagogical ethics" makes it possible to identify several approaches to determining the essence of teacher ethics. Among them, it is possible, in particular, to single out such interrelated directions, which is useful for characterizing pedagogical ethics in modern conditions:
1) the ethical foundations of the teaching profession;
2) ethics as a condition for the humanization of the pedagogical process;
3) ethics as a component of the pedagogical ideal, a reflection of social values and needs;
4) ethics as a regulator of the relationship between teacher and student;
5) ethics as a result of teacher self-improvement.
The ethics of the teacher is the elevation of the moral position of the individual to the ethics of social responsibility. The vitality and practical value of the humanistic position lies in the orientation towards the highest human values, which are embodied in the moral relations of the teacher with the students. He was one of the first to define the pedagogically expedient ethical norm of respect and exactingness relations, developed methods of managing the educational process, relying on the psychological laws of personality development and, accordingly, compliance with ethical and pedagogical norms.
At the heart of humanistic pedagogical activity are provisions on the value of a person, his individual freedom and dignity, which is the fulcrum of all social, political and personal efforts.
The formation of the professional ethics of a teacher is a purposeful process of developing the professional and ethical qualities of a person, the goal of which is a comprehensively developed personality who has not only professional skills, knowledge and skills, but also adheres to the ethical standards of the chosen profession.
An important task of pedagogical ethics is to raise the level of moral and professional training of a modern teacher, equipping him with knowledge, the use of which will help to more effectively solve contradictions in practical activity, which is a component of his professional competence.