Abstract
Contemporary challenges tend to raise new questions about the researchers’ conscientiousness and about the ways of developing it in young scientists. In this regard, the article systematizes ethical aspects of scientific research and manifestations of the researchers’ conscientiousness; it also suggests effective methods for teaching postgraduate students aimed at developing a conscious, responsible approach to their professional activities. The article suggests to consider ethical dilemmas from different points of view: utilitarianism, aretology, deontology. Conscientiousness appears to be understood as an ability for “inner dialogue”, on the basis of which a person strives for the maximum harmonization of him-/herself and the world in the horizon of the possible. The choice of the best, therefore, seems not to have pre-made schemes, it involves “trying on” each-time-unique situation using critical and creative thinking. Thus, development of the conscientiousness of a scientist may be built on the material of experience, reflection and self-sustained solution of certain situations (from the history of science and modeled). Hence, it is advisable to use problem-based learning methods, game technologies and case studies, the methodological designs and examples of which are also briefly presented in this article.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call