Methodological Features of the Integration of Biological Knowledge and Ethical Concepts in the Educational Process

Abstract

The conceptual foundations of the integration of biological knowledge and ethical concepts in the educational process based on the worldview unity of the laws of being in the teaching of natural sciences are revealed. Attention is focused on the fact that the world is built on the basis of general laws of nature, objects of the material world do not have freedom of choice, therefore it is impossible to talk about their ethics or morality. The laws of morality correspond to the general laws of nature, because a person is part of an interconnected world, and his existence and development should not conflict with the development of the system. Freedom of choice enables a person to be creative at all levels of his being. It is justified that cross-cutting content lines of science education must be integrated with universal human values, which gives teaching an ethical direction and affirms ethical meanings in science education. The universal laws of nature, according to which living systems are built and function, have their analogies in moral laws, therefore teaching biology based on analogies between the laws of nature and the laws of morality creates conditions for the spiritual development of the student. A method of acquiring knowledge is proposed, which creates conditions for the development of the inner spiritual world of the individual, and the formation of students' bioethical knowledge not only affects their value orientations, but also the spiritual potential of the individual. Its essence is that when studying a meta-subject, the semantic field of objects of knowledge is located behind the subject at the meta-level, therefore, the results of knowledge are not communicated to the student as material for learning, but are acquired by each individual in his own way. Criteria for selection of bioethical knowledge are outlined. Examples of the integration of biological knowledge and ethical concepts through analogies between them are given. Priority ideas for the formation of bioethical knowledge are singled out: awareness of the integrity and interconnectedness of the world, in which man is assigned an important role as a subject capable of significantly influencing all its links; the moral state of a person depends on its influence on the integrity of the biosphere; the presence of single general laws of formation and development of the natural world and the inner world of man; the possibility of developing and nurturing a moral personality through the disclosure of the ethical essence of the laws of nature.