Abstract
This study presents the results of a research into ethical foundations as a backbone element of teaching process. In order to obtain a more complete picture in this regard, this work follows three main directions. Firstly, basic documents regulating legal aspects of the issue are examined to find out if the modern Russian school is provided with relevant regulations; secondly, a survey is conducted along with subsequent clarifying interviews of 55 secondary school teachers of Kazan as well as 65 senior students of pedagogical departments of Kazan Federal University. The findings show a gap between growing demands for teachers’ ethical qualities and behaviors on the one hand, and existing schooling practices on the other hand. Furthermore, the research analyzes the nature and the reasons of the gap and suggests ways to overcome this discrepancy.
Highlights
Problems associated with pedagogical ethics have been the focus of study in pedagogy since ancient times, whose foundations were laid by Aristotle, Plato, and Socrates, and developed in the works of Spinoza, Hegel, Kant, Rousseau, Pestalozzi, Tolstoy, Ushinsky, and other scholars and teachers
The analysis of the relevant documents showed that; first of all, they had been developed in accordance with the basic provisions laid down in the Council of Europe Convention on the protection of human rights and fundamental freedoms; the UN Declaration on the Rights of the Child; the UN Millennium Declaration and Implementation Plan of the UN Millennium Declaration; the UN Action Plan “World Fit for Children”, etc. They were based on the provisions ensuring the rights of the child to survival, development, protection, and active participation in public life, which presupposed the right of the child to preserving their identities, to freedom of expression on issues affecting their lives, to receiving necessary information, to education on the basis of equal opportunities, to developing their talents, as well as mental and physical abilities, to respect for their human dignity, etc
The present study revealed that the modern Russian school was experiencing a certain moral crisis, which undoubtedly was reflecting the situation in the society as a whole
Summary
Problems associated with pedagogical ethics have been the focus of study in pedagogy since ancient times, whose foundations were laid by Aristotle, Plato, and Socrates, and developed in the works of Spinoza, Hegel, Kant, Rousseau, Pestalozzi, Tolstoy, Ushinsky, and other scholars and teachers. Modern "digital" society has further exacerbated the existing problems and added new ones, such as dilemmas of freedom and meaning, technophilia and technophobia, the universal and the local, good versus evil information, freedom and responsibility of media representatives, etc. The nature of these contradictions indicates the spiritual and moral crisis of the modern man as well as the crisis of the meaning of their existence, which cannot but affect education systems, revealing the problems of societies like litmus papers. It is not surprising that ethical foundations of life, in general, and moral components of education system, in particular, are currently in the focus of pedagogical theory and practice, given the fact that it is the education system that, one way or another, forms a person who is able or unable to solve moral problems
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