Annotation
The article is devoted to the aim of pedagogical ethics which is to make moral personality formation of a teacher controllable by solving two main objectives. Firstly, pedagogical ethics, by learning principles of development of moral consciousness of a teacher, by opening moral entity his/her personality in the process of implementation of professional duties, developing moral requirements to teacher personality, secondly, determine moral requirements to professional work of a teacher, to moral relationships between teacher and all participants of the pedagogical process as a specific type of social relationships.
Increasing requirements to teacher, to fruitfulness to his/her professional activity says about necessity of constant development of his/her professional training in the system of Iiigher education and, particularly, special elaboration of problems of pedagogical ethics, because it is not still important part of tertiary education and upbringing.
Introduction
Teaching profession belongs to the professions where value of the moral factor is exceptionally high, because, by virtue of its specificity, it contributes to the identification of all the moral qualities of a teacher, mentor and educator.
Professor is primarly a pedagogue.
Pedagogical activity is universal due to its objective social need. It is universal:
- because it is directed at any member of society, and not only during his/her childhood;
- because it is performed by all members of society, not just teachers;
- because it concerns all kinds of activities without exceptions, and finally;
- because, as morality, it is connected with all aspects of human activity, even where people are not engaged in the actual upbringing and education of others.
Therefore pedagogical ethics is relatively separate branch of the ethical system. On the basis of the ethical theory, it integrates pedagogical theory of moral education and psychological theory of personality. According to E.A.Grishin such conception of the pedagogical ethics has fundamental nature, an important methodological and, theoretical and applied value.
The aim of pedagogical ethics is to make the process of moral formation of the personality of the professor controlable through the solution of two main objectives. Firstly, pedagogical ethics, studying the patterns of development of the professor’s moral consciousness, reveling the moral essence of his/her personality traits, in the course of fulfilling his/her professional duties, develops moral requirements for the professor’s personality; secondly, it defines moral requirements for the professor’s professional activity, for professor’s moral relations with all participants of the pedagogical process as a specific type of social relations.
The increasing demands on the professor to the fruitfulness of his/her professional activities indicate the need for continuous improvement of his/her professional education in the system of higher education and, particularly, the special development of the problems of pedagogical ethics, since it has not become an important component of higher education, yet
Special attention should be paid to ethical - pedagogical ideas of Russian progressive social - pedagogical thought, in which, as we know, two alternative directions functioned: liberal democratic, associated with the names of N.I. Pirogov, K.D. Ushinsky, and revolutionary democratic, represented by A.I. Radishchev, V.G. Belinsky, A.I. Herzen, N.G. Chernyshevsky and N. A. Dobrolyubov. One of the prominent supporters of the liberal democratic direction in the social - pedagogical movement were Kazakh representatives C. Valikhanov, I. Altynsarin and A. Kunanbayev, who linked their moral ideals of humanization of the life of working people with its education, consistent self - improvement, self - educaiton of the personality itself.
The founders of the theoretical basis of pedagogical ethics of a teacher should be considered N.K. Krupskaya, A.V. Lunacharsky, S T. Shatsky, P.P. Blonsky, A.S. Makarenko and V. A. Sukhomlinsky. Each of them, on the basis of the materialist theory of morality as a specific form of social consciousness, has developed its own system of pedagogical ethics with moral measure of teacher’s assessment of the value of work done, ethical creeds, the idea of philanthropy, sense of nationhood and etc.
Conclusion
So, the professor’s ethics is the science of professor’s professional morality, the moral position of pedagogue and the object of the science, science that has its object, aim and objectives.