Explanatory note

The discipline "Professional ethics in psychological and pedagogical activity" represents the basic part of the professional cycle of the federal state educational standard of higher professional education in the direction 050400.62 "Psychological and pedagogical education" for the preparation of bachelors of psychological and pedagogical activity.

The need to study this discipline is justified by the fact that the quality of modern education is determined not only by its content and the latest educational technologies, but also by the humanistic orientation of psychological and pedagogical activity, competence and an adequate level of moral and ethical culture of a specialist. The current socio-cultural situation justifies the priority of moral education over training in the education system. Education as a self-formation of the subject has a natural and social significance, since the process of self-knowledge of life experience and self-development is aimed at natural self-preservation, as well as self-sufficiency and self-affirmation in one’s own body and spirit, in a team, in nature and society. It is assumed that in the process of higher education, a future bachelor, a specialist must master a certain level of moral culture, certain moral attitudes, develop his ethical position, moral experience.

The materials of the textbook "Professional Ethics in Psychological and Pedagogical Activities" are a set of didactic materials aimed at the implementation of the content, methodological and organizational conditions for training in the direction of "Psychological and Pedagogical Education" and are focused on the implementation of a competency-based approach in teaching.

The purpose and objectives of the discipline. The study of the discipline is aimed at shaping the future bachelor of the following competencies:

– is able to use in professional activities the basic laws of development of the modern socio-cultural environment (OK-1);

- owns moral principles and norms, the basics of moral behavior (OK-3);

– is able to take into account the ethno-cultural and confessional differences of the participants in the educational process when building social interactions (OK-8);

- ready to use methods for diagnosing the development, communication, activities of children of different ages (GPC-3);

- ready to organize various types of activities: gaming, educational, subject, productive, cultural and leisure, etc. (OPK-5);

- is able to organize joint activities and interpersonal interaction of subjects of the educational environment (GPC-6);

- ready to use knowledge of normative documents and knowledge of the subject area in cultural and educational work (OPK-7);

– is able to take part in interdisciplinary and interdepartmental interaction of specialists in solving professional problems (OPK-10);

– is able to use health-saving technologies in professional activities, take into account the risks and dangers of the social environment and educational space (OPK-12).

Educational tasks:

– development of professional and spiritual and moral culture of the future bachelor;

- the formation and development of individual moral consciousness in the student, professional responsibility for the life, health and development of the student;

– formation of a value attitude to professional psychological and pedagogical activity;

- formation of motivation for a more conscious and effective mastery of the competencies of professional activity, the need and readiness for value-ethical self-assessment, self-control, personal and professional self-improvement;

- development and improvement of the future bachelor's personal qualities that ensure effective communication in psychological and pedagogical activities: with students, their parents, colleagues, as well as a humane, respectful attitude towards the child, acceptance and faith in his abilities;

- the development of ecological (environmental) ethics - human thought and behavior, focused on what is good or bad for the integral system "man-nature", including animals, plants and ecosystems.

The guide is based on the principles:

Scientific character - compliance of the content of education with the level of modern science;

Accessibility - compliance of the material presented with the level of students' preparation;

Consistency - awareness of the place of the issue under study in the general system of knowledge;

Connections of theory with practice, showing the importance of applying fundamental knowledge to solve general pedagogical and ethical knowledge.

Requirements for mastering the content of the discipline. A graduate who has studied the content of the discipline "Professional ethics in psychological and pedagogical activity" must:

know:

Value foundations of professional activity in the field of education, worldview, socially and personally significant philosophical problems;

The role and place of professional ethics in the system of sciences, the general and specifics of various types of professional ethics;

The system of necessary personal and professional qualities of a teacher;

Basic ethical rules, norms and requirements of business and interpersonal etiquette, in accordance with which you need to build your behavior and relationships in professional activities;

Principles, functions, styles, methods of pedagogical communication and interaction with various age and social categories of communication subjects: students, parents, colleagues and social partners;

Means and methods of professional self-knowledge and self-development.

be able to:

On the basis of ethical requirements, determine the attitude and strategy of behavior in relation to one's professional duty and subjects of communication;

Understand modern problems of professional ethics in psychological and pedagogical activities;

Operate with ethical concepts, principles, norms;

Conduct reviews of books, journal articles, fiction on psychological and pedagogical topics;

Apply in practice theoretical and applied knowledge in the field of professional ethics, business and everyday etiquette;

Use various forms, types of oral and written communication;

Communicate, enter into cooperation, conduct a harmonious dialogue and achieve success in the communication process;

Work in a team, constructively build relationships with students, colleagues, administration, social partners;

Analyze the specifics, similarities and the need to combine ethical and administrative-legal norms in the practice of work;

Be guided in behavior by the principles of tolerance, dialogue and cooperation;

Address the problems of professional self-awareness, self-education, self-control;

Regulate their behavior, relationships with students, parents, colleagues in accordance with the requirements of morality, the concept of duty and professional ethics of a teacher, psychologist;

To identify zones of value-ethical contradictions and conflicts in professional pedagogical activity, to possess the skills to resolve them;

Value-ethical self-assessment, self-improvement, self-control, to develop a system of personal norms-orientations of one's own professional activity and follow it;

Designing and building a positive professional image and etiquette behavior;

have skills:

Ethical and axiological analysis of processes, situations, relationships, actions;

Communication and interaction, organization of communicative activities in the professional field;

Prevention and termination of conflicts;

Public speaking in professional activities, argumentation, discussion and controversy.

The program of the discipline "Professional ethics in psychological and pedagogical activity"

Topic 1. Subject, specifics and tasks of professional ethics.

Etymology and genesis of the terms "ethics", "morality", "morality", "professional ethics". The subject and tasks of professional ethics. ethical concepts. attitude towards morality. The content of professional pedagogical axioms. The ideas of philosophers (Aristocles (Plato), Aristotle, Kant, Confucius. Mark Quintilian, M. Montaigne) of the classics of pedagogy (J. A. Comenius, J. Locke, J.-J. Rousseau, J. G. Pestalozzi, A. Diesterweg , K. D. Ushinsky, V. A. Sukhomlinsky, A. S. Makarenko), modern researchers (V. I. Andreev, Sh. A. Amonashvili, D. A. Belukhin, V. N. Chernokozova, I. I. Chernokozov, V. I. Pisarenko, I. Ya. Pisarenko, L. L. Shevchenko) about the moral qualities of a teacher.

Professional ethics in the system of humanitarian, pedagogical knowledge. The relationship of pedagogical ethics with other sciences (ethics, philosophy, cultural studies, sociology, psychology, pedagogy, ecology) and its specificity. Scientific-experimental project "My moral ideal is my good deeds".

Topic 2. The content and essence of the main categories of professional ethics as professional qualities of a bachelor (specialist).

Ethical values, the content of the categories: justice, professional duty and responsibility, honor and conscience, dignity and authority, professional pedagogical tact - the basic concepts of ethics, reflecting the most essential aspects of morality and constituting the scientific apparatus of professional ethics; their role, which makes it possible to single out professional pedagogical ethics as a relatively independent section of the science of morality.

Analysis of pedagogical situations, training and solving pedagogical problems as a means of accumulating moral experience, establishing and developing the ethical position of the student.

Subject3 . Specificity and content of applied professional ethics as "practical philosophy".

Definition of the concepts "harmony", "beauty", "aesthetics of professional activity", "childhood", "children's world". Love as a pedagogical concept. Morality as a necessary condition for the development of man and civilization. Moral experience, its formation. Ethical norms of pedagogical professionalism. Harmony, creativity, morality, freedom - the essence of man (K. N. Vent-tsel). “From the beauty of nature to the beauty of words, music, painting” (V. A. Sukhomlinsky).

Patterns of the formation of a culture of relationships between a teacher, a psychologist and children in everyday professional practice. Tasks of ethical self-education. Objective and subjective criteria of pedagogical professionalism.

Subject4 . The genesis of the idea of ​​cooperation in the main ethical and pedagogical systems.

Basic ethical and pedagogical systems. The fundamental idea of ​​ethical-pedagogical systems is cooperation. Ideas of authoritarian education. Ideas of natural education. Supporters of free education. Moral norms of interaction with the outside world: with nature (environmental ethics), freedom of speech and religion (spiritual and moral etiquette).

Ethical and pedagogical ideas in the irrationalist ethics of A. Schopenhauer, in psychoanalytic concepts (Z. Freud, E. From), in existentialism (N. Berdyaev, L. Shestov, F. M. Dostoevsky). The mission of pedagogical activity, one's own happiness and the happiness of another (L. N. Tolstoy, S. I. Gessen, etc.).

4. Zimbuli A. E. Lectures on ethics (Issue 3). Textbook [Electronic resource] / A. E. Zimbuli. – M.: Direct-Media, 2013. – 238 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=209328

5. Maltsev V. S. Values ​​and value orientations of the individual [Electronic resource] / V. S. Maltsev. – M.: Book laboratory, 2012. – 134 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=143000

6. New Philosophical Encyclopedia / Scientific ed. advice: V. S. Stepin [and others] - M .: Thought, 2010. - T. 14. - 2816 p.

7. Nosova T. A. Organization of the educational work of the university in the context of the Federal State Educational Standard of Higher Professional Education [Electronic resource] / T. A. Nosova // Higher education in Russia. - 2012. - No. 7. - P. 92–98. Access mode: http://www.biblioclub.ru/index.php?page=book&id=209993

8. Rean A. A. Psychology and pedagogy / A. A. Rean, N. V. Bordovskaya, S. I. Rozum. - St. Petersburg: Peter, 2002. - 432 p.: ill.

9. Shevchenko L. L. Practical pedagogical ethics / L. L. Shevchenko - M., Sobor, 1997. – 506 p.

10. Chernokozov I. I. Professional ethics of the teacher / I. I. Chernokozov. - Kyiv, 1988.

12. Code of Ethics of the Adyghe State University. AGU Publishing House - Maykop, 2012. - 10 p.

10. Expand the role and essence of the main categories of professional pedagogical ethics.

11. Expand the content of the categories: "fairness", "professional duty" and "responsibility".

12. Expand the content of the categories: "honor" and "conscience" of the teacher.

13. What is the role and content of professional tact in psychological and pedagogical activities.

14. Justify your attitude to the content of Sh. Amonashvili's statement: "I am a Teacher."

15. What is your attitude to the words of the wise Fox from A. Exupery's fairy tale "The Little Prince": "We are responsible for those we have tamed."

16. Expand the role and essence of the categories of applied pedagogical ethics.

17. List the professionally significant qualities of the teacher's personality (PZLK).

19. Write an essay on the topic "The genesis of the idea of ​​cooperation in the main ethical and pedagogical systems."

20. Start collecting material in the Portfolio and on the scientific and experimental project "My moral ideal is my good deeds."

Section II. Professional ethics on the development of moral qualities of a bachelor (specialist) personality in psychological and pedagogical activities

Topic 5. The essence and development of moral culture and consciousness of the individual in psychological and pedagogical activities.

The relationship of the moral development of the individual with the assimilation of cultural and historical experience. The concept of normative regulation and its significance for the methodology of the formation of ethical knowledge, moral feelings and beliefs. Definition of the concept of "moral world of childhood". Professional responsibility for the life, health and development of children. Ecological ethics and reverence for life (A. Schweitzer). Human right for a healthy environment.

Topic 6. Moral norms of relations between a bachelor (specialist) in psychological and pedagogical activity.

The structure of the moral norm and the principles of interaction in professional activities. The concept of "moral relations". Professional communication. Attitude of a specialist to himself, students, colleagues, state, nature. Basic forms of moral relations. Ethics and culture of interpersonal communication. Etiquette in the professional culture of the teacher. Communication as a moral value: essence and purpose. Culture and anticulture of communication. Youth subculture: moral problems of communication. Tolerance in the dialogue of cultures.

Professional etiquette and its features. Brief outline of the history of etiquette. Basic norms and principles of etiquette. Rules of etiquette for specific situations. Etiquette in speech activity. Etiquette culture in clothes.

Topic 7. Moral conflicts in psychological and pedagogical activity and ways to resolve them.

Conflictological competence of the teacher. Problems of moral relations. Specificity, types of moral conflicts. Methods for solving problems of children's behavior. Creativity and the problem of "competitiveness" in pedagogical activity. Moral norms of the teacher's attitude to his work as a reflection of the specifics of pedagogical activity. The moral meaning of the question of professional suitability. Compliance of the teacher with the requirements of the modern school. The need for constant self-improvement of a bachelor (specialist).

1. Vlasova A. L. The problem of defining youth subculture in modern society [Electronic resource] / A. L. Vlasova // Philosophy of Education. – 2013. No. 1(46). – P. 125-128. Access mode: http://www.biblioclub.ru/index.php?page=book&id=136017

2. Ilyin E. N. The art of communication / E. N. Ilyin. - M., 1982.

4. Korchak Ya. How to love children / Ya. Korchak. – Minsk, 1980.

5. Leontiev A. A. Pedagogical communication / A. A. Leontiev. - 1979.

6. Maltsev V. S. Values ​​and value orientations of the individual [Electronic resource] / V. S. Maltsev. – M.: Book laboratory, 2012. – 134 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=143000

7. New Philosophical Encyclopedia / Scientific ed. advice: V. S. Stepin [and others]. - M.: Thought, 2010. - T. 14. - 2816 p.

8. Novikov S. G. Strategic guidelines for the education of Russian youth in the era of globalization [Electronic resource] / S. G. Novikov // Philosophy of education. - 2013. - No. 1 (46). – S. 106–109. Access mode: http://www.biblioclub.ru/index.php?page=book&id=136017

9. Popkov V. A. Theory and practice of higher professional education. Textbook [Electronic resource] / V. A. Popkov, A. V. Korzhuev. - M.: "Academic project", 2010. - 343 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=143192

10. Rybakova M. M. Conflict and interaction in the pedagogical process / M. M. Rybakova. - M., 1991.

11. Tushnova Yu. A. The program for studying the psychological characteristics of the image of the world of students of different nationalities in the south of Russia [Electronic resource] / Yu. A. Tushnova // Education. The science. Innovation: Southern Dimension. - 2013. - No. 2 (28). – S. 152–158. Access mode: http://www.biblioclub.ru/index.php?page=book&id=211511

12. Shevchenko L. L. Practical pedagogical ethics / L. L. Shevchenko - M., Sobor, 1997. - 506 p.

Questions and tasks for self-examination:

1. Applied pedagogical ethics as a section of pedagogical ethics is aimed at the implementation of practical functions. Describe what these functions are, and also give examples of the implementation of each of them.

2. What caused the need to develop applied pedagogical ethics?

3. Make a comparative analysis of the concepts of "pedagogical ethics" and "applied pedagogical ethics", what is their essential difference?

4. Describe the subject of study of pedagogical ethics and applied pedagogical ethics.

5. Name the basic concepts and categories of pedagogical ethics and give them definitions.

6. Name the basic concepts of practical pedagogical ethics and give them definitions.

7. Expand the main research methods of applied pedagogical ethics.

8. What is the role and essence of communication in psychological and pedagogical activity?

9. Expand the content of the functions of pedagogical communication.

10. List the styles of pedagogical communication. Which ones do you accept?

11. Justify what is at the heart of any conflict?

12. Expand the essence of the main types of conflicts.

13. Justify the ways and means of resolving conflicts in psychological and pedagogical activities.

Section III. Information technology system for the formation of professional ethics

Topic 8. Ethical education and self-education of a student of a teacher training university.

Self-knowledge, self-improvement and self-education. Driving forces, motives for self-improvement and self-education. Means of self-education. The meaning of life and happiness in the ethical and pedagogical views of M. Montaigne, J. Rousseau, J. Locke, B. Spinoza, I. Kant, L. Feuerbach, G. Hegel. Ethical and pedagogical ideas in the irrationalistic ethics of A. Schopenhauer, in psychoanalytic concepts (Z. Freud, E. Frome), in existentialism (A. Camus, N. Berdyaev, L. Shestov, F. M. Dostoevsky). The mission of pedagogical activity, one's own happiness and the happiness of another (L. N. Tolstoy, V. V. Zenkovsky, S. I. Gessen, etc.). Theory of the moral development of personality L. Kohlberg.

Topic 9. Technology for the formation of professional ethics of a bachelor (specialist).

Pedagogical value of moral norms and personal qualities as a result of their systematic study and appropriation.

Moral self-determination of a person in acts of moral choice in specific life situations, in everyday professional practice. Methods and techniques of self-improvement and self-education: stages in the training system using autogenic training, NLP, the method of empathy for situations. Professional etiquette as an external manifestation of the internal culture of the individual.

Topic 10. Stages of formation of professional ethics of a bachelor (specialist).

The development of observation, pedagogical interest and intuition, creative imagination is the basis of moral relationships in everyday psychological and pedagogical practice, as well as their moral experience. Workshop on the formation of professional ethics (exercises, analysis of pedagogical situations and tasks, business, educational games, participation in projects, heuristic conversations, polemical nature).

Formation of moral relationships between participants in the process in psychological and pedagogical activities. Problematic aspect: education and self-education of a bachelor (specialist) of psychological and pedagogical activity who loves children - myth or reality? The development of students' ability to see and hear, understand children, the ability to self-knowledge and self-management, the ability to interact with children. Problem solving method. Training. Analysis of problem situations.

1. Bazhenova N. G. Student self-organization: given or given? [Electronic resource] / N. G. Bazhenova // Higher education in Russia. - 2012. - No. 3. P. 81–85. Access mode: http://www.biblioclub.ru/index.php?page=book&id=209972

2. Zimbuli A. E. Lectures on ethics (Issue 3). Textbook [Electronic resource] / A. E. Zimbuli. – M.: Direct-Media, 2013. – 238 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=209328

3. Kravchenko A. Z. Communicative support of pedagogical influence [Electronic resource] / A. Z. Kravchenko. – M.: Book laboratory, 2012. 112 p. Access mode: http://www.biblioclub.ru/index.php?page= book&id=140445

4. Maltsev V. S. Values ​​and value orientations of the individual [Electronic resource] / V. S. Maltsev. – M.: Book laboratory, 2012. – 134 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=143000

5. New Philosophical Encyclopedia / Scientific ed. advice: V. S. Stepin [and others]. - M.: Thought, 2010. - T. 14. - 2816 p.

6. Popkov V. A. Theory and practice of higher professional education. Textbook [Electronic resource] / V. A. Popkov, A. V. Korzhuev. - M.: "Academic project", 2010. - 343 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=143192

7. Sukhomlinsky V. A. How to educate a real person: Tips for an educator / V. A. Sukhomlinsky. - Minsk. Nar. asveta, 1978.

8. Strategies of education in a modern university. Monograph. Team of authors / ed. E. V. Bondarevskaya. - Rostov n / D: PI SFU, 2007. - 302 p.

9. Stanislavsky K. S. My life in art. The work of an actor on himself / K. S. Stanislavsky // Collection. Works: in 8 vols. - Vol. 1. - M .: Art, 1954-1955.

10. Shevchenko L. L. Practical pedagogical ethics / L. L. Shevchenko - M., Sobor, 1997. - 506 p.

11. Federal Law "On Education in the Russian Federation" dated December 29, 2012 FZ N 273.

12. Code of Ethics of the Adyghe State University. Publishing house AGUMaikop, 2012. - 10 p.

Questions and tasks for self-examination:

1. Expand the essence of the student's ethical self-education.

2. Describe the psychological conditions for the formation of the cultural needs of the individual.

3. Expand the content of the ethical position of the individual.

4. Expand the goal and objectives of ethical self-education.

5. Justify the role of self-discipline in the process of self-education.

6. Expand the content of the methods and forms of self-education.

7. Make a plan for self-education.

8. Justify the content of the statement: "a person develops only in communication and activity."

Materials for lectures on the discipline "Professional ethics in psychological and pedagogical activity"

Section I. Methodological and theoretical foundations of professional ethics

Topic 1. Subject, specificity and tasks of professional pedagogical ethics

Issues to consider:

1. Professional pedagogical ethics is the science of morality.

2. Pedagogical axioms, their role in psychological and pedagogical activity.

3. Etymology and genesis of the concepts "ethics", "morality", "morality", "professional ethics".

4. Subject, tasks and functions of professional ethics.

1. Professional pedagogical ethics is the science of morality.

1. How will you reveal the essence of professional ethics in psychological and pedagogical activities?

2. Who and what specialists, in your opinion, need this knowledge?

The quality of modern education is determined not only by its content and the latest educational technologies, but also by the humanistic orientation of psychological and pedagogical activity, competence and an adequate level of moral culture of the individual.

The boundaries of psychological and pedagogical activity are regulated by two aspects: by law and by moral standards.

The laws are fixed in the Constitution of the Russian Federation and specified by the Federal Law "On Education in the Russian Federation" and a variety of regulatory documents. A person is legally responsible for breaking the law.

Moral (moral) norms regulate relations and develop within pedagogical processes and systems, they are consistent with customs, traditions and are conditioned by the level of culture of the individual. For an immoral act, a person bears moral responsibility, receives public censure, etc. Moral norms are set by an internal measure of what is individually permissible, only that which is born inside a person voluntarily without violence is valuable, becomes his independent choice, because no moral dictate can bring someone to life whatever it was as a free subject, a bearer of morality (K. Mamardashvili). An ancient parable asserting that a horse can be led to a watering hole, but it cannot be forced to drink, is directly related to the problem of the moral development of a person.

Professional ethics, as an important part of ethics, is formed in the course of understanding the boundaries of the permissibility of a specialist's professional activity, determined by the norms and rules of morality. There are a number of definitions in the scientific literature professional pedagogical ethics.

In the manual "Philosophy of morality" Pedagogical ethics is defined as "a theoretical understanding of the requirements that society imposes on the teacher, his awareness of these requirements and their transformation into his pedagogical convictions, implemented in pedagogical activities, as well as the assessment of his activities by society."

By D. A. Belukhin: pedagogical ethics- this is a set of norms, requirements and rules that regulate the behavior of a teacher in various types of his professional activities on the basis of moral values ​​and moral norms.

According to L. L. Shevchenko: pedagogical ethics- a discipline that reflects the specifics of the functioning of morality in the conditions of the pedagogical process.

Professional ethics exists in a society with an established morality and reflects the differences between the moral requirements for specialists and the universal or generally accepted norms and traditions of behavior in society.

2. Pedagogical axioms, their role in psychological and pedagogical activity.

All pedagogical pearls: theories, pedagogical thoughts, the best advanced pedagogical experience - they are all devoted to one topic, one goal - ability to love children. This skill is named among the professional qualities of a teacher, so this provision should be considered axiomatic. The innovative system should prepare future specialists and loving and respecting their pupils. From this follow the following pedagogical axioms:

1. A professional teacher should treat children with respect.

2. The student has the right to ignorance.

3. A professional must be able to love children.

Axiom 1. A professional should treat children with respect.

Conversation about the relationship between a child and an adult: (distrust of children, their humiliation - “brat”, “still a child”, “only a future person”, etc.).

At the same time, adults are playing a dishonest game, since the weaknesses of childhood are compared with the skills of their adult virtues (“Here I am at your age ...”). They hide their own shortcomings, forget about them. “The high growth of a person is not evidence of his superiority over others,” wrote Janusz Korczak. Sh. A. Amonashvili, in order not to rise above the child, squats down and communicates with him on an equal footing. (Example: classes in elementary schools in the United States).

Axiom 2. The student has the right to ignorance.

Often the disrespectful, authoritarian position of an adult in relation to a child is explained by him by the fact that children are still too inexperienced, not knowing much. However, the requirement of modern pedagogical science is that the teacher must respect children's ignorance. For example, during a survey, a tactful teacher will calmly listen to the student's answer to the end. He gives the student time to think about the answer, without interrupting him with his additions, without interrupting him with a sudden challenge to another student. The teacher corrects the wrong answer at the end of the presentation. Outstanding teachers of different times considered the designated issue. For example, Janusz Korczak wrote: “There are no more fools among children than among adults.”

Often forms of forced learning produce forced mental work that does not bring the desired results, so the ability to make demands is of great importance! The child clearly feels - the demand comes from an evil teacher, or from a good one. So, he is ready to fulfill the requirements of a good teacher, but he will not fulfill the requirements of an evil one. Why? A good teacher, before ordering and demanding, explains the need for an order and shows how best to act. At the same time, the child perfectly distinguishes the necessary severity of an adult and accepts it. But often, due to their dependence on adults, children humble themselves before the authority of power, age, position. In this case, an unstable false discipline arises, which is violated at the first case of a weakening of control. Unbroken by adults, children persist in their “no!” already on any requirement of the elders, they do not accept anything imposed from above. All their forces go to the protest, they wean themselves from working and lose interest in learning, various difficult complexes appear.

1. The student has the right not to know, but he will strive with a properly organized system of education. Pedagogy explains this by the fact that it is necessary to build the motivation of the activity (each stage of the lesson, educational event must have its own goal, is motivated).

2. Conscious discipline and obedience is the result of properly organized activities of children. (Examples from pedagogical practice, how children behave in the presence of a teacher and without him).

3. The child's intellect does not develop with mass, standardized forms of work designed for an abstract "average" student. Group, individual forms are effective, in the spirit of cooperation pedagogy, in which each child is included in the activity with his own role, assignment.

4. A child, like an adult, prefers to determine the content and forms of his activity himself (within the framework of heuristic education, with “his own” discoveries and new discoveries).

5. No one, neither a child nor an adult, likes supervision and punishments, which are always perceived as an attack on one's dignity (especially if this happens in public).

6. A child in case of fault, as a rule, is aware of them. But he will protest in the event of an immediate repressive reaction from an adult. The child needs time to realize and emotionally feel guilty. Before that, the teacher should not demand confessions from children and, moreover, punish them. A natural consequence of an awakened conscience is repentance, which manifests itself in various forms. Adults make a big mistake, punishing the “unscrupulous” (with an unawakened conscience) and punishing the repentant and aware of his guilt. This causes the same reaction in a child of any age: protest, distrust, anger. The younger ones often cry, and the older students hate such a teacher.

Axiom 3. A professional must be able to love children.

I am driven by love. She makes me talk.

Jose Ortega and Gasset

Love must go ahead of knowledge, otherwise knowledge is dead...

I. N. Nalinauskas

One of the main qualities of a future teacher, which should be formed in permanent education, is love for children, for the teaching profession.

What does it mean to love children- it is, first of all, according to L. L. Shevchenko, to understand that complex phenomenon, which is called the children's world. An ancient parable says: the strangers saw a shepherd followed by a large flock. They asked him how he manages to manage such a large herd? The shepherd replied: “It’s just that I live with them and love them, and they feel that it’s safer to follow me.” Also, children always feel who is safer to follow, who loves them and lives their life with them. Love for children is an important condition for the formation of professional pedagogical authority. And to truly love children means to love them in sorrow, and in joy, and even when their development deviates from the norm in some way. Loving children means making certain demands on them; without this, no upbringing and education is possible.

Love as a pedagogical concept. The main question of a child's life: "Do you love me?" Therefore, for a pedagogy defined as "child-rearing", the concept of "love" should become the central pedagogical concept, it is more the story of teachers who loved their students. All the strengths and weaknesses of their pedagogical concepts are precisely determined by the degree and forms of their love for children. The secret of love is revealed simply: it is an unconditional feeling.

Representatives of humanistic pedagogy for many centuries called love for children as the initial ethical norm. At the same time, their emotional and valuable attitude towards the child manifested itself in different ways. So, for J. J. Rousseau, L. N. Tolstoy, R. Steiner, to love children meant to provide maximum freedom of creative self-expression in accordance with their age needs. I. G. Pestalozzi, Janusz Korchak, A. S. Makarenko followed the principle: “To live not only for the sake of children, but together with them, to achieve spiritual unity with children in order to captivate them with them. J. A. Comenius, back in the late Middle Ages, believed that all children's institutions should become "workshops of humanity." Later, N. I. Pirogov, P. P. Blonsky, M. Montessori and others became his followers. V. Odoevsky said: humanly." V. Ashikov writes that the future will be what the Man will be. The educators of the new generation must carry the children along with them. It's to captivate. Because only that is valuable that is born inside a person voluntarily without violence, becomes his independent choice. But in order to captivate, you need something that attracts, inspires confidence, which means calmness and determination.

In no profession does love for work matter so much, and the absence of it does not bring such great harm as in the rank of teacher-educator. Love for children is not only an emotional moment, but the first necessary quality, without which there can be no good educator and a genuine sense of tact. Love for children does not at all mean a manifestation of "external affection", sometimes turning into a liberal attitude towards children's actions. K. D. Ushinsky believed that “it is better to treat children completely coldly, but with the greatest justice, not currying their caresses and not caressing them yourself, but, while fulfilling your duties, show the most efficient participation to children.” In such a course of action, nobility, composure and strength of character are manifested, and these three qualities, little by little, will certainly attract children to the educator.

One of the most cordial educators, Vasily Alexandrovich Sukhomlinsky, in the book “I give my heart to children” writes: “From the beauty of nature to the beauty of words, music and painting.” Beauty, Art, as well as the miraculous beauty of Nature, are able to ignite the highest human feelings in the hearts of children. Children should listen to beautiful music, see wonderful works of painting, applied art, hear high poetry, even if sometimes it is not fully accessible to their understanding.

I recall an article in one of the central newspapers, the author of which read the poems of A. S. Pushkin to his newborn son - and he froze and seemed to listen with his whole being, and began to read modern poetry - the child fidgeted and turned his head. So already a small creature showed that it was able to perceive the harmony of a high style. A sensitive, caring, careful, that is, humane attitude towards children is no less relevant today, when in conditions of economic instability, the expansion of anticulture and the instability of the world, children need special protection.

The initial setting of a professional is the desire to see the child as good and his reciprocal desire to become good. If these wishes coincide, we get a positive result. This is what a professional in psychological and pedagogical activity should achieve.

3. Etymology and genesis of the concepts "ethics", "morality", "morality", "professional ethics".

For centuries, an original pedagogical culture has been created, an integral part of which is the professional ethics of the teacher. Its origins are the concepts of "ethics", "morality", "morality".

The etymological analysis of the term "ethics" suggests that it comes from the ancient Greek word "ethos" - "custom", "temperament", "character". The ancient Greek philosopher Aristotle (384-322 BC) formed the adjective "ethicos" - ethical from the word "ethos". He singled out two types of virtues: ethical and intellectual. Aristotle referred such positive qualities of a person's character as courage, moderation, generosity, etc. to the ethical virtues. He called ethics the science that studies these virtues. Later, ethics was assigned the designation of its content as a science of morality. Thus, the term "ethics" arose in the 4th century BC. e.

Traditionally ethics is defined as a science that studies the laws of the emergence, development and functioning of morality, its specificity and role in society, the system of moral values ​​and traditions. Or in short - it is a science that "studies morality, morality." "Ethics is the doctrine of morality, morality". In the philosophical system of I. Kant, ethics is the science of what is due.

The term "morality" originated in the conditions of Ancient Rome, where in the Latin language there was the word "mos" similar to the ancient Greek "ethos", meaning "temper", "custom". Roman philosophers, among them Marcus Tullius Cicero (106-43 BC), formed the adjective "moralis" from the term "mos", and from it then the term "moralitas" - morality.

Morality(lat. mores - morals, moralis - moral) is determined as a specific way of valuable knowledge and spiritual and practical development of the surrounding world by a person through the prism of good and evil, justice and injustice, etc., considering various models of interhuman relations.

The term "morality" comes from the Old Slavonic language, from the term "mores", denoting customs that have become established among the people. In Russia, the word "morality" is defined by its use in the press in the Dictionary of the Russian Academy, published in 1793.

« Moral- one of the most important and essential factors of social life, social development and historical progress, lies in the voluntary independent coordination of the feelings, interests, dignity, aspirations and actions of members of society with the feelings, interests, dignity, aspirations and actions of fellow citizens of society. Morality lies in the perfect knowledge of the good, in the perfect ability and desire to do good (I. Pestalozzi).

Thus, etymologically, the terms "ethics", "morality" and "morality" arose in different languages ​​and at different times, but meaning a single concept - "nature", "custom". In the course of the use of these terms, the word "ethics" began to denote the science of morality and morality, and the words "morality" and "morality" began to denote subject matter of ethics like science.

In ordinary usage, these three words can be used as identical. For example, they talk about the ethics of a teacher, meaning his morality, that is, the fulfillment by him of certain moral requirements and norms. Instead of the expression "moral norms" the expression "ethical norms" is used. There are two points of view on the ratio of the content of the words "morality" and "morality", the first of which considers the content of these words to be identical, and the second believes that they have different content. It is known that the German philosopher G. W. F. Hegel (1770–1831) shared the content of the terms “morality” and “morality”. In the content of morality, he sees such concepts as intent and guilt, intention and good, goodness and conscience, and in the content of morality he includes the features of three components: family, civil society and the state. (See: Hegel G. V. F. Philosophy of Law. M., 1990, S. 154-178). Under the concept of "morality" Hegel had in mind the sphere of morality, and under the concept of "morality" - what is now defined as the socio-political sphere of society.

V. I. Dal interpreted the word morality as “moral doctrine, rules for the will, conscience of a person.” He considered: moral - opposite to bodily, carnal, spiritual, sincere. The moral life of a person is more important than the material life, relating to one half of the spiritual life, opposite to the mental, but comparing the spiritual principle common with it, truth and falsehood belong to the mental, good and evil to the moral. Good-natured, virtuous, well-behaved, in agreement with conscience, with the laws of truth, with the dignity of a person with the duty of an honest and pure-hearted citizen. This is a man of moral, pure, impeccable morality. Any self-sacrifice is an act of morality, good morality, valor. Over the years, the understanding of morality has changed. Morality is the internal, spiritual qualities that guide a person, ethical norms, rules of conduct determined by these qualities.

Among modern authors: following the ideas of D. A. Belukhin: moral there is a real relationship between people and their actions, evaluated from the standpoint of good and evil. A morality- a set of norms and rules that define in a given community of people what is good and what is evil. Consequently, only those moral qualities are valuable that are born inside a person voluntarily without violence, and become his independent choice.

N. M. Borytko adheres to the same ideas. Morality suggests an outward orientation. norm, assessments of others, community, culture. Ethical views here appear as normative ethics, the doctrine of due, a system of moral ideas about the norms of behavior in society, as deontology. Moral- orientation to the internally understood meaning things and phenomena of life. The ethical teachings that lie in line with this direction reveal the internal motivating forces and regulators of a person's culturally appropriate behavior, which appear as his moral characteristics.

Morality arose at the dawn of human society, evolved and developed with its development. The requirements and norms of morality are of a concrete historical nature, reflecting the specific features of the stage of socio-economic formation.

In the struggle for survival, when the fragmentation of people's actions was not only dangerous, but even disastrous for them, the individual's violation of norms and prohibitions was severely punished: the murderer of a member of his clan, the perjurer, was subjected to a painful death, the tongue was cut out to betray the secret of the clan. Even now in some southeastern countries there is such a moral law: the thief's hand is cut off. As we can see, the birth of noble moral feelings and ideas was accompanied by cruelties. Later, the requirements and norms of morality began to be supported by the power of tradition and the authority of the elders of the clan. Thus, morality, as a system of requirements that subordinate the will of the individual to the conscious goal of the collective, arose from purely practical relations between people. At all times, one way or another, murder, theft, cruelty, cowardice were condemned. A person was instructed to tell the truth, be brave, modest, respect elders, honor the memory of the dead, etc.

But, changing along with changes in the socio-economic formation, it retains elements of universal morality. The universal elements of morality are considered to be the norms and rules arising from the forms of human coexistence common to all historical eras and regulating everyday relationships between people. The understanding of ethics as a practical philosophy of human life originates from Aristotle, who separated scientific theorizing on morality and morality from the applied nature of the manifestation of moral and moral standards of human behavior.

Ethics as a philosophical theory of morality does not arise spontaneously, like morality, but on the basis of conscious, theoretical activity in the study of morality. This happened in the 4th century BC. e., when Aristotle in his writings and especially in the Nicomachean Ethics expressed his views on the study of moral problems, their connection with politics, substantiated his doctrine of virtues. It is recognized to consider ethics as a philosophical science because it comprehends morality (morality) in the light of certain philosophical concepts, gives morality a worldview interpretation. Ethics does not just write about morals, as, for example, the history of morality does, but gives them a critical value analysis from the standpoint of a certain worldview.

The transition to the analysis of a person's moral behavior in the process of social activity led to its differentiation, and applied ethics or professional ethics appeared, which reflects the behavior of a specialist in a particular area of ​​his activity. These features of behavior stem from the specifics of the very professional activity in which the specialist is engaged. Professions are different, so the behavior of one specialist differs from the norms and rules of behavior of another specialist. Standing out (service, medical, military, scientific, pedagogical, etc. ethics), studying the specific features of professional morality or moral codes, they arose as a result of the need to regulate the behavior of professionals in those areas of activity that are brought to the fore as a result of social changes and their role becomes extremely significant.

The Dictionary of Ethics notes that "this is how it is customary to call codes of conduct that ensure the moral nature of those relationships between people that arise from their professional activities" . However, this definition is incomplete, since it takes into account only one of the components of professional morality. It should be emphasized that the emergence of codes of conduct depends on the level of development of ethical theory, and can also be caused by a number of social reasons. This is confirmed by the example of the birth of the code of professional morality of US scientists who, after the tragedy of Hiroshima and Nagasaki, felt responsible to future generations for using scientific research against humanity and thought about the moral foundations of their activities. The publisher of the American Journal of Economics and Sociology, W. Lessner, published an article in January 1971 entitled "Behavioral Scientists Need a Code of Ethics." Charles Schwartz, a professor of physics at the University of California, called for basic scientists to take a kind of Hippocratic Oath, which would say that the goal of science should be to improve life for everyone, and not to harm people. Thus, moral codes arise as a result of the need to regulate the behavior of professionals in those areas of activity that, as a result of social changes, come to the fore and their role becomes extremely significant.

The need of society to transfer its experience and knowledge in the upbringing of the younger generation brought to life the system of school education and a special type of socially necessary activity - professional pedagogical activity. Along with it came the elements professional pedagogical ethics.

Philosophers of different eras, who tried to comprehend the specific problems of pedagogical morality, expressed a number of judgments on issues of pedagogical ethics. So, the ancient Greek philosopher Democritus spoke about the need to use children's curiosity as the basis of teaching, about the preference for means of persuasion over means of coercion, about the dangers of negative examples. Aristocles (nicknamed Plato, 428 or 427-348 or 347 BC), the founder of the philosophical school in Athens, argued that “there seems to be no other refuge and salvation from disasters (for each person), except for the only one: to become as best as possible and as sensibly as possible. After all, the soul does not carry away anything after death, except for upbringing and lifestyle.

Mark Quintilian (c. 35 - c. 96), a Roman orator, theorist of oratory, is considered the first professional teacher. It is believed that Quintilian was the first to put questions of pedagogy on a professional level. In his work “On the Education of a Speaker,” he wrote that a highly educated person can be a teacher and only one who loves children, understands and studies them. The teacher must be restrained, tactful, know the measure of praise and punishment, be an example of moral behavior for the students. He disapproved of the then widespread physical punishment and considered this measure worthy only for slaves. He believed that harmony can be achieved through properly organized training. At the same time, he emphasized the general humanitarian development of children and was the first to outline the requirements for the teacher's personality: the need to improve knowledge; love for children; respect for their personality; the need to organize activities in such a way that each student develops love and trust in the teacher.

The representative of the Renaissance French, humanist philosopher Michel de Montaigne (1533-1592) draws attention to the qualities of the mentor's personality, considering his mind and morals more valuable than his learning. Recommending "to combine severity with gentleness", he writes: "Give up violence and coercion, do not accustom a child ... to punishment."

Issues of pedagogical morality were considered more thoroughly in the pedagogical system of the Czech educator and thinker Jan Amos Comenius (1592–1670), who criticized the relations that developed in his time. He developed a kind of teacher code, which should be honest, active, persistent in achieving goals, maintain discipline “strictly and convincingly, but not playfully or furiously, in order to arouse fear and respect, not laughter or hatred. Therefore, in the leadership of youth, meekness without frivolity should take place, in reprimands - censure without causticity, in punishments - severity without ferocity. He considered the positive example of the teacher's behavior to be the basis of the moral education of children.

The English thinker John Locke (1632–1704), in his work Thoughts on Education, noted that the main means of education is the example of the people who educate them, the environment in which they live. Speaking against coercion and corporal punishment, he said that "the kind of slavish discipline creates a slavish character."

The French educator Jean Jacques Rousseau (1712-1778) in his treatise "Emile, or on education" depicts an ideal educator, sculpting the appearance of a student in his own image and likeness. In his opinion, the teacher should be devoid of human vices and morally, stand above society.

His follower Johann Heinrich Pestalozzi (1746-1827), a prominent teacher and publicist, writing to the teacher, wrote: “Remember that any suppression breeds distrust ... nothing causes such irritation and discontent in a child as the fact that he is punished for not knowing how for an act. Whoever punishes innocence loses love." .

The German teacher of teachers Adolf Diesterweg (1791–1866) in his article “On the Self-Consciousness of the Teacher” formulated clear requirements for the teacher, who is obliged: to master his subject perfectly; love the profession, children; be a cheerful optimist, energetic, strong-willed, principled conductor of their ideas; constantly work on yourself, on your own education. The teacher must be strict, demanding, but fair; be a citizen.

Of exceptional importance in the development of pedagogical ethics are the pedagogical experience and literary heritage of KD Ushinsky (1824-1870). He emphasized that "the influence of the personality of the educator on the young soul is that educational force that cannot be replaced either by textbooks, or by moral maxims, or by a system of punishments and rewards."

Their ideas were developed by many progressive figures and teachers (V. G. Belinsky, A. I. Herzen, N. G. Chernyshevsky, N. A. Dobrolyubov, L. N. Tolstoy, A. V. Lunacharsky, A. S. Makarenko , S. T. Shatsky and others). V. A. Sukhomlinsky (1918-1970) paid great attention to the development of problems of professional ethics. In his opinion, not everyone can become a teacher, since this profession requires dedication, patience and creativity, great love for children from a person. He emphasized that the teacher becomes an educator only after mastering the finest instrument of education - the science of morality, ethics. Ethics in school is a "practical philosophy of education". To reveal to students the beauty of human deeds, to teach them to distinguish good from connivance, pride from arrogance can only be the teacher whose moral principles are impeccable. The first publication in our country on this issue, "The Ethics of the Teacher", belongs to V. N. and I. I. Chernokozov.

Thus, professional moral codes arise as a result of the need to regulate the behavior of professionals in those areas of activity that, as a result of social changes, come to the fore and their role becomes extremely significant.

4. Subject, tasks and functions of professional ethics.

Like every science, pedagogical ethics has its own subject of study. In the course of historical use, the term "ethics" began to designate the science of morality and morality, and "morality" and "morality" began to designate the subject of study of ethics as a science. Thus, the subject of professional research pedagogical ethics is the patterns of manifestation of morality in the mind, behavior, relationships and activities of a specialist teacher.

Professional ethics faces both theoretical and applied tasks. It develops the moral norms that underlie the moral consciousness and relations of a specialist to students, to his work and to himself, the foundations of professional etiquette. Etiquette (French etiquette) - the established order of conduct anywhere.

Professional pedagogical etiquette is a set of specific rules of communication developed in the pedagogical environment, manners of behavior, costume (clothes, appearance) of people professionally involved in training and educating the younger generation.

The appearance of a person is always a derivative of his inner emotional state, of his intellect, the spiritual world. Therefore, the formation of the teacher's skills to create an individual pedagogical style in clothes does not begin at the moment of thinking over the details of the appearance, creating the image with which he will come to the children. These skills are formed in parallel with the development of the teacher's professional knowledge, his intellect, emotional and volitional spheres, mental culture, etc.

The pedagogical expediency of the teacher's appearance is determined by the aesthetic expressiveness of his clothes and hairstyle; mimic and pantomime expressiveness. Pedagogical requirements for clothing, external design of the figure of the teacher are well known and simple: the teacher must dress beautifully, tastefully, fashionably, simply, neatly, with a sense of proportion and in harmony with himself, taking into account the professional, life circumstances in which he is. In fact, such requirements are imposed on clothing as an important element of the appearance of a person of any profession; they have a general cultural significance. However, one should not forget about an important specific feature of the pedagogical profession: its subject is always at the same time a means of activity, that is, the ability of a teacher to dress in accordance with professional requirements (and not just fashion and his own desires) plays an important educational role: the teacher, with his appearance, already teaches and educates.

An important component of the mastery of external expressiveness of the teacher is mimic expressiveness. Mimicry is the art of expressing one's thoughts, feelings, moods, states with the movements of the muscles of the face. It increases the emotional significance of information, contributes to its better assimilation, creating the necessary contacts with students. The teacher's face should not only express, but sometimes hide those feelings which should not appear in the process of working with children due to various circumstances (the teacher should especially hide feelings of contempt, irritation; one should not carry into the class a feeling of discontent caused by some personal troubles).

The face of the teacher, the emotional states that appear on him (openness and goodwill or indifference and arrogance, and sometimes even malice and suspicion) largely determine the style of communication with students, the result of pedagogical efforts. The expression on the face of excessive severity, even severity, cold eyes alert children, cause them to feel fear of the teacher, or a desire to fight back, to protect themselves. The obvious benevolence written on his face encourages dialogue and active interaction. The pedagogical expediency of the appearance of the teacher, his aesthetic expressiveness largely depend on the level of development of his pantomime skill. Pantomime is the movements of the arms, legs, posture of a person. Pantomimic means are posture, gait, posture and gesture. Gestures and hand movements have exceptional power of expression. E. N. Ilyin calls the teacher's hand "the main technical tool." “When it is deployed,” he writes, “it is a picture illustrating words and illustrated with words, raised up or directed at someone - an accent that requires attention, reflection; clenched into a fist - a kind of signal for generalization, concentration of what has been said, etc.

Tasks of pedagogical ethics: study of theoretical problems of pedagogical morality, development of moral and ethical aspects of pedagogical work, identification of the requirements for the moral character of a teacher, study of the characteristics of the teacher's moral consciousness, study of the nature of the teacher's moral relations, development of questions of moral and ethical education and self-education, formation of an ethical position.

Functions of pedagogical ethics. Most researchers (E. F. Anisimov, L. M. Arkhangelsky, A. A. Huseynov, O. G. Drobnitsky and others) call the main function the regulatory function, which is interconnected with such functions as educational, cognitive, evaluative-imperative, orienting, motivational, communicative, etc. L. M. Arkhangelsky considers the main regulatory, educational and cognitive functions. Thus, it is necessary to single out the general and specific functions of pedagogical morality:

General Features: regulatory, cognitive-regulatory, estimated and indicative, organizational and educational.

Specific Features: pedagogical correction, reproduction of moral knowledge, neutralization of immoral behavior.

The designated functions contribute to a more successful implementation of the tasks facing the teacher; protect him from moral errors, which can cause considerable moral harm to the education of students; help to make the right choice of behavior in repetitive situations, as well as to eliminate errors in new situations of his activity; contribute to the continuity of the best traditions in the generalization of the moral side of pedagogical activity.

The sequence of work of mental mechanisms, which is inherent in moral consciousness, can be expressed by the formula: “Commanding, morality evaluates, evaluating, it cognizes. The dominant functions of morality can change. Thus, the cognitive function of morality can be subordinated to the function of regulation of behavior. The cognitive function not only gives knowledge, but also orients in the world of values. It also contains a prognostic moment, that is, it allows the modeling of moral ideals. Purity, loftiness of motives is an indispensable condition and element of the moral behavior of a person. Morality carries the functions of normative goal-setting in everyday behavioral practice. And of course, morality is a special form of communication between people, which carries in itself a value attitude towards society, towards oneself, towards another person. In communication, of course, there is experience, empathy, mutual understanding, intuition, evaluation, imagination, etc., that is, a layer of the human spiritual world.

Thus, morality provides regulation of behavior, moral obligation, evaluation, value orientation, motivation, humanity in communication.

1. Balashov L. E. Ethics: textbook. allowance / L. E. Balashov. - 3rd ed., Rev. and additional – M.: Dashkov i K, 2010. – 216 p.

2. Bgazhnokov B. Kh. Anthropology of morality / B. Kh. Bgazhnokov. - Nalchik: Publishing house. otd. KBIGI, 2009. - 128 p.

3. Belukhin D. A. Pedagogical ethics: desired and actual / D. A. Belukhin. – M.: 2007.

4. New Philosophical Encyclopedia / Scientific ed. advice: V. S. Stepin [and others] - M .: Thought, 2010. - T. 1 - 4. - 2816 p.

5. Rean A. A. Psychology and pedagogy / A. A. Rean, N. V. Bordovskaya, S. I. Rozum. - St. Petersburg: Peter, 2002. - 432 p.: ill.

6. Shevchenko L. L. Practical pedagogical ethics / L. L. Shevchenko - M., Sobor, 1997. - 506 p.

7. Chernokozov I. I. Professional ethics of the teacher / I. I. Chernokozov. - Kyiv, 1988.

8. Federal Law "On Education in the Russian Federation" of December 29, 2012 FZ N 273.

9. Code of Ethics of the Adyghe State University. AGU Publishing House - Maykop, 2012. - 10 p.

Questions and tasks for self-examination:

1. The role and definition of ethics as a science.

2. Expand the etymology and genesis of the concepts of "ethics", "morality", "morality", "professional ethics".

3. Justify the content and role of pedagogical axioms.

4. Define professional pedagogical ethics.

5. What are the subject, tasks of professional and pedagogical ethics.

6. Expand the functions of professional pedagogical ethics.

7. What is the role and content of professional pedagogical etiquette.

8. Justify the statements of J. W. Goethe: “Learn from those they love.”

9. Outline a section (optional) from Janusz Korczak's book How to Love a Child.

Topic 2. The main categories of professional ethics as professional qualities of a bachelor (specialist)

Issues to consider:

1. The essence of the main categories of professional ethics.

2. Pedagogical justice.

3. Professional duty and responsibility.

4. Professional honor and conscience.

5. Professional pedagogical tact.

1. The essence of the main categories of professional ethics.

Professional ethics is an important foundation of pedagogical culture, which determines, on the basis of universal norms, those moral positions and moral values ​​that a teacher should be guided by in the course of his professional activities. Moral values ​​are ideas about good and evil, justice and honor, etc., which act as a kind of assessment of the nature of life phenomena, moral virtues and actions, the social significance of activities and relationships in society.

Categories as the most general concepts of ethics constitute the theoretical apparatus of a given science, express one of the differences between the content of the subject of ethics and the subjects of other sciences. Categories of ethics are ways of evaluating certain aspects of morality and moral relations between people.

The categories of professional ethics are the basic concepts of ethics that reflect the most essential aspects of morality and make up its scientific apparatus, allowing it to be singled out as a relatively independent section of the science of morality. Their study has both theoretical and applied significance. A significant place in the profession of a teacher is occupied by such moral qualities as a conscientious attitude to work, self-criticism, kindness and justice, honesty and adherence to principles, tact, modesty, love for children and professional pride. In many ways, the effectiveness of the students' assimilation of these moral concepts depends on whose mouth they come from. Observing the teacher's daily work, his creative attitude to his work, they begin to realize the connection between a person's attitude to work and his authority. In addition, the example of the teacher infects them, as the students, seeing the model in front of them, try to imitate it. Consequently, the diligence of a teacher is one of the conditions for the formation of the same quality in the younger generation.

1. Pedagogical justice- the concept of moral consciousness, expressing the proper order of human relationships in pedagogical activity. In contrast to the more abstract concepts of good and evil, with the help of which a moral assessment is given to certain phenomena in general, the concept of "pedagogical justice" characterizes the relationship of several phenomena in terms of the distribution of good and evil among people. In particular, the concept of "fairness" includes the relationship between the dignity of all participants in the pedagogical process (primarily in the "teacher-student" system) with their rights and obligations. Justice in pedagogical morality is a kind of measure of the objectivity of the teacher, the level of his moral education (kindness, integrity, humanity), which is manifested in his assessments of the actions of students, their educational activities, etc. Therefore, justice, on the one hand, is perceived as a moral quality teachers, on the other hand, as an assessment of the measures of its influence on students, corresponding to their real merits. As V. A. Sukhomlinsky believed, in order to be fair, one must know the spiritual world of each child to the subtlety.

The fairness of the teacher is important both in assessing the knowledge and actions of students. An assessment that does not take into account the motives of the committed act is perceived by children as unfair. A child's experience of injustice for a long time causes him a strange, at first glance, disease - school neurosis, or didactogeny. “The paradoxical nature of didactogenies lies in the fact that they occur only at school - in that sacred place where humanity should become the most important feature that determines the relationship between children and the teacher,” emphasized V. A. Sukhomlinsky.

When a teacher treats students unfairly, putting an unfair assessment, according to the student’s deep conviction, informs parents about this with appropriate comments, the child becomes hardened both against the teacher and against the school, cools down to learning. V. A. Sukhomlinsky believed that it is difficult to imagine anything else that disfigures the soul of a child to a greater extent than emotional thick-skinned. Experiencing an indifferent attitude towards himself, the child loses sensitivity to good and evil. He cannot figure out what is good and what is evil in the people around him. Suspicion, disbelief in people settles in his heart, and this is the main source of anger. In no other type of professional activity does injustice cause such harm and moral damage as in pedagogical.

Thus, pedagogical justice is a necessary quality of a teacher, manifested in an objective attitude towards each student, in recognizing the right of everyone to respect his personality, in refusing a selective attitude towards students, dividing them into "favorites" and "unloved". In any case, the personal attitude of the teacher to the assessment of their success and the adoption of a pedagogical decision.

3. Professional pedagogical duty and responsibility.

Whoever wants to fulfill his duty towards children must begin education from himself.

A. Ostrogorsky.

This concept is revealed as the transformation of the requirements of morality, which apply equally to all people, into the personal task of a particular teacher, formulated in relation to particular situations, but based on the general normative requirements of pedagogical activity. What underlies the teacher's love for his students and how do they turn from "unloved" into "beloved and relatives"? Trying to unravel all this, M. I. Knebel refers to the words of the wise Fox from A. Exupery's fairy tale "The Little Prince": "We are responsible for those we have tamed." “Pedagogy is domestication. And the responsibility for this taming. By taming, you bind to yourself and become attached to yourself.

The category of duty is closely related to other concepts that characterize the moral activity of a teacher, such as responsibility, self-awareness, conscience, and motive. The teacher's professional duty is based on an understanding of moral duty: it is an orientation towards unconditional respect for human dignity in the person of each participant in the pedagogical process, the affirmation of humanity, the implementation of the principle of unity of respect for the personality of the pupil and exactingness towards him.

Thus, the source of professional pedagogical duty and responsibility is not only social responsibility, but, above all, responsibility to each individual child.

4. Professional honor and conscience of the teacher.

Among the categories of professional pedagogical ethics, a special place is occupied by honor teacher, which prescribes normative requirements for his behavior and encourages him to behave in various situations in accordance with the social status of his profession. What an ordinary person can afford, a teacher cannot always afford.

The concept of moral consciousness "honor", similar to the category of dignity, reveals a person's attitude towards himself and the attitude of society towards him. The concept of professional honor is associated with moral merits in professional activity and prescribes special regulatory requirements for the level of the general culture of the teacher, his moral character, behavior. Lowering this bar not only leads to the humiliation of his personal dignity and affects the measure of respect that he deserves from all participants in the pedagogical process - both adults and children and society as a whole.

The concept of honor includes the desire of a person to maintain his reputation, prestige, good reputation of the social community to which he belongs (the honor of the family, profession, team; the honor of a scientist, teacher, doctor, officer, leader, etc.). The notion of dignity is associated with honor. Dignity is the public recognition of a person's right to respect from the people around him, to independence, his awareness of this independence, the moral value of his actions and qualities, the rejection of everything that humiliates him, impoverishes him as a person. The honor and personal dignity of a person in our country are protected by law, insulting the dignity of a person is a criminal offense.

The professional conscience of the teacher, a category of ethics that reflects the awareness of a person's moral responsibility for his behavior to himself and the inner need to act fairly. The main function of conscience is the implementation of moral self-control, expressing in feelings: a feeling of satisfaction or annoyance; feelings of pride or shame; "clear conscience" or pangs of conscience, etc.

Conscience is the most perfect form of self-control. A. S. Makarenko noted that the true value of a person is found in actions “in secret”, in how she behaves when no one sees, hears or checks her. There is an interesting Adyghe proverb, in translation it sounds like this: "Do good and throw it into the water." Think about how meaningful it is.

Conscience is the leading form of moral self-esteem of the individual. The main functions of conscience are as follows:

1. conscience is the main form of a person's moral self-esteem;

2. it is an internal self-control of the actions of each person in the light of the requirements of public morality;

3. it determines in relation to the individual the requirements of moral shame and moral responsibility for her actions;

4. through the conscience comes the judgment of the individual about himself on the basis of the requirements of public opinion. Conscience is the representative of public opinion in the mind of every person;

5. conscience determines in relation to the individual such sanctions as punishment in the form of remorse and encouragement in the form of a sense of moral satisfaction with one's moral act;

6. through conscience, the level of awareness of the individual of his obligations to society is determined: the higher the moral self-awareness of the individual, the stricter and purer the conscience.

Conscience is, figuratively speaking, a public representative in the mind of a teacher, strictly controlling the observance by him of moral precepts arising from professional pedagogical duty. Conscience is the internal regulator of human behavior. Its basis is the dictate of a deeply conscious public duty.

Pedagogical conscience encourages teachers to teach, educate and educate people using their knowledge, experience and abilities. The teacher does everything in his power, prescribed and not prescribed by pedagogical instructions, so that the result of education and upbringing is as high as possible. Conscience is a self-regulator of the teacher's pedagogical orientation. According to it, the correspondence of the teacher's actions to the pedagogical ideal is checked. The pedagogical conscience tells the teacher to forget about the petty offenses caused by the pupils, and to judge himself with the strictest judgment for those flaws in teaching and education that are found in the knowledge and behavior of the pupils. If the conscientiousness of the turner can be checked by the Quality Control Department, then the conscientiousness of the teacher, as a rule, is under his own control. The teacher can conduct a lesson previously rehearsed with the children in the presence of the inspector of the district and the inspector will not detect this. Therefore, the utmost pedagogical honesty and decency – measure of pedagogical conscience.

Feeling of shame- the initial form of a person's moral self-esteem, which historically arises before conscience, which requires a higher level of development of a person's moral consciousness. Feeling of shame is only a judgmental form of moral self-appraisal, when a person feels that he is wrong in front of other people. Shamelessness as a morally negative assessment of a person is based on her low level of moral consciousness, when she does not respond to the shortcomings of her behavior in society, when she justifies herself in the eyes of her conscience. This person has a low level of morality, poor assimilation of the requirements of public morality. He calms himself, deprives his conscience of the ability to give an objective self-assessment of his behavior.

Repentance- a form of moral self-esteem, in which a person is aware, on the basis of his moral consciousness, of his moral sins and miscalculations and condemns himself for them, repents to himself and other people. Repentance, unlike shame and conscience, is a rational act, it is a form of moral introspection by a person of his wrong actions and deeds. It should be noted that the main difference between shame, conscience and repentance as forms of moral self-esteem lies in the degree and level of awareness by the individual of the content of his actions: in a sense of shame it is the smallest, and in repentance it is the largest.

Pedagogical conscience is diverse in its specific manifestation: it encourages justified pedagogical risk, keeps from anti-pedagogical actions, does not give rest when a child does not study well or his behavior is contrary to social norms; makes you quit household chores and go to school after hours if serious circumstances require it. Pedagogical conscience stimulates the development of a special pedagogical intuition. It is extremely important for a teacher not only with his mind, but also with his heart to understand his mistakes and mistakes. Pedagogical conscience is the teacher's awareness of responsibility not only for his actions, behavior, but also for the actions, behavior and future activities of those whom he is called upon to prepare for an honest life path. The teacher's professional conscience is his subjective awareness of his duty to his students (Shevchenko S. 272).

5. Professional pedagogical tact of a specialist.

The complexity of revealing the essence of professional pedagogical tact is due to the specificity of this phenomenon in comparison with the generally accepted concept of "tact". Tact (from Latin taktikus - touch, sense of proportion, creating the ability to behave appropriately) is a moral category that helps regulate people's relationships. With regard to pedagogical tact, this can be interpreted as follows: a tactful teacher has a subtle and effective influence on the emotional, intellectual and volitional sphere of the child's personality. Based on the principle of humanism, tactful behavior requires respect for the person in the most difficult and contradictory situations. It is correct to consider tact not as avoiding difficulties, but as the ability to see a shorter path to the goal.

Researchers of the problem of pedagogical tact interpret this concept in different ways:

- sometimes tact is identified with the qualities of good breeding, and tact becomes similar to the concept of politeness;

- tact is an expression of the teacher's attitude to the matter of teaching education;

- sometimes tact is associated with the presence of specific pedagogical qualities - skill, creativity, flair, or is interpreted as a reasonable measure in the educational process;

- the pedagogical encyclopedia defines the teacher's tact as a measure in communicating with children, the ability to choose the right approach in the system of educational relations.

In pedagogical theory, the justification of the teacher's tact as compliance with the measure was made by K. D. Ushinsky. In his work “The Native Word”, he wrote that seriousness should reign in the school, allowing a joke, but not turning the whole thing into a joke, affection without cloying, justice without captiousness, kindness without weakness, order without pedantry and, most importantly, constant reasonable activity.

In modern psychological and pedagogical research, pedagogical tact is interpreted on the basis of the same positions.

Professional pedagogical tact- a sense of proportion in the choice of means of pedagogical interaction, the ability in each case to apply the most optimal methods of educational influence, without crossing a certain line. Being tactful is a moral requirement for every person, but general tact and pedagogical tact are not the same thing. Not every person, tactful, delicate, has a pedagogical tact. Pedagogical tact is a professional quality of a teacher, part of his skill, however, this is not an external form of self-control, but an expression of his internal, real attitude towards students in tone, gestures, facial expressions, words. It suggests his general high culture of behavior.

One should not think that the teacher should have some special features that distinguish him from those around him, a special behavior. Naturalness, simplicity and truthfulness should be inherent in him, which disposes children to him with his sincerity, the teacher should be aware that he is communicating with a developing personality, that under his influence the initial foundations of behavior in society and his attitude to work, to people around him, to himself, his professional activity.

The main elements of the pedagogical tact are:

1. Demanding and respect for the child.

2. The ability to see and hear him.

3. Empathize with the child.

4. The skill of self-control.

5. Business tone in communication.

6. Mindfulness and sensitivity without emphasizing it.

7. Simplicity and friendliness without familiarity.

8. Humor without malicious ridicule.

Pedagogical tact is based on developed psychological and pedagogical skills and moral qualities of the individual:

− pedagogical observation;

− developed intuition;

− pedagogical technique;

− developed pedagogical imagination;

− ethical knowledge.

The development of pedagogical tact from the standpoint of applied ethics involves the development of the teacher's skills to regulate children's attention in the following areas: to interact in typical situations of children's requests and complaints (whining, snitching at lessons, breaks and at home, etc.); analyze and act in situations in which the teacher, from the point of view of children (and the requirements of pedagogical tact) must be delicate: children's friendship and love, demands for confession of misconduct, extradition of the instigator, communication with children-scammers, in cases of children's revenge; know children's mistakes that adults should forgive children (jokes, pranks, ridicule, tricks, children's lies, insincerity); know the motives of situations in which the teacher punishes; the ability to inspire children, using the following “toolkit”: (means and methods of education) an angry look, praise, reprimand, change in voice intonation, joke, advice, friendly request, kiss, fairy tale as a reward, expressive gesture, etc .; the ability to guess and prevent children's actions (the quality of developed intuition); the ability to sympathize (developed, empathy).

To be tactful does not mean at all to be always kind or dispassionate, not reacting to the negative behavior and actions of students. Pedagogical tact combines respect for the personality of the child with reasonable demands on him. The teacher has the right to indignation, even anger, but expressed in ways that are adequate to the requirements of pedagogical culture and ethics, that do not degrade the dignity of the individual. This idea was substantiated in his pedagogical theory at the beginning of the 20th century. famous teacher A. S. Makarenko. In his opinion, pedagogical tact is also manifested in the balance of the teacher's behavior (restraint, self-control, combined with immediacy in communication). According to A. S. Makarenko, tact implies trust in the student, an approach to him with an “optimistic hypothesis”, even if there is a risk of making a mistake. The trust of the teacher should become an incentive for the activity of students. A tactful teacher should help the student feel the joy of their efforts and successes. According to A. S. Makarenko, pedagogical tact is the ability to “not overdo it anywhere”. He wonderfully combined the authority of the extremely strict leader of the colony and the enthusiastic organizer of the children's game "Cat and Mouse" during the colonists' evening leisure hours.

Observation is an integral part of a tactful teacher. In the process of constant communication with children, the teacher studies them, at the same time influencing them. The subtle observation of the teacher prevents the possibility of a conflict, helps to resolve the most controversial issues. The movement, gesture, facial expressions and even the manner of the student leaving the desk to answer at the blackboard help the observant teacher to anticipate the quality of the work, the given lesson and determine the attitude towards it. Children usually say about such teachers: “M. I. will know by his eyes whether he has learned his lesson or not.”

An observant teacher catches a sly look that accidentally flashed in the eyes of a naughty, a new idea and warns mischief, switching the student's attention to another subject by an interesting question or approval of his activity. Under false bravado, she accurately determines the real feelings of the culprit, which helps her achieve sincere repentance.

The teacher's observation helps to capture the finest details of children's behavior and use the data they receive for educational purposes. The speed and correctness of orientation in a given situation is typical of a tactful teacher.

School graduates say that their favorite teachers were real people. These teachers were soft, cordial in grief, angry in condemning the student's unworthy misconduct, but they never humiliated his human dignity. These teachers did not lower their demands on us, but trusted our strengths, led us constantly forward, taking into account our interests.

Tactlessness is typical for teachers who work at the school by accident, not by vocation, but due to circumstances. In these cases, tactlessness is manifested in a formal approach to children, ignoring their age, individual characteristics, expressed in increased or underestimated requirements for them, ignorance of the child's living conditions in the family, administration instead of leadership, one-sided moralization on every occasion, callousness hidden by an extremely businesslike tone .

Children are very sensitive to the mood of the teacher. In a fit of irritation, the teacher makes inappropriate remarks that disorganize students, hasty conclusions: “Sit down, you don’t know anything!” This behavior of the teacher negatively affects the entire work of the student. Children are worried, do not dare to raise their hand, even if they know the question. They have a lack of confidence in their abilities.

For the manifestation of pedagogical tact, a special set of properties is required that make up the teacher's personality. What matters is not only his character and mood, but in a certain respect even his appearance, habits, inclinations, way of life, his manner of behaving not only with students, but also with people around him.

The above allows us to do some conclusions: when determining the essence of the pedagogical tact, one should proceed from the basic position of pedagogy: as much respect for a person as possible and as much exactingness to him as possible. Pedagogical tact is an innate phenomenon. It is acquired in the process of pedagogical activity of the teacher, studying students and influencing them, in the process of organizing the student team. Pedagogical tact is the most important professional skill of a teacher, without which a teacher will never be a good teacher-practitioner.

Expansion block (RB)

The role of pedagogical tact in improving the effectiveness of the lesson.

In the course of the lesson, the teacher enters into complex relationships with the group of students. The teacher does not mechanically transfer knowledge to students, but leads them from ignorance to knowledge, from incomplete knowledge to complete, from phenomena to essence. Students do not just perceive knowledge, but actively learn the basics of science.

The activity of students in the classroom is determined not only by the scientific erudition and pedagogical skills of the teacher, but also by his personal attitude towards students. Students of all ages are very susceptible to the slightest change in the emotional state of the teacher in the classroom, and this, above all, affects their performance.

The psychological analysis of the pedagogical tact of student interns in the classroom, conducted by V. I. Strakhov, confirms this complexity of the relationship between the teacher and students. The author rightly requires the teacher to think over "the emotional tone of his behavior in the lesson" when preparing for the lesson. The emotional attitude of the teacher to the material presented in the lesson activates students to a greater extent, makes them experience, feel the material being studied, awakens a thirst for knowledge, and brings students closer to the teacher.

In conducting each lesson, it is important to have a teacher's sense of proportion both in the pace of work and in relation to children. The study of experience shows that many teachers are dominated by an increased emotional tone throughout the lesson, sometimes turning into loudness when the students are questioned, the explanation and consolidation of the material are carried out on a “high note”. Such teachers usually proceed from a false understanding of the "strict" tone. Raised tone sometimes turns into irritability, shouting.

K. D. Ushinsky warned the teacher that “the more the nerves are used to falling into an irritated state, the more slowly they are distracted from this disastrous habit ... Any impatient action on the part of the educator and mentor produces consequences that are completely opposite to those they expect: instead of in order to calm the child's nerves, they irritate him even more. Students get used to the teacher's tone and do not react to it even when necessary.

Sometimes students protest in clever tricks "to annoy the teacher." Children transfer hostility towards the teacher to the subject that he teaches, and this significantly reduces their efficiency in the classroom. The pace of work of the teacher affects the performance of students in different ways. A very fast pace in the teacher's work causes fussiness, unsettles students, accustoms them to superficial knowledge. Students respond to this lesson: "Reporting on the football field." The slow pace of the lesson also reduces the efficiency of students, causes them to passivity.

The pedagogical tact of the teacher implies the sincerity of the relationship of the teacher to the students. Children forgive even the teacher's "pickiness" if it is based on the teacher's desire to raise real people out of them, helps them overcome the shortcomings of their behavior.

The impassive face of the teacher, as well as excessive expansiveness, disorients students, does not create a working environment in the classroom and does not dispose children to the teacher. Thus, only the strict restraint of the teacher, the rhythmic pace of work “without loss of time”, human warmth, respect for the personality of the child and exactingness towards him contribute to the establishment of business contact, without which the effectiveness of the lesson is impossible.

A student of A. S. Makarenko E. I. Deputatova, in her memories of her teacher, notes his remarkable ability to get in touch with children. She writes: “I saw that other teachers ... just come, say hello, open the magazine and, after checking the guys, call, tell and then leave ... A. S. Makarenko had a different manner: Anton Semenovich always came to class bright, inspired ... With an attentive, stubborn gaze of blue short-sighted eyes, he examined the whole class, each of us. Everyone understood that after established contact with him, everyone would be on his account, not a single one would escape his keen attention, everyone would remain in his field of vision.

In high school, pedagogical tact plays an essential role in establishing contact with students. Here's what high school graduates say about their favorite teachers: She was strict and demanding, but we all felt in her a soulful person. We learned the lessons of history not out of fear of getting a bad mark, but simply because it was somehow embarrassing not to give her a good mark. During our entire stay at the school, we never saw her allow even the slightest faux pas towards us. The word "tactlessness" was incompatible with the noble appearance of our teacher».

The professional pedagogical tact of the teacher is one of the most important means of increasing the effectiveness of the lesson.

Thus, it should be noted that professional pedagogical tact:

1. This is a complex area of ​​pedagogical skill, associated primarily with the attitude of the teacher to children, aimed at successfully solving the educational problems of the school.

2. Professional pedagogical tact eliminates formalism in the education of students and involves the creative approach of the teacher in each individual case.

3. Difficulties in pedagogical work are experienced by those teachers who incorrectly build their relationships with the team of students, forgetting that if the teacher's tact is violated and he allows irritability, impatience or captiousness in the lesson, then the students' working capacity decreases, excessive tension is created in their classes .

4. Under the condition of scientific pedagogical erudition and skill, the establishment of contact with children is accelerated.

5. The teacher's contact with the students in the lesson is determined by the teacher's ability to master the class, keep each student in sight, timely point out a mistake he made or approve his answer, instill confidence in his abilities.

6. Education of a team of students is a complex, dialectical process that requires pedagogical skills from the teacher.

7. The combination of respect for students with exactingness towards them, taking into account the age and individual characteristics of students, relying on the team, the ability to correctly reckon with the public opinion of the team is a characteristic sign of pedagogical tact.

8. Pedagogical tact is, first of all, an expression of the moral personality of the teacher, his adherence to principles, strong will, sensitivity, love for children.

RB . The manifestation of professional pedagogical tact when encouraging and punishing students. The use of punishments and rewards at school requires exceptional tact from the teacher.

The educational power of these auxiliary measures of influence increases under the condition of sincere anxiety of the teacher for the misconduct of the student.

In school practice, there is sometimes a gross violation of pedagogical tact, when punishment turns into a mere formality or is the only means of education, when punishment is imposed without taking into account the circumstances, when the teacher does not rely on the student team.

In the life of the school, such facts have not been eliminated when a teacher imposes a penalty on a student for the reputation of a mischievous person that has been established behind him: “I will not make out who is to blame. I’m sure you were there first,” says the teacher, while the student was not at all complicit in the mischief.

A tactful teacher does not make hasty decisions in such cases. He objectively approaches the event. Knowledge of children allows him to take into account the individual characteristics of students. The ability to orientate, observation helps the teacher to notice the student's personal attitude to the misconduct he has committed. In one case, the student sincerely repents, in the other he flaunts, considers the misconduct a special daring: “Yes, I did it, so what of it!?” A tactful teacher by external signs (blanching of the face, tears) sees the student's attitude to misconduct.

The main thing is to take into account the reaction to the committed offense not only of the culprit, but of the entire student team, because the unity of opinion of the class and the teacher increases the effectiveness of the result of the educational impact on the student.

An organized, purposeful class considers the student's misconduct from the point of view of the affected honor: "You dishonor our class, you put it at risk!"

However, in the practice of school work, there are also student groups in which students misunderstand the law of partnership and try to justify, shield the culprit in the eyes of the teacher.

The tactful approach of the teacher, based on a sincere attitude towards students, disposes the team to frankness. This helps the teacher to find out the true motive of the misconduct (deliberate mischief or childish prank, resentment or protest against injustice, dependence on the wrong relations in the team, "mutual responsibility", etc.).

A first grader is worried about the attitude towards punishment of people close to him: his father, mother, whose love he cherishes. "Do you love your mom?" – the teacher asks the first grader-mischievous. The child silently looked at him, and a tear flashed in his eyes: “I won’t be naughty in class, don’t tell mom. She won't love me." The teacher relies on these feelings, creating conditions for the child's organized behavior in the lesson (the student's constant energetic activity in the lesson, increasing the proportion of independent work, approving the activity shown).

Violation of tact in the application of punishment causes opposition in children, rudeness, exacerbates the conflict, creates an atmosphere of distrust between the teacher and children, drops the authority of the teacher.

The teacher needs to show great tact in order to delve into this code of childish affairs, to clarify the students' ideas about comradely duty, honor and true friendship.

RB. The teacher's tact as one of the conditions for a proper relationship with parents. A teacher (class teacher) and a parent are two educators who have one goal - to educate an active, healthy, developing personality. Both of them should equally show tact in relation to each other, to children and family. The teacher's tactful attitude towards the students' parents is by no means limited to outward politeness. The teacher's tact is aimed at causing mutual understanding, unity of opinion and unity of action in complex issues of education. Relations between the class teacher and the parents of students are complex and multifaceted.

Let us consider only the main issues that require exceptional tact from the teacher: firstly, the establishment of the right relationship between parents, children and the teacher as an educator; secondly, the introduction of the methodology of educational work in the family; thirdly, interference in the intimate life of the family, if it adversely affects the behavior, study and social work of the student.

The tone of the teacher in working with parents is always restrained, based on mutual respect for each other. However, restraint does not preclude showing the sincere attitude of the teacher to the committed misconduct of the children or the wrong actions of the parents. The tone of the teacher can be sincere, soft, dry, cold, angry, depending on the place, time, circumstances. It is important that the tone of the teacher sound sincerity, the desire to help parents raise a child. The tactless attitude of the class teacher to the parents exacerbates the gap between them. The mother of a 5th grade student was constantly arguing with the class teacher. In a peremptory tone, she declared: “You do not teach me. I know how to raise my daughter." In a fit of irritation, the class teacher in a conversation with her made sharp remarks, sometimes in a rude tone. This was reflected in the behavior of the girl. She also showed rudeness towards the teacher.

The new class teacher began her work by studying the families of students. She tactfully approached the student's family, taking into account the peculiarities of the life of each of them. In response to the sharp remark of the mother: “They have come to teach me again!” - The class teacher said with restraint that she wants to get acquainted with the working conditions of her new student. First of all, she praised her mother for the cleanliness of the room and the carefully organized work area for her daughter, and asked how the girl helps her mother. The benevolent tone disposed the girl's mother to the new class teacher. She willingly talked about how she organizes her daughter's home regimen. The teacher suggested that she talk about it at the parents' meeting. The mother was embarrassed, saying that she was doing what everyone else was doing. The sincerity of the teacher's tone awakened her modesty. A common language was found between the educator and the mother on the issues of raising a child.

The teacher's tactlessness in relation to the student's family is manifested, firstly, in a formal approach to family education, in ignorance of the students' family conditions; secondly, in the wrong judgment about children, hasty conclusions about the incorrigibility of the student, prejudice, overestimation or underestimation of the strengths and abilities of students, doubts about moral purity; thirdly, in insufficient skill - there is no flexibility in the methods and techniques of work, one-sidedness (limited by calling parents to school), lack of organizational skills in the work of a teacher with adults; shallow, superficial study of students in the process of education and upbringing.

Thus, the teacher's tact in working with parents is manifested in an individual approach to the family, taking into account established traditions, relationships between family members, and a common culture; always a sincere, benevolent tone in communication with parents, which does not exclude the expression of anger and indignation at the unseemly actions of students; establishing mutual understanding in matters of education and contact, the unity of the pedagogical requirements of the school and the family.

The class teacher's tact in working with the family creates favorable conditions for sincere relationships with students. Children, being convinced of the contact between parents and teacher, are imbued with love for the teacher, see in him a close person who equally cherishes their successes and heavy failures with the family.

Most often, a teacher needs pedagogical tact in complex and ambiguous situations of pedagogical interaction, in which, in addition to the moral side of the relationship, he is required to display resourcefulness, intuition, balance, and a sense of humor. Good humor (but not malicious irony and mockery!) sometimes makes it possible to find the most effective and tactful way of pedagogical interaction. Goethe said that humor is the wisdom of the soul, and Sh. A. Amonashvili: "A smile is a special wisdom." Sometimes a teacher's smile is enough to change the situation, to relieve the tension that has arisen in the classroom. “A smile is a sign through which different spectra of relationships are expressed and the power of the spectrum that he needs most at the moment is transmitted to a person.” 16

Today, the process of forming the personality of a future specialist, who thinks in a new way and with a high level of morality, is of great importance.

What methods of moral education can you name?

In modern methods of moral education of a person, persuasion and example are distinguished as the main methods of education. However, the method of persuasion involves a direct impact on consciousness, and not on the emotional structures of the psyche, which are the psychological basis of moral education. The methods of self-education have the same orientation towards the development of thinking: self-persuasion, self-coercion, reflection, self-report, etc. An important method of preparing future bachelors (specialists) can be the organization of their moral experience, which is designed to form applied professional ethics.

The reasons for its appearance. The training of teaching staff is often associated with the acquisition of various knowledge and skills. We forget about the very essence - about the personality of a person, about his inner culture, worldview, spiritual and moral potential. But it is precisely these properties of the human personality that primarily affect children, and especially babies. With words about honor, about truth, you will deceive an adult person if you do not have these qualities, but you will not deceive a child. He will not listen to your words, but your gaze, your spirit that possesses you. V. Odoevsky said: “To educate does not mean to say good words to children, to instruct and edify them, but, above all, to live like a human being yourself.” “Whoever wants to fulfill his duty regarding children must begin education from himself” (A. Ostrogorsky).

Ethics, pedagogical ethics, professional ethics of a specialist, rules of pedagogical morality have been developed. But pedagogical practice shows that teachers, knowing the system of norms of pedagogical morality, often act contrary to them. Why does this often happen? In the process of everyday pedagogical activity, it can be difficult to see the main problem. It is instructive that in the practice of prominent philosophers and educators, the form of a parable was used, which makes it possible to single out the main problem. The master of such educational parables was, for example, V. A. Sukhomlinsky.

Listen to one of parables, analyze what important problem it “highlights”?

“Three monks lived in the same monastery, and in their youth they often talked about how to save the world. And so they dispersed to different parts of the world. And after many decades the Lord judged their meeting. They met and asked each other: “Well, how did you save the world”? One of them answers: "I went with the word of God, I preached good to people." "So how is it?" his brothers ask, “Have people become kinder, has there been less evil?” “No,” the monk answered them, “they did not listen to my sermons.”

Then another monk says: “But I didn’t say anything to people, I myself began to do good.” "Well, did it work?" the brethren ask. “No,” he replies, but “there is no less evil.” And the third monk says: “I did not speak or do, I did not try to correct people at all, I retired and began to correct myself.” "So what?" they ask him. “Over time, others came to me, and as I corrected, they began to correct themselves. And evil has become less as much as it has decreased in ourselves.

What is the main problem this parable highlights?

Applied Professional Ethics is a discipline that awakens and forms the harmony of moral feelings, consciousness and behavior of a specialist in psychological and pedagogical activity. It is manifested in the moral culture of the teacher, who creates the personality of the child in the daily pedagogical process. Practical professional ethics is designed for theoretical understanding and initial training development, as well as knowledge of the children's world. K. D. Ushinsky left wonderful words: “In order to raise a child to be comprehensively developed, one must know him in all respects.” The solution of these problems, forming in future teachers the skills of proper and adequate interaction with children, developing their moral feelings, and practical pedagogical ethics is called upon.

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Amonashvili Sh. A. My smile, where are you? - M., 2003. - S. 11.