Introduction

The new century already has many sonorous characteristics. It is called the century of the Unity of Nations, the century of the Computer Age, the century of Cosmic Dialogue. These and other similar definitions can be realized provided that the coming century will be the century of professionals. I would like the prediction to come true for Russia too. Today our country is overcoming information and cultural isolation. Goods, services, quality of work and life are beginning to be assessed at world standards. One of the criteria for work efficiency is professionalism, which is unthinkable without professional ethics. Party discipline is being replaced by the responsibility of professional duty. Meanwhile, throughout the world, professional ethics is the most important component of the education of any specialist, determines the “philosophy” of the profession, creates the preconditions for its popularity and determines the prestige of a workshop, company, or company. Today, “In large American companies, the position of morality inspector has appeared as part of the personnel service. The inspector's prerogative: company image, ethics and morals" 1.

Ethics – it is holistic, comprehensive scientific theory morality (morality).

The concepts of “morality” and “morality” reflect the form of social consciousness and the type of social relations that perform the function of regulating people’s behavior and relationships between social groups through norms and principles that are supported by personal beliefs, traditions, upbringing, public opinion or a separate social group.

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1 - American character. Impulse of reform. M., “Science”, 1995, P.289.

Professional ethics – a section of ethical science, which is a specification of general moral principles and norms in relation to the characteristics of a particular type professional activity. It arises in connection with social division labor. Even in ancient times it was noticed that the moral significance various professions not equally, some of them affect the interests of people, their health and spiritual development, they need special, detailed norms that ensure moral behavior in professional field requiring increased responsibility. This is how the professional ethics of a doctor, teacher, lawyer, scientist, etc. appeared. Each professional group their own specific moral features appear.

Professional ethics reveals the objective reasons for the emergence, patterns of development of professional morality, specifies the principles, norms and categories of ethics in relation to the scope of action and in accordance with the characteristics of professional activity, shows the nature of the impact general principles and norms for the practice of professional relations, reveals how they are deposited in the consciousness of each person (of a particular specialty) and are carried out in his actions.

Thus, professional ethics can be defined as a “code of conduct” that ensures the moral nature of relationships between people that arise from their professional activities.

Professional responsibility: essence, functions, specific historical nature.

Responsibility - the category of ethics and law - expresses the special social and moral-legal attitude of the individual to society. But not only. This conceptcharacterizes the measure of compliance of the actions of an individual, group of people or society with mutual requirements, historically specific social norms, common interests.

This circumstance brings together the legal and moral foundations of responsibility, the mechanism of which is manifested in the interaction of its bearer (subject) and object (to whom one is responsible). At the same time, control is exercised over the extent to which mutual responsibilities are fulfilled. It can be stated that the degree of responsibility is adequate to the extent of fulfillment of duties.

Responsibility - this is the need to give someone an account of one’s actions and deeds and to compensate for non-fulfillment or improper execution of an assigned action, in other words,O responsibility - the subjective responsibility of a person to be responsible for his actions and their possible consequences before others, before society, before oneself. This means that when doing something, we must think not only about our personal interests, but must take into account the interests of our neighbor, family, and people.

Responsibility can be official and personal, forced and voluntary. . The latter is interpreted as a human character trait - a sense of responsibility (some people have a heightened sense of responsibility). It is precisely this character trait that makes a person speak out against violations of human rights, for the environmental safety of the environment, for improving the living conditions of prisoners in prisons, etc.

Official types of responsibility are divided into two groups : technological and humanitarian types of responsibility (Fig. 1).

TO technological types of liability include: professional, disciplinary, administrative, legal, economic and material, to humanitarian - social, party, ethical, environmental And political.

Fig.1. Types of liability

All these types of responsibility can be classified by:

· levels of responsibility (international, state, level of the company and its divisions and the level of one’s own self);

· time of responsibility (for past, present or future results of a decision already made). For example, the responsibility of the leaders of Nazi Germany for criminal decisions during the Second World War; responsibility of the ideologists of privatization in the Russian Federation for decisions that led to the unfair division of public property;

· damage caused by wrong decisions (liability for significant damage that does not have a statute of limitations, damage for which liability has a statute of limitations usually 3 or 5 years).

The essence professional responsibility managers of the company and its divisions is reflected in standard job descriptions or the company charter. It occurs due to a violation of technology production activities. Typically, this responsibility is local (within the company) in nature. Forms of responsibility include: collection , comment , rebuke , transfer to another job , dismissal .

Typical job description The manager has four sections: general provisions, duties, rights and responsibilities.

Level of professional responsibility can be reduced by insurance of economic risks and professional liability, including insurance of professional liability of the head of a department, notary, and auditor.

In the historical past, the ethical foundations of professional activity crystallized in the experience of specific schools, workshops, and communities concerned with the purity of their ranks and the non-dissemination of technologies, recipes, and secrets. professional excellence, maintaining material well-being. Currently the situation has changed. The professional activity of a specialist is not limited by the boundaries of the workshop or company; it is controlled by interprofessional standards of environmental management and health protection, laws on consumer rights and norms of interpersonal communication. In the conditions of the information society, violations in any of these areas become known to the media and the public, and can influence not only the level of sales of a particular company, but also lead to its ruin, even to distrust of the entire industry in the opinion of consumers. The ethics of a specialist determines the strategies of corporate thinking, becomes a subject of discussion and a kind of advertising product: “You always think about us...”. Professional ethics invariably proclaims the humanistic ideals of the activities of a corporation of specialists. In the future, through their profession, they can cover the entire society. Professional ethics as a set of normative rules, principles of activity of specialists, formed by international corporate associations, such as World organization health, World Tourism Association, etc. accumulates best practices in understanding the problems of specialists. Codes, charters, special journals, reports on the activities of ethics commissions introduce trends in the development of moral relations in a professional environment and contribute to the formation of moral consciousness and ethical culture of both specialists and society as a whole. Thus, through professional consciousness, under the “pressure” of public opinion, the immediate environment of colleagues, and as a result of competition, professional ethics is one of the levers for the humanization of social relations. As studies on business ethics note: “History is replete with examples in which behavior that was long considered acceptable or, at most, tolerable in the business environment was later condemned as immoral, for example, the release of hazardous waste into air and water, change the location of factories solely for the purpose of increasing profits and significant changes in policy to please influential tycoons" 1 .

The original principle of any professional ethics, its humanistic basis is “Do no harm!” Today any

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Petrunin Yu.Yu., Borisov V.K. Business ethics. “Delo” M., 2000. - P.15

The professional community cares about the ethical side of its profession. The approval of the ethical principles of professional activity contributes to the progress of society, since it raises the question of the responsibility and reliability of a person at work. Standards of professional ethics help to reproduce high quality goods and services in new generations of workers, give hope for keeping the colossal flywheel of scientific and technological revolution in balance.

Division of labor and the emergence of professionalism

Professional ethics as a system of values ​​determined by a person’s belonging to a specific type of activity developed in the cultures of the Ancient World, under the conditions of the established division of labor. When the knowledge, skills and abilities, functions and rights of shamans, leaders, subsequently priests, healers are of a sacred nature and are transferred to the chosen ones, the most worthy, who are trained, selected, chosen and who are trusted with something that cannot be known to random uninitiated people. Based on ideas about the mercy of totemic patrons, later gods, and other higher powers there were requirements for activities, the result of which did not always depend on the person. This applied to the plowman, relying on the weather, and the hunter, trying to outwit the beast, and the healer, whose efforts and knowledge are applied to a specific person, to his body, whose life is shrouded in mystery.

Therefore, especially in the conditions of preliterate culture, special activities, on the results of which the destinies and very lives of people depended, were not only passed on practically through imitation, but were also primarily subject to sacralization. This includes the priesthood, the patronage of the gods, and the weaving of the history of crafts into the fabric of myths and sacred books. An aura of secrecy covered the activities of the priests making sacrifices to the gods. Priests (for example, Brahmins in Ancient India) belonged to a special category - Experts and guardians of vital knowledge and technologies. Even then, guesses were formed that not every person could provide real help to relatives and people in general, but to a specially trained and diligent, patient, quick-witted, not indifferent to others, and ready for self-sacrifice.

In the initial period of the history of the development of crafts, sciences and arts, the formation of ideas about their significance, their moral foundations, their “ideology” was served by sacralization in the form of myths about the patronage of the gods, each of whom taught and promoted certain types of activities. Behind this lay, perhaps, a naive, but understandable belief that the mercy of the gods and success in work would rather come to the best and worthy than vice versa. Greek Hermes, in Rome - Mercury were the patrons of shepherds and merchants, Dionysus - winegrowers and winemakers, Artemis - hunters, Poseidon - sailors, Apollo - all arts, Muses - daughters of Zeus and Mnemosyne - patroness of sciences, poetry and arts, each specifically for a specific purpose. or, Euterpe, for example, of lyric poetry, Thalia - comedy, Melpomene - tragedy, Erato - love poetry, and Terpsichore of dance itself, Clio - history and, apparently, historians. The patron saint of healing among the Greeks was Apollo, Asclepius, Hygeia, Panacea, and among the Romans - Aesculapius. The pantheon of Greek gods determined the circle of crafts and occupations of the ancient Hellenes. The place and role on Olympus helped to understand the significance and value of each of them. “Duty for the sake of freedom... was expressed by the principle “what God does not promote is not accompanied by success.” So, before starting work, the potter turned to ... Athena Ergana with a request for the success of his business, the blacksmith - to the God of blacksmithing, Hephaestus, making an obligatory sacrifice and oath to them” 1. Sacrifices to these gods, prayers to the saints and veneration of them on certain days contributed to the understanding of the highest purpose of this or that activity, its sacred meaning,

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1 - Bukreev V.I., Rimskaya I.N. Ethics of law. M., Yurayt, 1998. – pp. 241-242

formed the foundations of professional morality. "The gods took part in

as witnesses in all legal situations, whether in court or in economic disputes. Any loan, any contract of purchase and sale, which does not imply immediate implementation, required an oath... The tradition of taking an oath has been preserved in the courts to this day” (Ibid., p. 242).

IN Ancient world the foundations of attitude towards the profession were formed. The prerequisites for craft guilds were the Orphic and Pythagorean communities.

According to the Pythagorean Rule, the philosopher (i.e., the “lover of wisdom”) must lead a certainLifestyle, including abstinence from meat foods, daily exercises in memorizing the most important truths, maintaining good physical shape, daily self-report on the morality of what was done. The Pythagoreans had an idea of ​​the importance of collegiality, mutual assistance, professional secrecy, fidelity to duty, and concern for the prestige of the community.

Already in the Ancient world, professionalism was associated with education and breadth of outlook. Even Aristotle in “Politics” drew attention to the fact that among those related to medicine there are three types of people: a practicing physician, a creative researcher who introduces his findings to practitioners, and a simply educated person in medicine. And he adds that a similar division exists in other specialties.

It is in medicine that for the first time ideas arise about the incompatibility with healing of abuse of the patient’s trust, manipulation of his will, the need to take care not to cause pain, which can be avoided, as well as involuntary harm. Gradually, these requirements developed into codes, charters of professional workshops, combining both special information, descriptions of recipes and technologies, as well as moral obligations and prohibitions for professionals.

Functions of professional ethics: epistemological, worldview, axiological, regulatory, educational.

Professional ethics performs the following functions in society:
educational (epistemological),

educational,

ideological,

regulatory,

protective.

1) Cognitive function (epistemological) is implemented through studying the beginnings of the corresponding section of professional ethics in educational institutions. It assumes the knowledge not of objective characteristics, but of the meaning of phenomena as a result of practical mastery.

2) Educational is determined by practice, as well as by the system of relations that informally develop in a specific field of activity. Brings moral norms, habits, customs, mores, and generally accepted patterns of behavior into a certain educational system.

3) Worldview is determined by the employee’s ability to correlate the duties he performs with the interests of the people around him and society, and to formulate on this basis an idea of ​​his professional purpose.
4) Regulatory function professional ethics is most obvious, since initially the development of regulatory requirements was intended to streamline the performance of people’s duties in specific areas of activity. The regulatory function regulates people's behavior in accordance with moral requirements.

5) Protective function is associated with the need to protect specialists from pressure and often incompetent interference in their activities by representatives of government and public bodies, media, public opinion.

The functions of ethics include the following functions:

Value-oriented- Orients a person in the world of cultural values ​​surrounding him.

Estimated- Evaluates a person’s mastery of reality from the standpoint of good and evil.

Motivational - Allows a person to evaluate and, if possible, justify his behavior using moral motivation.

Communicative- Acts as a form of communication, transmission of information about the values ​​of life, moral contacts of people.

Basic functions of morality, their analysis

The most important function of morality is regulatory Most ethicists agree that this is the basic function of morality. Morality is formed as a certain regulator of human relations to other people, to oneself, to nature, to God. And the more developed morality should be, the more complex the society, the more perfect the person himself. Like any certainty, morality imposes restrictions on free will. But moral restrictions stand out from others due to their universality and significance. In fact, there is a principle in law according to which everything that is not prohibited is permitted. It is this sphere of freedom that morality controls, “filling” it with its concepts of freedom, duty, good, and evil. In addition, morality also regulates the sphere of human actions that is controlled by law. That's why sphere regulation morality is broader than that of law. For example, the law does not evaluate suicide, because it is meaningless - no legal sanctions can be applied to a dead person. Morality evaluates suicides, so according to the Orthodox tradition, suicides were buried outside the cemetery, behind the cemetery fence. Morality differs from law and subject regulation.

Law is addressed to a person as a certain citizen, and morality is addressed to man as personalities. Personality is a value that does not recognize any physical or political boundaries. Morality differs from law in its own ways. sanctions. Morality refers to extra-institutional forms of regulation, while law refers to institutional forms. Thus, law is based on the state, and morality is based on public opinion and human feelings, such as feelings of conscience, duty, justice, love, etc. AND responsibility for violations of legal and moral norms is different. The highest penalty in law can be the death penalty, and in morality - public and personal condemnation.

Morality, on the one hand, assumes a free personality, and, on the other hand, forms a free and responsible person. Morality both limits free will and defines and forms positive freedom as the ability to self-affirm truth, goodness, beauty and in spite of circumstances. In this way, positive freedom differs from freedom of arbitrariness as permissiveness. Morality places a higher value on positive freedom, which appears as a person’s ability to consciously follow a moral norm, and it is also the most important factor development of such positive freedom.

The next function of morality is considered to beevaluative function. Morality not only regulates human behavior, but at the same time evaluates people’s actions and the goals of their activities from the point of view of good and evil. Not only human actions, but also all reality, both social and natural, are subject to moral evaluation. Moral assessment, in turn, acts for the subject as a requirement for a certain action, namely asduty to do good in relation to a particular object. There is a certain problem as to why a person should do what is judged to be good ifoften more profitable for him? In other words, why is goodness also a duty? Another problem here is the problem of the essence of debt, its nature.

Duty can be defined as a person’s awareness of any requirement as his personal moral obligation. Debt is a universal subjective form of awareness of moral values. Kant and Marxist ethics linked duty with the imperfection of man and the perfection of moral demands. From this point of view, it turned out that for the holy requirement of morality they lost their proper character and acted as natural. However, the moral experience of mankind testifies that for a truly moral person, duty increased with a deeper comprehension of good. Debt is the “other” side of good, and there is an inextricable connection between good and duty. It is impossible for a person to separate duty from good, just as good from duty. And there is something mysterious about this. Here the natural moral law discussed above finds its manifestation. Logically there should be no contradictions between good and duty; there can only be contradictions between different types debt. An example of such contradictions could be the contradiction between public duty and family duty. individuals. If a contradiction between good and duty arises in a person’s moral consciousness, then this indicates the imperfection of him or the surrounding reality, or both at the same time. What should a person do in this case? What to choose: good or duty?

The question of the relationship between good and duty has been resolved in different ways in ethics. Eat deontic ethics that prioritizes duty over goodness. An example of such ethics is Kant's ethics, Marxist ethics. According to Kant, a person should not make a choice guided by a moral sense of goodness - all this should be expelled from morality as something extremely subjective. A person must base his choice on the idea of ​​duty, guided only by a stern sense of duty. In morality, good has great ontological significance. Debt, as noted, is only a subjective form of awareness of good. And the Russian ethicists were right when they argued that when there is a conflict between good and duty, preference must be given to good. But good must be correctly understood. And when making such a choice, one should not strive to free oneself from contradictions in consciousness, in particular from the contradiction now being considered between good and duty. Our conscience should not be calm!

The next most important function of morality is educational . Target moral education consists in the formation of a spiritual personality capable of self-improvement. Such a person appears free and responsible. In general, the problem of moral education is a separate topic.

Morality is also inherent educational , or epistemological ,function. In fact, morality provides information about good and evil, their more specific values. Through morality, a person learns the laws of good, the dialectic of good and evil, various shapes manifestations of good and evil in the world. Morality often leads a person to comprehend God. Kant, for example, believed that it is through morality that a person comes to the conclusion about the existence of God and the immortality of the soul.

Morality has ideological function. It is in ethics that questions about the meaning of life, about the ideal, are resolved. Morality fills our actions, behavior, and life in general with meaning. It gives a person a positive feeling of satisfaction from his own actions and life lived. Morality gives a person the strength to live, to live even in spite of unfavorable and sometimes tragic circumstances. True morality is always optimistic.

While identifying these functions of morality, it should be borne in mind that in general they are all closely interconnected, determining the richness and content of a person’s spiritual life.

Conclusion

So, professional ethics is a section of ethical science that studies the specifics of morality in the conditions of professional activity.

A professional today is a person who has a special education and a specialist diploma (certificate, license, rights, rank certificate, etc.), issued by the relevant educational institution, working in a specialty that is the main source of his income. A certificate of education, as a rule, gives the right to legal activity in a given or related field and assumes responsibility for this activity.

Professional responsibility is a category denoting the responsibility of representatives of any profession to society for the results of their professional activities. Debt is a sense of responsibility to others, to society, to oneself. Professional duty encourages a person to take the actions necessary for high-quality performance professional responsibilities. Awareness of professional duty encourages a specialist to treat his work with the greatest responsibility. Professional conscience is the ability of a professional to critically evaluate the results of his work from the standpoint of universal moral values.

Professional honor is a category that expresses an assessment of the significance of a particular profession in the life of society. Professional dignity reflects a specialist’s deep awareness of the significance of his activities (and representatives of his profession) in a complex system public relations. These categories are especially important in “person-to-person” professions, where increased moral requirements are imposed on professional activities (doctor, teacher, civil servant).

Literature

Main literature

1. Kibanov A. Ya. Ethics business relations: textbook for universities State. University of Management. M.: INFRA-M, 2007

2. Krasnikova E. A. Ethics and psychology of professional activity: textbook M.: Forum: INFRA-M, 2007.

4. Guseinov A.A., Apresyan R.G. Ethics. M., 2008.

5. Sityaeva L.P., Ostapenko N.N., Korzhevskaya N.M. Professional ethics. Tutorial. Ekaterinburg, 2009.

additional literature

Afanasyeva O. V. Ethics and psychology of professional activity of a lawyer: textbook. aid for students average prof. image. M.: Academy, 2001.

Blyumkin V. A. Ethics and life. M.: Politizdat, 1987

Gerasimova N. I. Ethics of personal success: tutorial for secondary schools. Ekaterinburg: UGPPU Publishing House, 1996.

Zelenkova I. L. Ethics: texts, comments, illustrations: Reader. M.: TetraSystems, 2001

Likhacheva L. S. History of etiquette in the culture of Russia in the 18th - early 20th centuries: textbook. manual for universities. Ekaterinburg: Ural University Publishing House, 2006.

Medvedeva G. P. Ethics social work: textbook manual for universities. M.: VLADOS: MGSU, 2002

Mishatkina T.V. Pedagogical ethics: textbook. allowance. Rostov n/a: Phoenix; Minsk: TetraSystems, 2004.

Psychology and ethics business communication: textbook for universities / ed. V. N. Lavrinenko. M.: UNITY, 2008.

Sityaeva L.P., Ostapenko N.N., Korzhevskaya N.M. Professional ethics [Text]: textbook. Ekaterinburg, 2009

Dictionary of Ethics / ed. I. S. Kon. - 6th ed. - M.: Politizdat, 1989.

Social psychology and ethics of business communication: textbook. manual for universities / V. Yu. Doroshenko [etc.]; under general ed. V. N. Lavrinenko. - M.: Culture and Sports: UNITY, 1995.

Khamatnurov F. T. Ethics of a professional pedagogical worker. Ekaterinburg: UGPPU Publishing House, 1999.

Ethics: Encyclopedic Dictionary / ed. R. G. Apresyan, A. A. Guseinov. M.: Gardariki, 2005.

Yarskaya-Smirnova E. Professional ethics of social work: University textbook. M.: Klyuch-S, 1998.

Databases, information, reference and search systems:

– Philosophical portal

http:// auditorium . ru - Information and educational portal “Humanities” (full-text educational and scientific materials on social sciences and humanities).

http:// www . public . ru - Public Internet Library ( full-text database of Russian periodicals from 1990 to the present, including about 600 periodicals from 76 regions of the Russian Federation, materials 20 news agencies, as well as monitoring data from the main programs of Russian television).

http:// www. lib. ru - Library of Maxim Moshkov(digital library).

http :// www . vlib . org - World Virtual Library (science, education, natural, social and human sciences, economics, law).

Aminat Afashagova

Professional ethics in psychological and pedagogical activities

Explanatory note

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

The need to study this discipline is justified by the fact that the quality 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, the competence and adequate level of moral and ethical culture of the specialist. The modern sociocultural situation justifies the priority of moral education over training in the education system. Education as the self-formation of a 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 the team, in nature and society. It is assumed that in the process of higher education, a future bachelor or specialist must master a certain level of moral culture, certain moral guidelines, 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 implementing substantive, methodological and organizational conditions training in the direction of “Psychological and pedagogical education” and are focused on the implementation of a competency-based approach to teaching.

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

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

– knows moral principles and norms, the foundations of moral behavior (OK-3);

– is able to take into account the ethnocultural and religious differences of the participants educational process during construction social interactions(OK-8);

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

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

– able to organize joint activities and interpersonal interaction of subjects educational environment(OPK-6);

– ready to use knowledge regulatory documents and knowledge of the subject area in cultural and educational work (GPC-7);

– is able to take part in interdisciplinary and interdepartmental interaction of specialists in solving professional problems (GPC-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 (GPC-12).

Educational tasks:

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

– formation and development of the student’s individual moral consciousness, professional responsibility for the life, health and development of the student;

– formation of a value attitude towards professional psychological and pedagogical activities;

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

– development and improvement of the future bachelor personal qualities ensuring 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 capabilities;

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

The manual is built on the principles:

Scientificity – compliance of the content of education with the level of modern science;

Accessibility – compliance of the presented material with the level of students’ preparation;

Systematicity - awareness of the place of the issue being studied in common system knowledge;

Connections between theory and practice, showing the importance of applying fundamental knowledge to address 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 Activities” must:

know:

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

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

A 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 different age and social categories subjects of communication: students, parents, colleagues and social partners;

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

be able to:

Based on ethical requirements, determine the attitude and strategy of behavior in relation to your professional duty and subjects of communication;

Understand modern problems professional ethics in psychological and pedagogical activities;

Operate with ethical concepts, principles, norms;

Review 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, collaborate, conduct harmonious dialogue and achieve success in the communication process;

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

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

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

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

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

Identify areas of value and ethical contradictions and conflicts in professional teaching activities, possess the skills to resolve them;

Value and ethical self-esteem, self-improvement, self-control, develop a system of personal norms and guidelines for 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;

Preventing and ending conflicts;

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

Academic discipline program "Professional ethics in psychology-pedagogical activity"

Section I. Methodological and theoretical foundations of professional ethics

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

Etymology and genesis of the terms “ethics”, “morality”, “morality”, “professional ethics”. Subject and tasks of professional ethics. Ethical concepts. Attitude to morality. Contents of professional pedagogical axioms. Ideas of philosophers (Aristocles (Plato), Aristotle, Kant, Confucius. Mark Quintilian, M. Montaigne) classics of pedagogy (J. A. Comenius, J. Locke, J.-J. Rousseau, I. G. Pestalozzi, A. Disterweg , 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) o moral qualities teacher

Professional ethics in psychological and pedagogical activities Aminat Afashagova

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Title: Professional ethics in psychological and pedagogical activities

About the book by Aminat Afashagova “Professional ethics in psychological and pedagogical activities”

The textbook is focused on improving the moral and ethical knowledge and experience of future bachelors and specialists in psychological and pedagogical activities. It presents training program, approximate options for control and independent work on academic discipline“Professional ethics in psychological and pedagogical activities.” Materials for lectures and creative works. The textbook is addressed to full-time and part-time students of the Faculty of Pedagogy and Psychology, teachers, educators of the education system.

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In the conditions of legalization of market relations, and most importantly - in conditions when the so-called “market individuals” (according to E. Fromm) are becoming an increasingly reality, it is important to determine what are the levels of ethical regulation of the activities of a variety of people, influencing their essential life and professional choices . It is also interesting to consider what a psychologist-vocational consultant can do in difficult ethical situations. Traditionally, ethics is divided into legal, moral and moral levels.

Legal level of regulation. At the legal level, the rules of behavior in a particular society are clearly formulated (in the form of officially adopted laws, codes, constitutions, regulations, ZK.azhny instructions, etc.), and responsibility for violating these rules is also determined. A person who finds himself in a difficult situation can rely on existing laws. Focus on laws is also an important regulator of ethical behavior.

A professional psychologist in his activities, like any citizen, is obliged to comply with the existing laws of his country, as well as strive to comply with the norms of international law, especially since many international documents touch upon significant aspects of psychological and pedagogical assistance to different people.

The main international and domestic legal documents defining the work of a teacher and psychologist: “Universal Declaration of Human Rights”, “Convention on the Rights of the Child”, Law of the Russian Federation “On Education”, etc.

Moral level of regulation. The meaning of highlighting the moral Level of regulation of a psychologist’s activity is that it reflects existing traditions, rules, norms and even prejudices that determine the relationships between psychologists and clients, psychologists and clients, as well as between fellow psychologists themselves. The peculiarity of these norms is that they often do not have binding force (at least, the responsibility for their violation is not comparable to the responsibility for violating the norms of official law). Note that these (moral) norms may also be imperfect, but a psychologist working with real people, must take into account what most of them focus on, what they expect from Professional conduct the psychologist himself.

Paradoxical as it may seem, we have to take into account (including) some erroneous, unjustified expectations from a psychologist and, to some extent, even “play along” with these expectations.

Naturally, the psychologist’s behavior will be different with different clients, but in any case, he should not impose his personal idea of ​​​​correct behavior, but be more flexible in relationships with different people.

In psychology, the moral level is usually reflected in the ethical principles of professional activity, which are mostly

The meaning of true morality is that h( A person in a difficult ethical situation takes responsibility for his actions on himself. Moreover, if at the normative level | legal regulation responsibility largely depends on existing laws (a person is required to implement them correctly), if at the level of moral regulation responsibility is shifted to public opinion (and here a person is required to act in accordance with existing norms of behavior), then at the level of moral regulation the person turns to his conscience and is already responsible for his actions. As M. Gandhi wrote, “in matters of conscience, the majority does not work.” And long before him, Quintili! said that “conscience itself is a thousand witnesses.”

The problem is that although in society and being! certain ideas about conscience, but the main thing is the responsibility of the person himself when he becomes a truly ethical subject.

There are real difficulties in implementing the moral position of a psychologist: 1) colleagues, clients, students may not accept and even condemn such a psychologist, because the moral position! may contain a certain challenge to primitive public opinion; 2) formally no one has the right to demand! a psychologist so that he is moral; 3) it is unacceptable to formalize moral and educational work; this led to the inevitable vulgarization of the very idea of ​​professional coi

Moral act in psychological and pedagogical activity. When considering the ethical problems of psychology, the nature of the act is increasingly becoming an important starting point, not only for the analysis of the real behavior of the psychologist, but also for * developing his readiness to take action when solving practical, research and other problems. M. M. Bakhtin defines the following basic properties of an act:

The non-technological (axiological) nature of an action is doomed to misunderstanding by the majority of others, when the technical side is something secondary, but the main thing is the fact of the action;

The uniqueness of the action (according to the principle: “I can do this
only me and only at this time");

Responsibility for the act committed, i.e. understanding
that with the most noble intentions, concrete actions
actions may make the situation worse for other people;

Co-existence of an act, i.e. its inclusion in the real
life, and not purely speculative discussions about nobility
(see: Bakhtin M.M., 1995).

M. M. Bakhtin identifies three main options for committing an act:

The value is so global that contradiction with others
values ​​are excluded (for example, the life of a child);

The action is based on an individual value system (on
example, “peasant wisdom” and “common sense”, I allow
encouraging a person to behave with dignity in difficult situations);

Long term expected inner work with values,
carried out previously or ongoing continuously. It is the “lasting
This act" (according to M.K. Mamardashvili) turns into a means
self-development of the individual, including the personality of the psycho
log.

For example, in the activities of a psychology teacher, this could be a bold discussion of those real problems that concern many people in society, but which most people are still afraid to even think about seriously, let alone discuss these problems publicly. This could also be an open public condemnation of extortions and bribes on the part of fellow teachers, but few people are still capable of such an act, because many could perceive this as a clear “deviation” from the norms of behavior of a “decent” psychologist, and some On this basis, such a brave psychologist could generally be given a “diagnosis.”

“Inspiration” as an important condition for the moral and educational work of a psychologist. The personality of the teacher and the personality of the students are certain “volitional centers,” says G. Munstenberg. “When we enter a classroom and become interested in students, we are will in their eyes, and they are will in our eyes,” he writes (Munstenberg G., 1997, pp. 44-45).

Interesting are G. Munstenberg’s arguments about main task teacher: “A teacher sitting at his desk, just like a priest in his pulpit, can be said to be condemned without faith in his heart... An inspired belief in the value of human ideals is the best thing a child can do can acquire while sitting at the feet of the teacher. In the highest sense, this is the most useful Thing that can be learned in the classroom” (ibid., pp. 307 - 309).

Thus, we're talking about not just about inspiration, but about inspiration with noble ideas. But what is the cri-

Terium of the nobility of ideas? Probably, the search itself is important here. city ​​idea, and not just a clear fixation on nobility already defined by someone. But even in such a search it is important to teach4| to experience the experience of culture, i.e. You still have to start from something, but start with a “clean slate.” And here we come to the problem of “about human values” - we will talk about it in 15.6.

WORKING PROGRAM

Name of the discipline

« PROFESSIONAL ETHICS

IN PSYCHOLOGICAL AND PEDAGOGICAL ACTIVITIES »

___________________________________________________________________________

direction of training (speciality)

Full-time training

Graduate qualification (degree) bachelor

(the qualification (degree) of the graduate is indicated in accordance with the Federal State Educational Standard)

1. Goals and objectives of the discipline:

Purpose of the discipline: students’ acquisition of systematized knowledge of the moral foundations of professional activity, the ability to use this knowledge in the practice of future professional communication.

Objectives of the discipline:

1) formation of a holistic understanding of the ethical foundations of professional activity and professional morality of a social teacher;

2) revealing the essence of the ethical approach to understanding professional activity, responsibility, and duty;

3) formation of the personal and moral character and professional and personal qualities of a teacher;

4) formation in students of readiness to use the knowledge, skills and abilities obtained as a result of studying in the organization of professional activities of a teacher-psychologist, compliance with the principles of professional ethics.

The discipline focuses on educational, methodological and practical types of professional activity:

Leading objective of the course is to bring students to the key problems of using the rules of professional ethics in psychological and pedagogical activities.

2. The place of discipline in the structure of OOP:

(the cycle to which the discipline belongs is indicated; the requirements for the student’s input knowledge, skills and competencies necessary for studying it are formulated; the disciplines for which this discipline is a predecessor are determined)

The discipline “Professional ethics in psychological and pedagogical activities” is a discipline of the professional cycle (B3.B.4.4.), provided for by the Federal State Educational Standard of Higher Professional Education in the direction 050400 Psychological and pedagogical education in the profile “Psychology and Social Pedagogy”. The discipline is part of the basic part of the professional cycle. Module 3 “Methodology and methods of psychological and pedagogical activity”

3. Requirements for the results of mastering the discipline:

The process of studying the discipline is aimed at forming the following competencies:

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

is able to understand the high social significance of the profession, perform responsibly and efficiently professional tasks, observing the principles of professional ethics (GPC-8);

is able to conduct professional activities in a multicultural environment, taking into account the characteristics of the sociocultural development situation (GPC-9);

capable of reflecting on the methods and results of his professional actions (PKPP-4);

is able to control the stability of his emotional state in interaction with children with disabilities and their parents (PKSPP-4).

As a result of studying the discipline, the student must acquire:

know:

the specifics of the activities of a social teacher;

professional ethics of relationships.

be able to:

model the ethics of relationships in the “teacher-child”, “teacher-teacher”, “teacher-parent” system;

analyze the consequences of unethical behavior in the professional sphere;

correct forms of unethical behavior, create a culture of interpersonal and business communication.

own:

basic ethics official relations;

peculiarities of ethics of school, university, science.

4. Scope of discipline and types academic work

Course project (work)

Calculation and graphic works

Essay

Test papers

test, exam)

test

Total labor intensity hours

credit units

Extramural

The total labor intensity of the discipline is 2 credit units.

Course project (work)

Calculation and graphic works

Essay

Other types independent work (practical tasks)

Test papers

Type of intermediate certification ( test, exam)

Test 4 hours

Total labor intensity hours

credit units

5. Contents of the discipline

5.2 Sections of the discipline and interdisciplinary connections with the provided (subsequent) disciplines

№ № sections of this discipline necessary for studying the provided (subsequent) disciplines

1

2

3

Theories of training and education

X

X

X

Developmental psychology

X

Psychological and pedagogical interaction of participants in the educational process

X

Workshop on educational work

X

X

Social and pedagogical work in preschool educational institutions

X

X

X

Fundamentals of personality psychology of children and adolescents

X

Pedagogy family education

X

X

X

Methodology for the formation of social activity in children and adolescents

X

Organization of creativity for children and adolescents

X

5.3. Sections of disciplines and types of classes

zan.

Lab.

zan.

Semin.

SRS

Total

SECTION 1. Professional ethics as the moral identity of a teacher.

SECTION 2. Ethical Relations. Ethical consciousness. Ethical principles. Documentation.

SECTION 4. Basic norms, principles of etiquette

TOTAL

16

56

72

8. Evaluation tools for ongoing monitoring of progress, intermediate certification based on the results of mastering the discipline and educational and methodological support for students’ independent work

8.1. Subjects tests:

1. and colleagues.

   Ethics in relationships with clients.

   Ethics of science.

   Ethics of citizenship.

   Communication as a moral value.

Sample list of questions for testing

Objectives and subject of the academic discipline.

Professional ethics as a teacher’s moral self-awareness.

Universal human values ​​are the fundamental provisions of professional ethics.

Specifics of professional activity of a teacher, practical psychologist.

Communication as a moral value.

Components of professional ethics.

Ethical consciousness of a professional psychologist.

Ethical documents International Federation psychologists. International Declaration of ethical principles psychological work. International ethical standards of activity, behavior, relationships with clients and colleagues.

Values, knowledge, methodology of the profession of a practical psychologist.

Protection of the profession. Psychologist's Code.

Moral and ethical problems of professional activity of a practical psychologist.

Basic principles of interpersonal relations between teachers and students.

Moral and psychological culture of a practical psychologist and his barriers to communication with students.

Ethics of communication in the teacher-teacher system.

Ethics of official relations vertically and horizontally.

Ethics in relationships with clients.

Ethics of science.

Ethics of citizenship.

Communication as a moral value.

Culture and anticulture of communication.

Moral problems of communication. Ethics of intimate relationships.

Ethics of communication in virtual reality.

System of professional ethical relations.

Models of moral relations.

Compliance with the personal and ethical model of a practical psychologist.

Test program for self-improvement of a future practical psychologist.

Basic norms, principles of etiquette.

Etiquette in speech activity.

Labeling cultures in clothing.

Etiquette for informal events.

Description of the criteria for evaluating the final form of control.

"Passed" is given if the student demonstrates a meaningful and logically structured answer to the question posed, is oriented in various theoretical approaches to the problem, and identifies a connection with future professional activity.

"Not counted" is given if the student does not reveal the content of the question and does not present it in the structure of the course, does not reveal the practical and applied structure of the question.

9. Educational and methodological Information Support disciplines:

Main literature:

1. pedagogy and psychology high school: tutorial. – M.: Publishing house: Logos, 2012 - 444 p. //

2. Gurevich P.S. Psychology and pedagogy: textbook. – M.: Publishing house: Unity-Dana, 2012. - 320 p. //

Additional literature:

Mishatkina T.V. Professional ethics. – M.: Pedagogy, 2010. – 304 p.

Fedorenko E.N. Professional ethics. – K.: Nauka, 2012. – 124 p.

Mishatkina T.V. Professional ethics. – M.: Pedagogy, 2011. – 304 p.

Bodalev A.A. Personality and communication. – M.: Education, 1983. – 364 p.

Bolshakov V.Yu. Psychotraining. Sociodynamics. Exercises. Games. – St. Petersburg: RESPEX, 1996. – 376 p.

Large psychological dictionary / Comp. and general ed. B. Meshcheryakov, V. Zinchenko. – St. Petersburg: Prime-EVROZNAK, 2004. – 672 p.

Ozhegov S.I. and Shvedova N.Yu. Explanatory dictionary of the Russian language: 80,000 words and phraseological expressions / Russian Academy of Sciences. Institute of Russian Language named after. V.V. Vinogradova. – 4th ed., add. – M.: Azbukovnik, 1999. – 944 p.

Sukhomlinsky V.A. Pavlyshskaya secondary school. Conversation with a young school director // Selected works: In 5 volumes / Editorial Board. A.G. Dzeverin (pres.) and others – K.: Rad. school, 1980. – T.4. – 670 s.

Ushinsky K.D. Izb. ped. cit.: In 2 volumes – T.1: Man as a subject of education: Experience in pedagogical anthropology. – M.: Pedagogy, 1976. – P. 237–261.

Software and Internet resources:

http://elibrary.ru – scientific electronic library.

Databases, information, reference and search systems:

http:// www.ht.ru

http://www.psytest.ru

http://koob.ru,

http://ihtik.lib.ru,

http://elibrary.ru,

http://vsetesti.ru

http://azps.ru

http://www.imaton.ru

www.pedlib.ru

http://www.edu.ru/

http://www.public.ru/

http://www.gnpbu.ru/katalog/kat_0.htm

www.mirrabot.com/work/work_50664.html

www.booksy.ru/description69386.htm

www.pedlib.ru/Books/3/0483/3_0483-8.shtml

http://www.it-med.ru/library/v/vospitanie.htm

www.glossary.ru/…/gl_sch2.cgi?RCuxvoygtol

www.gala-d.ru/parts/part1.html

www.rsl.ru

http://museum.edu.ru/

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