PHILOSOPHICAL AND METHODOLOGICAL FOUNDATIONS OF ETHICAL IMPERATIVES IN PEDAGOGICAL ACTIVITIES

Abstract

The article addresses the theoretical substantiation of the ethical imperatives governing pedagogical activity, viewed as a cohesive system that maintains stability amidst sociocultural transformations. The primary objective is to identify the theoretical foundations and corresponding methodological principles of these ethical imperatives. A historical-philosophical analysis traces the evolution of these foundations from antiquity to the contemporary pedagogical tradition. The philosophical and methodological underpinnings of the ethical imperatives are presented as a system, in which each foundation is operationalized through a corresponding methodological principle, forming a unified philosophical-methodological construct. It is demonstrated that the unity of these foundations and principles ensures the continuity of the humanistic values inherent in pedagogical ethics. The proposed construct may prove useful in drafting regulatory documents regarding professional ethics for educators and in designing professional teacher training programs.