Педагогическая этика в образовательных исследованиях

АННОТАЦИЯ
Вопрос этики в контексте образовательного процесса традиционно рассматриваются в самых разных формах при проведении исследований образовательного процесса. Вместе с тем, этические аспекты педагогики изучаются преимущественно как часть более широких образовательных проблем в различных исследованиях, и практически никогда не являются основным предметом исследования. Формирование педагогики как самостоятельной науки в наши ставят вопрос сущности педагогической этики и возможности ее прикладного применения в рамках образовательного процесса в центр академических исследований. Главной целью данной научной статьи является анализ специфики педагогической этики и выявление перспектив использование данных педагогики для изучения поставленной проблемы. 
ABSTRACT
The issue of ethics in the context of the educational process is traditionally considered in various forms when conducting research on the educational process. At the same time, the ethical aspects of pedagogy are studied mainly as part of wider educational problems in various studies, and are almost never the main subject of research. The formation of pedagogy as an independent science in ours raises the question of the essence of pedagogical ethics and the possibilities of its applied application in the framework of the educational process at the center of academic research. The main goal of this scientific article is to analyze the specifics of pedagogical ethics and to identify prospects for using data from pedagogy to study the problem posed.
ВЫВОДЫ ПО СТАТЬЕ
В рамках данной статьи было выявлено, что проблема педагогической этики на протяжении большей части своей истории рассматривались как составная часть более широкого контекста педагогических проблем. При этом проблема этики, с одной стороны, рассматривалась как неотъемлемая часть воспитательного процесса, но с другой стороны, игнорировалась академическим сообществом как предмет научного анализа. В рамках мировой педагогики проблема воспитания по-разному оценивалась европейской и американской педагогикой. Европейская педагогика традиционно уделяла вопросам морали и нравственности больше значения при развитии педагогических данных. Американская педагогика преимущественно фокусировалась на практических аспектах преподавания и меньше анализировала вопросы морали.
На современном этапе своего развития, мировая педагогика изучает вопросы педагогической морали как важную самостоятельную проблему. Она обращает внимание на наличие трех языков морали, ее сложность и многофакторность, а также на усиление роли студентов в формировании этических аспектов современной интерактивной педагогики.
CONCLUSIONS ON ARTICLE
Within this article, it was revealed that the problem of pedagogical ethics for most of its history was considered as an integral part of a wider context of pedagogical problems. At the same time, the problem of ethics, on the one hand, was considered as an integral part of the educational process, but on the other hand, was ignored by the academic community as a subject of scientific analysis. Within the framework of world pedagogy, the problem of education was assessed differently by European and American pedagogy. European pedagogy has traditionally given moral and moral issues more value in the development of pedagogical data. American pedagogy focused primarily on the practical aspects of teaching and analyzed less moral issues.
At the present stage of its development, world pedagogy studies the issues of pedagogical morality as an important independent problem. She draws attention to the presence of three languages ​​of morality, its complexity and multi-factorial nature, as well as to strengthening the role of students in shaping the ethical aspects of modern interactive pedagogy.
ВОПРОСЫ-ОТВЕТЫ К ПРЕЗЕНТАЦИИ
1. WHO IS THE AUTHOR OF THE ARTICLE AND WHAT THE ARTICLE IS ALL ABOUT?
This article is written and published by Department of Teacher Education professor of University of Helsinki Pertti Johannes Kansanen. The key thesis of this article is the idea that, despite the fact that in a bounded educational system it is not necessary for the moral aspects of the pedagogical process to become conscious, the introduction of pedagogy as a practical concept into the educational context makes the moral dimension of education clear and visible. The main goal of a scientific article is to substantiate the exceptional importance of ethical issues within the framework of pedagogical science and the educational process as a whole.
2. WHAT IS THE DIFFERENCE BETWEEN THE AMERICAN AND EUROPEAN APPROACH TO THE ISSUE OF PEDAGOGICAL ETHICS?
The Anglo-American approach to the educational process pays less attention to moral issues and concentrates on the practical aspects of student personality development. In the context of studying the moral and ethical issues of the pedagogical process, much depends on how the nature of pedagogy is understood in this or that country of the world. European pedagogy in this sense was historically based on rigid principles of didactics and education. She paid more attention to discipline than interaction. At the same time, in the Anglo-American world, the value of pedagogy has always been less important than in European countries.
3. HOW DOES THE INTERACTION OF THE TEACHER AND THE STUDENTS INFLUENCE THE PEDAGOGICAL ETHICS?
In the modern world, pedagogy is more interactive, it is focused on the comprehensive education of the student’s personality. The development of moral aspects in the educational process is also integrative in nature, since not only the teacher, but also the students themselves have an influence on the educational process. Each participant in the pedagogical interaction contributes to the educational process.
4. WHAT ARE THE FEATURES OF THE THREE MORAL LANGUAGES REFERRED TO IN THE ARTICLE?
Morality, as noted in the article, speaks different languages. The basis of the vision of morality is personal experience, then the understanding of morality depends on the nature of the relationship in the team and the character of the individual. Finally, morality is reflected in principles. Accounting for these properties of morality in the context of the educational process can lead to an increase in the effectiveness of the educational process.