СТАНОВЛЕННЯ ТА РОЗВИТОК ІДЕЇ ФОРМУВАННЯ МОРАЛЬНО-ЕТИЧНОЇ КУЛЬТУРИ ВЧИТЕЛЯ У ВІТЧИЗНЯНІЙ ПЕДАГОГІЧНІЙ ДУМЦІ
DOI : https://doi.org/10.51706/2707-3076-2025-12-18
Abstract
The article analyses the issues of formation and development of the idea of moral and ethical culture of the teacher in the national pedagogical thought from ancient times to the nineteenth century. In the period of the tribal system, with the emergence of the first private educational institutions, the issue of the formation of the teacher's moral and ethical culture, which was identified with the presence of high moral qualities in the teacher-educator, began to be raised. It is found that the basis for the education of moral and ethical culture of that period was based on certain principles and means.
The author establishes that in the twelfth century the State concept of education was proposed, which was based on the principles of Christian morality (love for one's neighbour, brotherhood between rich and poor, the need for obedience to those in power). In the works ‘Tale of Bygone Years’ and ‘Teachings of Volodymyr Monomakh to Children’, the author defines the criteria of education of both teachers and students: mastering the rules and norms of behaviour; patriotic and physical education.
It is established that in the eleventh and twelfth centuries, the tasks facing the teacher in general and the requirements for his or her moral and ethical qualities in particular changed. At this stage of society's development, the teacher was required to provide strict, ascetic education of the younger generation, aimed at developing patience in children and the ability to refuse the joys of life.
It has been found that in the XVI-XVIIІ centuries, the formation of the teacher's moral and ethical culture took place at the Lviv Brotherhood School, Kyiv-Mohyla Academy, Ostroh School-Academy and the Kyiv Collegium. It was during this period that these issues became national in nature.
It has been established that a significant contribution to the further development of the idea of moral and ethical culture of the teacher was made by well-known educators of this period - H. Skovoroda, F. Prokopovych, M. Kozachynskyi, H. Konyskyi, L. Zyzanii, P. Mohyla and others. For example, H. Skovoroda urged teachers to engage in self-education, love their work and children, be critical of their actions, have a perfect voice, and be an example for students and other people.
Feofan Prokopovych offered a special ethics course for teachers and students. The main goal of this course was to teach teachers to behave well and do good deeds. M. Kozachynsky defined a list of virtues that a cultural teacher should possess: prudence, justice, moderation, courage, and defending one's own opinion. G. Konyszynski identified the peculiarities of the teacher's behaviour and moral qualities. These qualities included a sense of responsibility for one's actions, freedom of choice, moral behaviour, and the ability to perform moral acts.
It has been established that since the mid-nineteenth century the issue of forming a teacher's moral and ethical culture has been considered in teacher seminaries and teacher training institutes.
Keywords: moral and ethical qualities, values, culture, teacher, genesis, formation.
