UDC 37.034 (09) THE FORMATION AND DEVELOPMENT OF THE IDEA OF FORMING THE MORAL AND ETHICAL CULTURE OF THE TEACHER IN THE PEDAGOGICAL THOUGHT OF UKRAINE (XI - XX CENTURIES)
DOI : https://doi.org/10.51706/2707-3076-2025-12-18
Abstract
The article analyses the stages of formation and development of the idea of moral and ethical culture of teachers in the Ukrainian pedagogical thought from the eleventh to the nineteenth century.
It is established that in the eleventh century the state concept of education was proposed, which was based on the principles of Christian morality (love for one's neighbour, brotherhood between the rich and the poor, the need for obedience to those in power).
It has been established that in the XI-XIV centuries, the tasks facing teachers in general and the requirements for their moral and ethical qualities in particular were formulated. At this stage of society's development, teachers were required to provide strict, ascetic education of the younger generation, aimed at developing children's patience and ability to refuse the joys of life.
It is established that in the fifteenth to eighteenth centuries, the formation of the teacher's moral and ethical culture took place at the Lviv Brotherhood School, the Kyiv-Mohyla Academy, the 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,
- Kozachynskyi, O. 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 properly and do good deeds. M. Kozachynskyi defined a list of virtues that a cultural teacher should possess: prudence, justice, moderation, courage, and defending one's own opinion. G. Konyszynski defined 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 nineteenth century, the issue of forming a teacher's moral and ethical culture has been considered in teacher seminaries and pedagogical institutes.
