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Professional ethics Volkova Larisa Alexandrovna, teacher of technology, secondary school No. 21 of the city of Magnitogorsk
Professional ethics is a set of rules of conduct for a certain social group, providing the moral nature of the relationship, due to or associated with professional activities.
The basic norms and principles of professional ethics should be carried out professionally, strictly in accordance with the assigned authority; in work one should not be guided by one's personal likes and dislikes, one should always observe objectivity; when working with personal data of customers or other persons, companies, the strictest confidentiality should always be observed; in their work, one should not allow the emergence of off-duty relationships with clients or colleagues, managers or subordinates; observe the principle of collegiality and do not discuss your colleagues or subordinates in the presence of clients, partners or other persons; it is impossible to prevent the disruption of an already accepted order by refusing it in favor of another (more profitable) order; discrimination of clients, partners, colleagues or subordinates on the basis of gender, race, age or any other grounds is unacceptable.
The main types of professional ethics Medical ethics - focused on human health, its preservation and improvement. Pedagogical ethics - considers the teacher as a bearer of deep and comprehensive knowledge, a demanding and generous person. Ethics of a scientist - presupposes social responsibility, civil courage, conscientiousness. Creative ethics - expects from people of creative professions - actors, artists, writers - the preaching of higher values. Engineering ethics - implies responsibility for inventions - their safety, copyright observance, non-disclosure of classified information. Judicial ethics is based on the principles of humanism, loyalty to the spirit and letter of the law. Business ethics or entrepreneurial ethics - requires a businessman to realize the usefulness of labor, respect for laws, state power, social order, property, another person.
Journalist A journalist disseminates and comments only on the information of which he is convinced and whose source is well known to him. He makes every effort to avoid harming anyone by its incompleteness or inaccuracy, intentional false information. When fulfilling their professional duties the journalist does not resort to illegal and unworthy methods of obtaining information. After making sure that he published a false or distorted material, the journalist is obliged to correct his mistake using the same printing and (or) audiovisual means that were used when publishing the material. If necessary, he must apologize through his press organ. The journalist respects the honor and dignity of the people who become the objects of his professional attention.
Lawyer A lawyer must treat a client with respect. In the provision of services, a lawyer must be primarily guided by the interests of the client, while not compromising his other professional duties in relation to applicable law, justice or the proper provision of services. The lawyer must make every reasonable effort to ensure that the client's dispute is resolved through out-of-court settlement, while not allowing the statute of limitations to expire and without depriving the client of the opportunity to go to court. The lawyer should not provoke the commencement of litigation if it is possible to resolve the dispute in other ways and if this is in the interests of the client.
Doctor The doctor is obliged to conscientiously carry out the whole complex of medical and diagnostic measures, regardless of gender, age, race and nationality of the patient, his social status and financial situation, religion, political views of sick people with different reputations in society. The doctor is obliged to provide high-quality, effective and safe medical care. He must take into account the advantages, disadvantages and consequences of various diagnostic and therapeutic methods. In the absence of a medical institution necessary conditions and resources, the physician must refer the patient to the appropriate medical institution. The doctor is obliged to protect the honor and noble traditions of the medical community. Doctors should treat each other with respect and benevolence, be ready to disinterestedly share their experience and knowledge. A doctor of any specialty, who happened to be next to the patient outside medical institution or an injured person who is in serious condition, must provide him with assistance or be sure that he receives it.
Zakirova Tatyana Ivanovna
Associate Professor of the Department of Psychology and Pedagogy Candidate of Pedagogical Sciences
Study questions
Ethics in the system of public consciousness.
Morality, its functions, structure.
place of morality in professional activity lawyer
Professional ethics and its main categories
Ethics (Greek ethika, from ethos - custom, moral character) is a philosophical science, the object of study of which is morality.
Aristotle introduced the concept of ethics into scientific circulation, outlined the range of problems that ethics should solve
Aristotle (384-322 BC)
How should one act in certain situations?
What is the measure and evaluation of fairness?
What is duty and why should it be done?
What is the sense of life?
The concept of morality
Morality (Latin moralis - relating to morals ) is one of the main waysregulationhuman actions in society; one offorms of social consciousness and view public relations
Morality covers moral views and feelings, life orientations and principles, goals and motives for actions and relationships, drawing a line between good and evil, conscientiousness and dishonesty, honor and dishonor, justice and injustice, norm and abnormality, mercy and cruelty, etc.
Moral (moral) values
these are ethical ideals, the highest principles human life. Honesty, fidelity, respect for elders, diligence, patriotism are revered as moral values among all peoples. Any moral value presupposes the existence of appropriate regulations of behavior.
Moral (moral) regulations
These are rules of conduct oriented towards moral values. Each individual consciously or unconsciously chooses in the space of culture those of them that are most suitable for him. But in every stable culture there is a system of universally recognized moral regulations that are obligatory for everyone; these are the norms of morality.
Theories on the origin of morality
Socio-historical concept of morality
the source of the origin of morality is in a person's ability to live together and readiness for empathy, sympathy, shame.
evolutionary genetic theory (Confucius,
Ch. Darwin, K. Lorenz) the origin of morality is based on the understanding of morality as an instinct inherited from animal ancestors. Instincts, like the struggle for survival, maternal, herd, have turned into moral qualities (selfishness, aggressiveness, love, collectivism)
Religious-theological concept of origin
morality connects its emergence with the name of the Creator of all things, i.e. God. People received the quintessence of morality from the messengers of God - the prophets, i.e. Buddha, Moses, Christ and Mohammed. The Bible and the Quran contain the main recommendations and prohibitions that must be strictly observed.
Essence of morality
an institution curbing the "animal instincts" of a person;
satisfaction of the individual with his behavior;
the shortest way to finding happiness;
a tool for maintaining order in society;
a means of understanding and uniting people
conditionality that fetters personal initiative and will
Functions of morality
Regulatory function of morality manifests itself in the form of prohibitions and patterns, i.e. two sides of proper behavior, which defines the boundary between what is permitted and what is not permitted, what is permissible and what is not permissible.
Value Orienting Function gives the individual knowledge of objects in themselves, but orients him in the world of others cultural property, predetermines the preference for those that meet his needs and interests.
cognitive function reflects social life, moral consciousness, shows their moral value, and forms beliefs, feelings, habits, needs, character.
The educational function of morality is not reduced to a template and formal assimilation of norms, principles of morality, it implies a deeper and more complete mastery of them.
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QUESTIONS: 1. The concept of ethics 2. The principles of the professional activities of lawyers 3. The duties of a lawyer 4. The relationship of a lawyer with clients 5. The relationship of a lawyer with the court, other participants in the process 6. The relationship of a lawyer with governing bodies, the Commission on Ethics of the Bar in the Kyrgyz Republic
Ethics (Greek ethiká, from ethikós relating to morality, expressing moral convictions, ethos habit, custom, disposition) is a philosophical science, the only object of study of which is morality, morality as a form of social consciousness, as one of the most important aspects of human life, a specific phenomenon of social historical life. 1. The concept of ethics
The professional ethics of a lawyer The professional ethics of a lawyer include the ethical requirements of the lawyer community regarding the lawyer as a person and a worthy representative of the bar, his respect for the law and the court, the lawyer’s relationship with clients, colleagues, as well as law enforcement and other authorities and other participants in the proceedings.
The Code of Professional Ethics of a Lawyer establishes the rules of conduct binding on every lawyer in the exercise of advocacy, based on the moral criteria and traditions of the legal profession, as well as on international standards and rules of the legal profession and provided by law of the Kyrgyz Republic "On the Advocacy of the Kyrgyz Republic and advocacy."
1.A lawyer, as a representative of the client, official person legal system should take special responsibility for the quality legal assistance. 2. The lawyer must inform the client about his rights and obligations under the law and how they are implemented in practice. 3. The lawyer must actively defend the position of the client in accordance with the rules of adversarial process. 4. A lawyer must strive to achieve a favorable result for the client, as well as to reconcile the opposing interests of clients, to give an assessment of the client's case. 3. Duties of a lawyer
5. The lawyer, performing his functions, must maintain regular contact with the client and discuss with him all issues relating to his interests in the case, keep the lawyer's secret. 6. The behavior of a lawyer in the provision of legal assistance must comply with the requirements of the law, morality and ethics. 7. A lawyer must strive to improve the administration of justice and the quality of legal assistance, constantly improve the level of his professional knowledge. 8. Each lawyer must comply with the Code of Professional Ethics for Lawyers and promote the observance of the norms of the Code by other lawyers. 9. A lawyer cannot be on public service. He has the right to engage in teaching, scientific or other creative activities.
A lawyer is not entitled to: 1) accept an order from a person who has applied to him for legal assistance, if it is obviously illegal; 2) to accept an order from a person who applied to him for legal assistance. 3) take a position in the case against the will of the principal or client, except in cases where the lawyer is convinced that there is a self-incrimination of the principal or client; 4) disclose information communicated to him by the principal or client in connection with the provision of legal assistance to the latter, without the consent of the principal or client; 5) refuse to take on the protection
Participating in the trial, the lawyer is obliged to strictly observe the norms established by the procedural laws and obey the orders of the presiding judge. Wherein mandatory requirements to a lawyer are observance of procedural norms, respect for the court and participants in the process. 5. Relationship of a lawyer with the court, other participants in the process
When meeting with a client who is in their places of detention, a lawyer is obliged to comply with the rules of places of detention, the rules governing the procedure and conditions for communicating with persons in custody. He does not have the right to transfer notes, things, products, prohibited items to anyone in places of detention, bypassing the established rules, as well as to accept from anyone, including for transferring to other persons, any written messages or other things, objects.
The lawyer is obliged to obey the decisions of the Congress, General Assembly lawyers, Council of Advocates. If he disagrees with their decisions, he has the right to appeal in the prescribed manner. The lawyer is obliged to obey the decisions of the Congress, the General Meeting of Advocates, the Council of Advocates. If he disagrees with their decisions, he has the right to appeal in the prescribed manner.
Professional ethics are generally called codes of conduct that ensure the moral nature of those relationships between people that arise from their professional activities. A feature of professional ethics is its close connection with the activities of members of a particular group and its inseparable unity with the general theory of morality.
The content of the concept of ETHICS is a philosophical doctrine (the object of which is morality), which explains and describes the origin and nature of morality, the structure and social functions this phenomenon. It is a science focused on the daily needs of human life.
The content of the concept of ETHICS is the norms of behavior, the morality of a person of any class, social or professional group (Dictionary of the Russian language. - M .: Russian language, 1988). Ethics is “a code of conduct that ensures the moral nature of relationships between people, which follows from their professional ethics. Thus, ethics studies the moral problems of human life, defines good and evil, considers various models of interpersonal relations and human behavior in society.
The content of the concept MORAL (from the Latin "moralis" - moral) is a system of ethical values that are recognized by a person. Morality is the most important way of normative regulation of social relations, communication and behavior of people in various spheres of public life (family, life, science, politics, work, etc.). Moral norms get their ideological expression in general ideas, commandments, principles about how one should behave. Morality always presupposes the presence of a certain MORAL IDEAL, a role model, the content and meaning of which change in historical time and social space, that is, in different historical epochs among different peoples. However, in morality, the due does not always coincide with the real, with the really existing moral reality, the actual norms of people's behavior.
The content of the concept The specificity of moral norms is as follows: its prescriptions are universal, universal in nature and applicable in a variety of life situations, moral norms are based on authority public opinion and moral beliefs of the individual.
The content of the concept of MORALITY is a mastered, internally accepted public morality that regulates the individual behavior of a person, based on worldview convictions and a sense of conscience. MORAL CULTURE is the unity of the external and internal culture of the individual, one of the constituent elements of which is ETIQUETTE. The categories of morality and morality, of course, have an impact (and sometimes significant) on the nature of SPEECH COMMUNICATION.
The content of the concept Most philosophers today do not support the idea of the existence of any one, the only true theory of morality. It is not enough to understand morality as a form of social consciousness or a special mechanism for regulating people's behavior, that it is a special spiritual and practical attitude of a person to the world. At the same time, a variety of conceptions of morality, when referring to the interpretation of the values of life, operate general terms good and evil, duty and conscience, justice, happiness, etc.
The content of the concept PROFESSIONAL ORIENTATION (morality) is the concretization of the universal principles of morality in relation to the conditions of the activity of a given profession. We can talk about the specific morality of a doctor, lawyer, teacher, etc. Specific manifestations of professional morality are studied and analyzed by professional ethics. Professional morality and professional ethics help to concretize and realize moral values in sometimes difficult and unusual conditions.
The content of the concept of ETIQUETTE (from the French. etiquette - label, label) - established order behavior anywhere. This is a set of rules of conduct relating to the external manifestation of attitudes towards people (treatment with others, forms of address and greetings, behavior in in public places, manners and dress). The etiquette matches general requirements politeness SPEECH ETIQUETTE is the order of speech behavior established in a given society.
History of the issue Rules of people's behavior have changed taking into account the conditions of society, a specific social environment. Elements of etiquette norms of behavior appeared at the early stages of the development of human society (for example, certain rules of behavior for an ordinary member of society in relation to the leader of a tribe). But most researchers believe that etiquette arose during the birth of absolute monarchies. Etiquette has always performed and performs certain functions: division by rank, class, nobility of the family, titles, property status. The rules of etiquette were and are observed especially strictly in the countries of the Far and Middle East.
Background Philosophers ancient society some judgments on ethical issues were expressed in their works. The "father" of ancient ethics is Socrates. "Only moral person can be happy” (absolutizes morality, considering it the basis of a worthy life and culture, distinguishes between happiness and pleasure, poses the problem of free will, defines the main virtues, emphasizes the importance of the moral self-improvement of the individual). Plato is the first attempt to systematize ethical ideas, carried out on an objective-idealistic basis. Within the framework of pedagogical ethics, he professed the idea of the need to subordinate children to the will of the educator and constantly monitor them, highly appreciate obedience and use methods of punishment in case of disobedience. ;
Background Democritus spoke of the need to harmonize education with the nature of the child, of using children's curiosity as the basis of learning, of preferring means of persuasion over means of coercion; A systematic exposition of ethics as theoretical science first implemented by Aristotle. The science that studies ethical virtues and investigates what character and what course of action of a person is best was called ethics by Aristotle (4th century BC). He owns the first special ethical work, Nicomachean Ethics. He first built a deep theory of morality. Ethics is a special practical science of morality (virtue), the purpose of which is to teach a person how to become virtuous (and happy). Ethics should help a person realize the main goals of his life and solve the question of the possibility of educating virtuous citizens in the state.
Background Aristotle considered education a matter of national importance Highlighting the ethical aspect of the problem of the relationship between the individual and society, Aristotle seeks to find ways of their harmonious interaction in a reasonable ratio of selfish needs, orientation of the individual to the public good, on the one hand, and in promoting the state to the prosperity of its citizens, on the other . Social harmony should not suppress personal interests. The morality of a person, based on reason and will, brings his goals, desires, needs in line with the interests of the state. The main categories of ethical consciousness are good and evil. These are key concepts for moral consciousness that characterize positive and negative moral values.
History of the issue, but only Quintilian first raised questions of pedagogy at the professional and ethical level - his recommendations were a generalization of pedagogical experience, warned the teacher against the use of coercion, appealed to common sense and interest of the child in the learning process and its results.
Background In the Middle Ages, society was not interested in issues of pedagogical ethics due to the dominance of religion in education. In the Renaissance, these issues received their new development - in the works of M. Montaigne (pay attention to the personal qualities of the mentor, take into account the spiritual inclinations of the child, do not require unquestioning acceptance of the ideas of the teacher by the student), J. A. Komensky (emphasis on the benevolent attitude of the teacher to the students , criticism of the formally ostentatious performance of teaching duties), J. Locke (he paid attention to the moral relations between the educator and the pupil, opposed coercion and punishment, considered the example of the teacher's own behavior to be significant).
Background Representatives of the French Enlightenment interpreted the tasks of moral education, formulated requirements for the moral character of the teacher and put forward their own ethical concepts, considering enlightenment, science and reason to be the driving force of progress. As J.J. Rousseau believed, a teacher should be devoid of human vices and morally stand above society. I.G. Pestalozzi believed that a true teacher should be able to detect and develop positive personal qualities in any child, promoted the ideas of labor and moral education. German educators, such as FW Adolf Diesterweg, more deeply specified the requirements for a teacher and criticized education isolated from society. In particular, Diesterweg formulated clear requirements for the teacher (perfect knowledge of the subject, love for the profession and children, cheerfulness, optimism, self-improvement, etc.)
Background The word "etiquette" entered the Russian language in the 18th century under Peter I, when broad cultural and political ties between Russia and other states were established. At this time, special etiquette guides for young people were created, they indicated in detail how to behave in society. In 1717, a translated book “Youth’s Honest Mirror, or Indication for Worldly Behavior, Collected from different authors". It gave advice to young nobles on how, observing etiquette, to succeed at court and in the world. The foundations of modern office etiquette were actually laid by the "General Regulations" of Peter I, where the most proven foreign etiquette norms were borrowed.
Background Qualitatively new stage in the development of ethics and issues of pedagogical morality, he is associated with the Russian revolutionary democrats, who enriched and deepened the ethical ideas of the Enlightenment figures. In particular, Dobrolyubov paid great attention to the issues of pedagogical morality - he proves that education should be based not on the authority of suppression, but on high education and the comprehensive development of the teacher, his firm and infallible convictions, respect for the rights of children. AT Soviet time Sukhomlinsky was engaged in the development of problems of professional ethics. He repeatedly emphasized that the doctrine is, first of all, living human relations between teacher and children.
The rules of etiquette, dressed in specific forms of behavior, indicate the unity of its two sides: moral and ethical and aesthetic. The first side is an expression of a moral norm: precautionary care, respect, protection, etc. The second side - aesthetic - testifies to the beauty, elegance of forms of behavior.
Ability to comply ethical standards has always been highly valued in society. Knowledge of the norms of etiquette, the ability to follow them in behavior and in speech indicate good manners. AT speech communication this refers to the possession of an etiquette culture, the ability to control one's feelings, emotions, and control one's will. The observance of etiquette norms includes the manifestation of such qualities as politeness, attentiveness, tact, goodwill, and restraint. These qualities are expressed through specific speech actions.
Ethics originates in society as a result of awareness of the role and essence of moral relations and, in a developed state, is a science of morality that contains two components: - theoretical research (theoretical ethics) - normative developments (normative ethics).
Theoretical ethics explores: - the origin and essence of morality, its role and place in society, functions, mechanism of action; - its main components (primarily moral consciousness and moral behavior); - the nature of the connection between them, the structure of moral relations and their significance for the system of social relations as a whole; - the content of the value bases of morality (good, good, evil, the meaning of life, happiness); - develops a scale of morality (ideal - virtue - vice) and defines its criteria; -explores the real level of morality of society (morality) and the factors influencing it (in contact with psychology and sociology)
Normative ethics explores: -spontaneously emerging representations of moral consciousness, which reflect the motives included in the moral attitude of a person; - clarifies, systematizes, concretizes them, transforming them into certain recommendations; - develops ways to improve the moral practice of society; - Deals with the question of how a person should act.
In the seventeenth century Rene Descartes noted that "ethics presupposes complete knowledge of other sciences and is the last degree to higher wisdom." The idea of ethics as a doctrine of morality, ways to achieve common good and personal happiness developed in the nineteenth century. Later, Hegel laid the foundation for the historical understanding of morality. He introduced ethical theory real problems family, state and civil life, filled it with rich social content. Cicero noted: "My good conscience more important to me than all the gossip." Man is naturally characterized by manifestations of egoism and altruism. Ethics aims to explain why altruism is preferable to selfishness
The role of ethics as a science in the present, experienced by modern Russian society period is long: it must analyze the moral state of society, indicate the reasons that caused this state, propose solutions that would help update the moral guidelines of society.
Professional ethics is a set of certain duties and norms of behavior that maintain moral prestige. professional groups in society. The tasks of professional ethics include the identification of moral norms and assessments, judgments and concepts that characterize people in the role of representatives of a particular profession.
Professional ethics develops norms, standards, requirements specific to certain types of activities. Professional ethics should also explain morality and teach morality, instill moral principles and ideas about duty and honor, morally educate employees. Ethics is designed to educate, to help people behave correctly with people, communicate in a production team, etc.
Professional ethics teaches to follow the standards of morality, accepted as the norm of people's behavior in a certain activity. The worker should be guided by these standards. Aiming at this standard, the employee must educate in himself the appropriate personal quality. Professional ethics is designed to regulate human relations in a certain professional field. Each profession has its own specifics adopted in it and the current system of values. Moreover, one and the same act can be considered as moral, non-moral and even immoral, depending on how it expresses the attitude towards the current system of values.
Pedagogical ethics as a scientific discipline PEDAGOGICAL ETHICS is an integral part of ethics, reflecting the specifics of the functioning of morality (morality) in a holistic pedagogical process, the science of various moral aspects of a teacher's activity. The specificity of pedagogical ethics is primarily due to the fact that the teacher is dealing with a very fragile, dynamic "object of influence" - the child. Hence the increased delicacy, tact, responsibility.
Pedagogical Ethics as a Scientific Discipline The subject of pedagogical ethics is the patterns of manifestation of morality in the mind, behavior, attitudes and activities of a teacher. Functions of pedagogical ethics: empirical and descriptive; theoretical and philosophical; normative.
The main tasks of pedagogical ethics: the study of methodological problems, the essence, categories and specifics of pedagogical morality, the development of the moral aspects of pedagogical work as a special type pedagogical activity, identifying the requirements for the moral character of the teacher, studying the essence and characteristics of the individual moral consciousness of the teacher, studying the nature of the teacher's moral relations with students, developing questions of moral education and self-education of the teacher. pedagogical ethics as a scientific discipline
All basic moral concepts are applicable to pedagogical activity, however individual concepts reflect such features of pedagogical views, activities and relationships that distinguish pedagogical ethics as a relatively independent section of ethics. Among these categories are professional pedagogical duty, pedagogical justice, pedagogical honor and pedagogical authority.
Categories of pedagogical ethics Fairness in general characterizes the correspondence between the merits of people and their social recognition, rights and obligations. Pedagogical justice has specific features, representing a kind of measure of the objectivity of the teacher, the level of his moral upbringing (kindness, integrity, humanity), which is manifested in his assessments of the actions of students, their attitude to learning, socially useful activities, etc. Justice is the moral quality of the teacher and the assessment of the measures of his influence on students, corresponding to their real merits to the team. The specificity of pedagogical justice lies in the fact that the assessment of the action and the response to it are in the hands of the teacher and students. different levels moral maturity; that the definition of the measure of objectivity depends on the teacher to a greater extent; in the fact that the interaction of the parties with unequal self-defense is subjected to a common moral assessment; finally, in the fact that the pedagogically necessary, programmed by the teacher, may not be realized by the students.
Categories of pedagogical ethics Professional pedagogical duty is one of the most important categories of pedagogical ethics. This concept concentrates ideas about the totality of requirements and moral precepts imposed by society on the personality of a teacher, on the performance of professional duties: to carry out certain labor functions, mainly intellectual, to build relationships with students, their parents, work colleagues, to be deeply aware of their attitude to the chosen profession, the student and teaching staff and society as a whole. The basis of professional pedagogical duty is the objective and actual needs of society in the education and upbringing of the younger generations. The professional duty of a teacher is programmed with the need for a creative attitude to their work, special demands on oneself, the desire to replenish professional knowledge and improve pedagogical skills, the need for a respectful and demanding attitude towards students and their parents, the ability to resolve complex collisions and conflicts of school life.
Categories of pedagogical ethics Professional honor in pedagogy is a concept that expresses not only the teacher's awareness of his importance, but also public recognition, public respect for his moral merits and qualities. The highly developed awareness of individual honor and personal dignity in the teaching profession stands out distinctly. If a teacher in his behavior and interpersonal relations violates the requirements set by society for the ideal of a teacher, then, accordingly, he demonstrates disregard for professional honor and dignity. The honor of a teacher is a public assessment of his real professional merits, which are manifested in the process of fulfilling his professional duty.
Categories of pedagogical ethics The pedagogical authority of a teacher is his moral status in a team of students and colleagues, it is a kind of discipline by which an authoritative and respected teacher regulates the behavior of students and influences their beliefs. Pedagogical authority depends on the previous moral-ethical and psychological-pedagogical training of the teacher. Its level is determined by the depth of knowledge, erudition, skill, attitude to work, etc.
THE STRUCTURE OF PEDAGOGICAL AUTHORITY IS A CRITERION OF THE EFFICIENCY OF LEADERSHIP 1. Formal - due to a set of powers granted by office. (provides 65% of the leader's influence on subordinates) 2. Psychological a) moral (depends on the moral qualities of the leader) - moral; - communicative. b) functional - the competence of the manager - his business qualities- his attitude to his professional activity
Thank you for attention! Mishatkina T.V. Pedagogical ethics: [Text] textbook. Publishing House "New Knowledge" p. Lavrentieva N.B., Nechaeva A.V. Pedagogical ethics. [Text] Barnaul: publishing house of AltSTU, with
