Відповідальність у системі категорій педагогіки вищої школи

Abstract

The authors consider the essence and contents of the phenomenon of responsibility in its pedagogical context. They prove the role of responsibility to be of a great importance in the solution of pedagogical problems. Dialectical unity is shown as the goal of education and precondition for the successful teaching, education and personality development of a student. The article analyzes the structure of responsibility of both student and teacher and proposes ways and methods of its formation and development. The authors make the following conclusions: first, the complex dynamic character requires nowadays substantial increase of the responsibility of practically every participant of social production in its broadest sense. Responsibility is regarded as a social phenomenon. Following its requirements ensures successful functioning and development of a society as well as individual and social existence of a human. Secondly, the formation of responsibility and instilling the felling of its necessity into students substantially happens in the system of education and becomes the result of purposeful systematic pedagogical impact on them. Its implementation requires the knowledge of the whole system of studentʼs responsibility: responsibility before oneself, before oneʼs family, society and nature. Ensuring the responsibility is achieved primarily through formation of professional competence, education and personal development. Third, proper instilling the sense of responsibility into student, in its turn, requires a high level of responsibility of the teacher. Thus, the vital importance and multifunctionality of the notion of responsibility require its absolute inclusion into the system of pedagogical categories of higher school.