THE ESSENCE AND CONTENT OF SOCIAL RESPONSIBILITY AS A PROFESSIONAL AND PERSONAL QUALITY OF A TEACHER

Abstract

The article reveals the content and categorical meaning of social responsibility as a professional and personal quality of a teacher. The relevance and interdisciplinary significance of social responsibility currently require consideration of this phenomenon from different facets, including from methodological points of view. This makes it possible to study the problem of the influence of social responsibility on the formation of the professional position of the teacher, his personal subjectivity, on the preservation of value orientations in the changing conditions of the surrounding reality, the growth of requirements for successful adaptation and compliance with modern professional competencies.

In the article, in order to reveal the content and categorical meaning of social responsibility, the authors rely on interdisciplinary research methods. Guided by this research method, the authors carried out a comparative analysis of the content of this category within the framework of social pedagogy and other scientific disciplines. In particular, this concerns definitions in the fields of philosophy, social philosophy, jurisprudence, economics, psychology, and deontology. It is known that ancient philosophers began to consider the concept of "responsibility" as a life position associated with the concept of freedom. And today the issue of responsibility covers all spheres of human’s life. The differences and the relationship between the concepts of "responsibility" and "social responsibility" were also considered. At the same time, a review of the works of scientists who have studied the problem of social responsibility allows us to identify a number of scientists’ concepts that can be the basis for further research.

However, the authors emphasize that the problem of social responsibility as a professional and personal quality of a teacher in the field of pedagogy has not been sufficiently studied. 

As a result of the theoretical analysis, a theoretical basis is provided that allows us to continue studying the formation of social responsibility as a professional and personal quality of a teacher and to determine its structural criteria and levels of formation.