THE GENESIS OF PEDAGOGICAL CULTURE’S PROBLEMS IN A HISTORICAL PERSPECTIVE AND FORECASTING TRENDS IN ITS DEVELOPMENT

Abstract

The article presents a comprehensive historical and philosophical analysis of pedagogical culture’s problems as a socially and professionally determined phenomenon. Pedagogical culture is interpreted as an integrative formation that combines professional competencies, pedagogical mastery, ethical norms, value orientations, worldview attitudes, and the level of a teacher’s inner personal maturity. It is shown that the process of forming pedagogical culture in different historical periods was determined by the nature of prevailing social relations, dominant educational paradigms, ideological guidelines, and models of pedagogical interaction, which influenced the degree of teachers’ professional autonomy, the content of their responsibility and the overall level of professional culture. The article analyzes the specific features of the development of pedagogical culture at the pre-institutional, institutional, totalitarian, post-Soviet stages and identifies internal contradictions that led to the deformation of the value-based and ethical foundations of pedagogical activity. It is substantiated that the contemporary problematic field of pedagogical culture is largely a consequence of historical legacy, which becomes particularly actualized under conditions of extraordinary challenges and non-standard situations of the modern rapidly changing world, educational digitalization, growing social uncertainty, transformation of educational practices and changing societal expectations regarding the role of the teacher in the educational process. Special attention is paid to the problems of contemporary pedagogical culture, characterized by the decline in the social status of the teaching profession, formalization of value and ethical norms, violations of the principles of academic integrity, professional burnout among educators and the risks of technocratization of the educational process in the context of digital modernization of education. The necessity of rethinking pedagogical culture as a holistic professional and ethical phenomenon capable of preserving the humanistic mission of education, strengthening the value dimension of pedagogical activity and increasing teachers’ social responsibility under conditions of contemporary sociocultural and educational transformations is substantiated.