On some axiological dilemmas of the educational process in the professional work of teachers

Abstract

The process of upbringing, as one of many processes, in which a human being participates, is the subject of consideration by representatives of scientific disciplines such as philosophy, psychology, sociology and pedagogy. The process occupies a special place in scientific explorations in the sub-discipline of pedagogy, which is referred to as the theory of upbringing. It takes up a number of important issues related to it, including its understanding, content-scope approaches, properties, levels, and structure, including the place and
role of values in this process, among which moral values are most often mentioned. Hence, the axiological character of the process of upbringing is often indicated. Meanwhile, the pluralism that can be seen within the world of values results in the fact that we have to deal with axiological dilemmas, in which this process is entangled, thus the teacher, who is one of its main organisers and implementers, faces a difficult choice of such and not other values that manifest themselves in his professional work. The purpose of this article is an attempt to indicate some of these dilemmas, based on the analysis of the literature on the subject, which may be a contribution to further considerations focused on the axiological approach to the process of upbringing in the professional activity of teachers, thus enriching the previous reflections on the rudimentary issues related to the upbringing of a human being, which cannot be deprived of its reference to the world of values.