Home – Home – Jornals – "Philosophy of Education" 2023 number 2

¹I. S. Turgenev Orel State University, Orel, Russia
²National Research University Higher School of Economics, Moscow, Russia
³Financial University under the Government of the Russian Federation, Moscow, Russia

Introduction. The intensification of post-industrial social development in the technical sphere of production significantly affects the well-being/disadvantage of people and the environment. The problem of developing deontological foundations for the formation of readiness of graduates of the higher education institution of the engineering profile for moral responsibility for the safety and reliability of the result of professional activity is actualized. Methodology. Epistemological analysis involves the identification of the “object-knowledgeˮ relationship. As an object, moral duty is considered as an integral part of the professional duty of an engineering and technical employee; and as knowledge, an appeal to the provisions of deontology, which represents the ethics of duty in modern philosophy. This approach involves the differentiation of socio-philosophical positions of duty and the search for information and semantic forms of objectification of the moral duty of an engineering and technical worker. Discussion. The function of deontological elements in the structure of the educational process is realized by the competencies of a university graduate of a moral and ethical nature, administratively approved as educational goals. The presentation of educational goals in the aspect of deontology, reflecting the readiness of a graduate of an engineering higher education institution to bear professional responsibility, is achieved by taking its provisions in the field of ethical theory for granted, through appropriate imperatives in a specific form of manifestation of social necessity. The use of the provisions of deontology as a theoretical basis for the development of the structural composition and content of moral and ethical educational goals supports the accuracy of the orientation of pedagogical influence on the formation of the readiness of an engineering graduate to bear professional responsibility. The categorical status of duty described in deontology connects it with the regulatory principles of morality, reflecting the unconditional fulfillment of the requirements of moral duty in the course of professional activity of the engineering profile. Its boundaries are determined by the specific imperative of moral duty. Conclusion. Based on the concept of modern epistemology, emphasizing the social prerequisites for the functioning of knowledge, the involvement of the analytical and philosophical foundation of deontology provides a scientifically based objectification of the structural composition of the moral and ethical educational goals of the engineering profile.