Home – Home – Jornals – "Philosophy of Education" 2019 number 2

Introduction. In modern Russian universities, following the example of foreign universities, individual educational learning trajectories are introduced in one form or another to improve the training of graduates. How can this innovation contribute to the solution of such an urgent problem as the formation of high moral and ethical qualities and professional ethics of future specialists, and the education of their respective value orientations? As practice shows, non-compliance with the norms of professional ethics and a low degree of social responsibility is a fairly common problem in the work of young professionals. In this regard, the question arises of the influence of the educational environment on the education of the moral qualities of future specialists. In modern universities, compared with the Soviet period, the spiritual atmosphere itself has changed significantly: a utilitarian, commercial approach to education prevails; bureaucratization and formalization is increasing; value orientations of students in the direction of consumer and hedonistic attitude to life are changing. How, under these conditions, can individualization of education improve the situation with the upbringing of the moral and ethical qualities of future specialists, develop their respective value orientations? The present paper aims to explore this range of issues. Methodology and methods of the research. The leading method for studying this problem is the analysis and synthesis of philosophical-pedagogical approaches to the introduction of individual learning paths and the questions arising in connection with this the preparation of value-oriented specialists in Russian universities. The results of the research. The main problem points associated with the preparation of value-oriented specialists in the implementation of individual educational trajectories are identified: poor development of the ability of students to self-education; organizational complexity; shortcomings in the organization of educational and pedagogical work with students; the negative impact of the social macro environment on the spiritual and moral atmosphere of universities. Conclusion. To improve the situation, we need: integrated work to improve the spiritual and moral atmosphere in Russian universities; revision of ideological and value priorities in the teaching of humanities; wider application of a differentiated approach to learning.