Transformation of traditional pedagogical ethics in modern China

Abstract

This article is devoted to a systematic study of the substantive transformation and innovative development of traditional professional ethics for teachers in contemporary China. The study begins with an analysis of the historical foundations of teacher ethics, deeply rooted in the Confucian educational tradition, and then focuses on three key areas of its modernization: the transition from a primary emphasis on the teacher's moral example to a combination of professional competence and moral qualities; from a strict authoritarian status of the teacher to the development of democratic and equal interactions with students; and from vague moral requirements based on individual self-education to a systemically constructed and institutionalized normative model. The article analyzes in detail the set of political and legal documents that support the institutionalization of professional pedagogical ethics, and reveals the gradual theoretical enrichment of its content in the new era – from the concepts of the "four criteria of a good teacher" and the "four requirements for guide teachers" to the "four combinations aimed at strengthening pedagogical ethics in the new era" and, finally, to the formation of the ideal of the "exemplary spirit of outstanding teachers". In conclusion, it is emphasized that the development of pedagogical ethics, rooted in tradition and deepened by dialogue with modern educational practices, not only creates a solid moral and normative foundation for the task of nurturing educated and highly moral citizens but also contributes to the implementation of the strategy of building a strong educational power in China.