The Influence of the Philosophy of Ethics on the Content and Practice of Civic Education in General Secondary Education Institutions

Abstract

The aim of the article is to determine the place and role of the philosophy of ethics in the school course of civic education in general secondary education institutions, as well as to elucidate its significance for the development of students’ value orientations, moral consciousness, and civic competences. The study employs a set of general scientific and theoretical methods, including analysis and synthesis for the generalisation of scholarly approaches to the problem, a comparative method to identify interrelations between philosophical and educational components of civic education, and an interpretative method for conceptualising the meaning of ethical categories within the educational process.

The results demonstrate that the school course of civic education possesses a distinctly philosophical character, as it is aimed at forming a holistic worldview among students, which involves not only the acquisition of knowledge but also its interpretation in the context of fundamental questions of human existence. The integrated content of civic education is grounded in a philosophical approach that ensures its conceptual coherence. It has been established that the philosophy of ethics serves as a key factor in shaping students’ value orientations, particularly responsibility, civic participation, and an awareness of the interrelation between law, morality, and social justice. It is shown that the ethical component contributes to the development of ethical reflection, moral decision-making, and responsible social behaviour.

The conclusions of the article indicate that the philosophy of ethics contributes to the formation of a morally mature, socially responsible, and active individual capable of conscious participation in a democratic society. The ethical component functions not only as a theoretical foundation but also as a practical instrument for educating the modern citizen, as it fosters informed decision-making and the regulation of behaviour in real-life situations.