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Journal of Modern Foreign Psychology
2021. Vol. 10, no. 3, 8–20
doi:10.17759/jmfp.2021100301
ISSN: 2304-4977 (online)

Contemporary realities of communication ethics in the educational space

402

Т.V. Ermolova, A.V. Litvinov, N.V. Savitskaya, O.A. Krukovskaya

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Abstract

The article discusses the current ideas of the foreign scientific school about the specificity of the ethical filling of the educational space in conditions of multiple uncertainty. The destructive factors of modern times, including the pandemic, have created a living environment of increased moral and ethical complexity and new challenges to the education system. Ethical changes in the educational space, both traditionally present and new, lead to a decrease in the quality of education, dehumanizing and dissocializing the student who finds himself in impelled isolation. The working hypothesis of the review is that the spatial separation of participants in the educational process is especially dangerous for the ethical integrity of the educational environment. The problems of ethical deficits of the teacher and the student are deduced: bullying, destructive leadership, academic dishonesty (cheating). The article regards several conditions for creating an ethically normalized learning process that might appear helpful in distance learning of students and regular utilization of social networks.

General Information

Keywords: violation of ethics, educational space, distance learning, social networks, academic dishonesty, destructive leadership, bullying, contextuality

Journal rubric: Educational Psychology and Pedagogical Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2021100301

For citation: Ermolova Т.V., Litvinov A.V., Savitskaya N.V., Krukovskaya O.A. Contemporary realities of communication ethics in the educational space [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2021. Vol. 10, no. 3, pp. 8–20. DOI: 10.17759/jmfp.2021100301. (In Russ., аbstr. in Engl.)

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Information About the Authors

Тatiana V. Ermolova, PhD in Psychology, Head of the Chair of Foreign and Russian Philology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4260-9087, e-mail: yermolova@mail.ru

Alexander V. Litvinov, PhD in Education, professor of the chair of foreign and Russian philology, Moscow State University of Psychology and Education, associate professor at Foreign Languages Department at the Facultyof Economics (RUDN University), Moscow, Russia, ORCID: https://orcid.org/0000-0002-3306-0021, e-mail: alisal01@yandex.ru

Natalia V. Savitskaya, PhD in Education, associate professor of the department of foreign and russian philology, Moscow State University of psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1769-5553, e-mail: n.sawa@yandex.ru

Oksana A. Krukovskaya, PhD in Education, Department of Foreign and Russian Philology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3394-1144, e-mail: okruk@bk.ru

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