Standardy etyczne i profesjonalne w pracy pedagoga-diagnosty w kontekście obszarów diagnozy pedagogicznej

Abstract

The author presents basic standards determining the course of diagnostic process in pedagogy and exemplifying the ethical attitude of a pedagogue which result from decision-making character of pedagogic assessment. The author divides the standards into basic i.e. related to axiological ethics (ethicalprofessional standards determined by respect and acknowledgement of basic values which the author catalogues) and derivative i.e. related to prescriptive ethics (practical rules of pedagogue’s ethical conduct determining the quality of the diagnostic process and the quality of its results). Ethical and praxeological rules resulting from axiological ethics are organised by the author by distinguishing their three categories: general rules of cognition (general rules in the process of educative reality cognition; rules of practical decision-making assessment); ethical rules of the assessment (rules determining personal-formal competences; rules determining indispensable interpersonal and relational competences) and the rules of methodology of action (rules determining pragmatics and methodology of intervention effects; rules determining effectiveness of modification process).