Fundamentals of Research Ethics and the Traditional Pedagogical Thinking Model as a guide

Abstract

There are key determinant criteria of research ethics that emphasize significance of transparency, accuracy of material references and individualism in the scientific text and naturally, these are clearly understandable principles that should be shared, though, there are the measures of these ethical norms especially – individualism that prevent turning of the research text into the waste paper and that, in our opinion, is principally dominating, among the prerequisites composing research ethical norms. Hence, in consideration of this issue, the sphere of our interest is, if not establishing, at least getting closer to the view of how the ethic’s basis, individual, author’s voice emerges with the pedagogical traditional and modern methods. Whether this process is related to the methodology. And to clarify this issue, we need to regard the basic principles of the western and, naturally Georgian thought history, where there is offered the position that “nothing imperfect should be taught”. The contents of this statement is conditioned by dialectics, grounded judgment and scientific justification necessity. And the latter excludes acceptance of the expressed sophistic hypotheses without justification and their recognition as legitimate ones, as the brain gets used to acceptance of the wrong prerequisites as reasonable ones, resulting in distortion of reality, thus worsening the learning process, as well as the state and the world seen in greater time and scopes, where no room is left for the delight of cognition. The basis for vivid knowledge and creation of the actual work is harmed.

In the mentioned thinking tradition, the highest point is given to the mind, i.e. logical judgment, further – discovery of the objective reality. And here the bridge between cognition and delight emerges and this can be caused by the mentioned thinking mode, as in this tradition, the mind is clear and uncompromised. Only this can cause activation of the structures of dignity in the individual and sense of delight. Georgian traditional model of education theories, accepted by Ilia and Gogebashvili follows this scheme and thismust be inevitably revived and finally comprise the component of ethical nature of research.