In the present essay the author points at constitution of pedagogic ethics as an inter-discipHnary branch on the background of historical connections. He picks out the part of important thinkers, philosophers and pedagogues of the past in gradual profiling of this interdiscipline (Quintilianus, Comenius, Locke, Rousseau, Pestalozzi, D iesterweg, Uschinskiy, Makarenko, Suchomlinskiy, etc.). He suggests basic problems caused by contem porary needs of the society in the sphere of the upbringing of children, youth and adults as well, accenting the personality of the pedagogue in the largest variety of both his personal and professional realization. He characterizes concisly the basic categories of pedagogic ethics: dutiful approach to the teachers’ profession, ped agogig justice, honour of place and personal dignity, pedagogic conscience, pedagogic authority. He also draws the subject of other categories — moral con sciousness and moral relations, concreted in an analytic way and applied to the con ditions of the pedagogic process.
It shows that under the conditions of Czechoslovak pedagogy pedagogic ethics is only forming its position, while in other countries, mainly in the U.S.S.R., it has created a solid basis sooner. Pedagogic ethics as an applied inter-disciplinary branch has then great possibilities of development even under our conditions. No doubt important scientific potential (with practical methodical asset) for solution of topical problems brought about by everyday life — not only in the range of action school — education — can be looked for and found in it.
The essay can be regarded as a suggestive contribution to the discussion of solution of the problem s of methodology» subject, targets of pedagogic ethics, the „young“ in fact border discipline.