Modern liberal democracy is inseparable from the conviction that the protection of natural human rights requires law not only as a social institution which regulates relationships of society members, but also as an institution that leads to the peaceful development of these relationships. However lately, the growing tensions among the countries reveal the decline of this conviction. The question is whether liberal democratic societies, the members of which are mostly grown under conditions of freedom and peace, are strong enough to face these threats? This newly developing social situation requires a thorough research of a state of legal consciousness. The majority of members of modern society acquire comprehensive education, which, inter alia forms the framework of legal consciousness of the younger generation and thus enables its representatives to base the social interaction on the respect for the dignity of other human being. The purpose of this paper is to reveal the features of the content of the education of legal consciousness in a comprehensive school.
This paper provides the theoretical analysis of forms of solidarity in academia and its relationship to academic integrity. This analysis is inspired by the
Guidelines for an Institutional Code of Ethics in Higher Education
drawn up by the International Association of Universities and the Magna Charta Observatory. These Guidelines refer to the principle of solidarity in the context of international cooperation between higher education institutions. However, the author of this paper believes that this principle might also be used in a broader academic context, in particular, in the field of academic ethics and academic integrity. Therefore, this paper aims at revealing the relevance of solidarity in academia and argues that the principle of solidarity can be considered as one of fundamental principles of academic ethics and should be reflected in the structure and provisions of the codes of academic ethics (conduct). For this purpose the author explores the philosophical and sociological approaches towards solidarity and defines the concept of academic solidarity, discusses the conceptual connection between academic solidarity, ethics and integrity and illustrates the impact of solidarity on the development of academic integrity. This analysis allows the author of the paper to recommend embedding the principle of solidarity in the codes of academic ethics of higher education institutions as well as extending the scope of its application by linking the rights and responsibilities of different groups within the academic community in a way that best expresses their unity, shared responsibility, mutual support in meeting the standards of social ethos.
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