Care in the Educational Process

The article analyzes the role of care in the educational process. The evolution of ideas about care in philosophy from antiquity to modern times is explored. It is noted that care is understood not only as a private matter but is also found in public life. The temporal aspect of care is highlighted: it can be directed both at the present and the future, ensuring the well-being of future generations. The study of care in education includes an analysis of its fundamental components, necessary characteristics, goals, levels, motivation, as well as parameters for assessing the quality of the activity in which care is manifested. In the educational process, care implies purposeful, conscious actions by the teacher, focused on satisfying the needs and interests of students, protecting them from dangers and threats, and assisting them in realizing their potential. Furthermore, care is associated with the teacher’s willingness to accept responsibility for the consequences of these actions. Care fosters a trusting educational environment in which students feel safe, supported, recognized, and respected. This helps them perceive learning as a collaborative process, learn to care for themselves and others, and make independent decisions. It is noted that various types of care are manifested in pedagogical activity, including epistemic care, which characterizes the relationships between participants in the educational process as bearers of knowledge. The limitations that prevent a teacher from creating a caring-based interaction are considered. The importance of teacher self-care is emphasized, which requires some effort but is necessary for their well-being, personal preservation, achievement of educational goals, and prevention of the negative consequences of care.