Profesinės etikos kurso probleminiai aspektai policijos pareigūnų rengime

This article discusses the problematic aspects of professional ethics course in the training of police officers. The police represent state authority when communicating with citizens. In their everyday activity police officers constantly communicate with different people and, despite different social positions of these people, the police should be regarded as a reliable, just, and professional institution. Not only the situation but also the degree of policeman’s proficiency determines if communication with a citizen is successful. Hence, the development of the officer's professional ethics competence is an important moment in the training of police officers. The aim of this paper is to discuss the concept of professional development in ethics. To achieve the goal the following research objectives have been raised: 1) to reveal the problematic aspects of valuable education in professional ethics classes and 2) to discuss the assessment of the achievements of the study subject "Professional Ethics". The object of the study is the concept of the course on professional ethics for police officers. Comparative analysis and generalization of scientific literature were employed as theoretical methods of the paper. The first part of the work reveals the problematic aspects of valuable education in professional ethics. It is emphasized that adults generally reject value education as manipulation. Adult education takes place through self-learning. In cases of discrepancy between theory and practice priority is always given to practical experience. It is argued that avoidable value education is a form of indoctrination, in which it is simply required to behave in accordance with established norms, without trusting from the learner's questions and critical evaluation. The second part of the paper discusses the achievements of the study subject "Professional Ethics". It is concluded that the university course of ethics contrary to general education school must be evaluated, and the content of the professional ethics course must form a systematic reflection of professional moral requirements