We argue that the current understanding of politics is caught in a tug of war between “economistic” and “postmodern” views, neither of which captures the distinctiveness of political rule and consequently instills confusion among citizens and misplaced expectations from leaders. Drawing largely on Aristotle, who warned precisely against this error, we consider the logic of mastery and contrast it to paternal rule. Then we discuss the voluntary nature of economic activity to distinguish it from the involuntary nature of mastery, before turning to discuss the political proper, which is a combination or mixture of these two that nevertheless makes it qualitatively distinct. These distinctions help us to better appreciate what is a likeness between political and economic, on the one hand, and between political and paternal, on the other while realising that political rule is not exhausted by either economic or paternal alone. The paper seeks to show that political rule finds itself as an in-between condition that balances itself against despotic, mastery, and the kind of care that paternal rule points to.

Forms and Methods of Moral Education in Tutoring Practices in England

The article emphasizes that every year in England the moral development of the individual receives more and more attention, and the number of programs of moral education in colleges and universities is constantly growing. It is proved that the content of tutor training programs is aimed at teaching morals, instilling values, as well as the use of various pedagogical approaches and methods. Tutoring professional development programs promote their ethical and moral development, teach them to think critically about various issues of moral and ethical content. It has been established that proper education of students by tutors helps to enrich their knowledge, morals, values and ethics. The tutor develops morals and values through many methods, such as conversation, essay writing, role play, debate, discussion, projects, interviews, brainstorming; use of resource materials through poems, stories, songs, photographs, posters and slogans. These techniques effectively help tutors teach students to critically evaluate important issues, taking into account morals, values and ethics. The article describes the forms and methods used by tutors, especially affect the development of values, morals and ethics, help to motivate students and promote universal values. Through discussion and reading, research and writing gradually, week after week, semester after semester, year after year, English students learn to think independently and, most importantly, to act according to the laws of morality. The article states that tutors have their own “style” of upbringing, which is partly related to their own experience, attitude to life, as well as individual qualities. It has been proven that students in the tutorial are in an environment that promotes their comprehensive, harmonious development and helps them succeed. Tutor support leads to the fact that the tutees are confident in their ability to make successful progress, set priorities, overcome conflicts, set realistic personal goals; ask for help, solve problems, develop their moral culture. Respect and love for the tutees show the level of development of the tutor’s moral consciousness. This love is manifested in trust, respect, exactingness, justice, nobility and kindness. It is substantiated that in order to form one’s own image and establish a trusting relationship with the tutees, a tutor carefully prepares for the tutorials; demonstrates his or her respect, sincerity, empathy, interest and contact; is friendly, always in a good mood; penetrates into the spiritual world of the tutee, takes into account his or her values and preferences; offers and asks for help, listens to advice; determines what impresses and fascinates them.