Bioethic knowledge as means of humanizing of modern educational environment

The article examines specific examples of the methodology of teaching biological knowledge on the basis of bioethics and humanism. They activate the self-knowledge of the individual through the education of bioethical values. An approach to the development of bioethical values through students' acquisition of bioethical knowledge has been implemented. At the same time, the bioethical knowledge of schoolchildren is interpreted as integrated knowledge of biology and ethics in the context of values and meanings of human life and culture. This is a manifestation of the integration of this knowledge within the moral values of society, an ethical reflection on biological knowledge. It is justified that they are formed by revealing analogies between the laws of nature and the categories of morality and contribute to the development of students' ethical attitude to life in all its manifestations. Bioethical knowledge is based on a person's awareness of the unity of the general laws of nature and the categories of morality. Bioethical activity is the result of a person's knowledge of himself as an individual who has free will and consciously limits himself by the laws of moral behavior, which are common to the general laws of nature. Bioethical knowledge embodies the unity of knowledge of the biological picture of the world with self-knowledge of the individual. The content of bioethical knowledge serves as a basis and forms the worldview principles of students. Bioethical knowledge is formed by means of a humanistic integrated educational process aimed at students' acquisition of biological knowledge. The content of bioethical knowledge is scientific information of a bioethical orientation. These include the cross-cutting regularities of nature (preservation, periodicity, directionality of processes to an equilibrium state) in the structure and functioning of living systems at various levels of the organization of living nature and their analogy with moral laws. The features of the humane educational space, which is built on the basis of spiritual community between the teacher and students and is the residence of educational material, are characterized. It acquires an important essential meaning for all participants of the educational process.