Content of the Universal Competence on the Ability to Form

Intolerant Attitude towards Corrupt Behavior

S. M. Nikolaev

Pskov State University, Pskov, Russia

Keywords: Corruption, Intolerant Attitude to Corrupt Behavior, Values-Based Orientations.

Abstract: The requirements of federal state educational standards of higher education are prescribed to form universal

competencies in students of intolerant attitude towards corrupt behavior. This process is of a systemic nature

and cannot be effectively solved by applying a separate technology or studying specific prohibiting norms of

law. The interdisciplinarity and uncertainty of the corruption problem led to the construction of the study

based on the use of a complex of methodological approaches: humanistic, systemic, activity-based and

axiological. To analyze the causes and motives of corruption-related crimes, a study was conducted of the

attitude to corruption manifestations of 3276 law enforcement officers, as well as 573 former employees of

various law enforcement agencies convicted of committing corruption crimes. The ability to form an

intolerant attitude towards corrupt behavior is expressed in a meaningful choice by the subject of a position

to counteract corruption risks in all areas of his life, based on the corresponding values (honesty, care,

independence, discipline, responsibility, diligence, simplicity, courage, justice), which must be formed in the

process of specially organized anti-corruption training.

1 INTRODUCTION

The importance and relevance of measures to

improve the effectiveness of countering corruption is

beyond dispute. Over the past 10 years, over 3 million

breaches of anti-corruption legislation have been

identified in Russia. In 2019, 234.7 thousand

breaches of anti-corruption legislation were identified

and suppressed in Russia, more than 30 thousand

corruption crimes were registered. What is more, all

tendencies in the structure and dynamics of

corruption crime exist and develop.

In the Russian Federation, "corruption" is not only

a concept of criminal law, but also a collective term

for various types of offenses - from disciplinary

offenses to criminal offenses. The broad meaning of

the concept of "corruption" touches all spheres of life

of the state and implies a violation of the legal and

social foundations of the development of society on

the basis of the transformation of state service into a

means of enrichment. The consequences of

unfounded enrichment are: economic damage to the

state, lowering of moral and ethical standards of

https://orcid.org/0000-0002-6865-3329

citizens' behavior, distortion of the boundaries of

social justice and legal consciousness.

To actualize the importance of preventive

measures to prevent corruption offenses, the Ministry

of Science and Higher Education, starting from 2019,

introduced the universal competence "Able to form

an intolerant attitude towards corrupt behavior" in the

federal state educational standards of higher

education "3++" within the formation of a civil

position among students.

It is out of question that the problem of the

formation of a student's intolerant attitude towards

corrupt behavior is of a systemic nature and cannot be

effectively solved by using a separate technology or

studying specific prohibitive norms of law.

2 RESEARCH METHODOLOGY

Taking into account the complexity,

interdisciplinarity and significant role of pedagogical

mechanisms in the study of the formation of a

student's intolerant attitude towards corrupt behavior

led to the construction of the research at the levels of

562

Nikolaev, S.

Content of the Universal Competence on the Ability to Form Intolerant Attitude towards Corrupt Behavior.

DOI: 10.5220/0010671900003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 562-568

ISBN: 978-989-758-597-5

philosophical, general scientific and specific

scientific methodology (Yudin, 1978). The research

was based on the use of a complex of methodological

approaches: humanistic, systemic, activity-based and

axiological.

The use of a humanistic approach (Asmolov),

2008; V.А. Slastenin (Slastenin and Chizhakova,

2003) G.I. Chizhakova and others) made it possible

to assess corruption relations in the state as a problem

for each individual person. The systems approach

(V.I. Novosel'cev (Novosel'cev, 2006), V.N.

Sadovskij (Sadovskij, 1974), А.I. Uemov (Uemov,

2004) and others) was used to characterize intolerant

attitudes towards corrupt behavior. The axiological

approach (L.V. Baeva (Baeva, 2004), M.S. Kagan

(Kagan, 1997), V.А. Yadov (Yadov, 2013) and

others) made it possible to assess and substantiate the

formation of the subject's readiness for corrupt

behavior and the suppression of such behavior. The

provisions of the activity-based approach (L.S.

Vygotskij (Vygotskij, 2000), S.I. Zmeyov (Zmeyov,

2002), I.S. Kon (Kon, 1984), А.N. Leont'ev

(Leont'ev, 1975), V.А. Yadov (Yadov, 2013) and

others) made it possible to substantiate the

coordination of actions to implement intolerance of

corrupt behavior, to consider the peculiarities of the

formation of motives and needs.

We analyzed the causes of corruption-related

crimes in order to identify the system and

technologies of training intolerant attitude to corrupt

behavior from 2009 to 2018, during which we

conducted a study of attitudes towards corruption

manifestations of 3,276 law enforcement officers, as

well as 573 former employees of various law

enforcement agencies convicted of committing

corruption crimes. In the course of the analysis of

corruption crimes in Russia and the results of the

survey, the features of psychophysiological

protective mechanisms were identified and described

in the formation of a positive or neutral assessment by

the subject of a breach of the law. The findings made

it possible to reveal that the convicted law

enforcement officers have a slightly different view of

the questions posed, looking for self-justification in

the answers for the crimes committed and changing

their status. The defence mechanism for justifying

one's criminal activity is designed to neutralize, on a

subconscious level, the adverse impact of the

committed offense on the moral and ethical state of

the employee. Thus, when answering the question:

"What do you think is the reason for such a high level

of corruption in law enforcement agencies?", 67% of

the interviewed employees and 81% of convicts from

among former employees indicated the absence of a

systemic anti-corruption education. Among the most

effective measures for the formation of anti-

corruption behavior, 79% of the interviewed convicts

from among former employees noted the need to

educate civil officers in order to acquire knowledge.

3 RESEARCH RESULTS

To clarify the content of the concept of "the ability to

form an intolerant attitude towards corrupt behavior",

we turn our attention to the consideration of the

category of "intolerance" as hostility, unwillingness

to accept and tolerate anything (Efremova, 2000).

Refusal to commit any actions is the basis for the

normal and harmonious development of an

individual. "Even in the cornerstone of modern

morality - in the ten commandments - eight of the ten

commandments are in the nature of a prohibition,

restriction ("Thou shalt not kill", "Thou shalt not

steal"...), and only two prescribe a specific type of

behavior," - says I. D. Frumin (Frumin, 2011).

In order to characterize the concept of

"intolerance", we address to the analysis of the

subject's activity. V.А. Yadov (Yadov, 2013)

introduces the concept of "dispositional hierarchy",

which is understood as the product of the collision of

needs and situations (conditions) in which the

corresponding needs can be satisfied and are fixed in

the personality structure as a result of experience. The

logical and psychological consistency of activity is

achieved by matching the levels of the hierarchy. The

behavioral system of the dispositional hierarchy is

structured and brought into a state of stable integrity,

depending on the processes occurring in the cognitive

and emotional subsystems.

Coordination of the student's activities on

intolerance of corruption should be achieved by the

correspondence and consistency of the levels of the

hierarchy:

 elementary fixed attitudes based on the needs

for the physical existence of the student;

 social attitudes based on the student's

assessment of himself as a member of society;

 the general (dominant) orientation of the

interests of the student's personality based on

the formed need and identification of himself

as a citizen who has certain duties to society

and bears the corresponding responsibility;

 value-based orientations for the goals of life

and the means of achieving them, justified by

the higher social needs of the individual in self-

development and self-expression.

Content of the Universal Competence on the Ability to Form Intolerant Attitude towards Corrupt Behavior

563

An intolerant attitude towards corrupt behavior

implies the stabilization of the internal consistency of

the student's personality, the prevention of a possible

conflict of value orientations, the satisfaction of

which is possible with the help of corrupt behavior.

In activities on intolerant attitude towards corrupt

behavior and compliance with anti-corruption

standards of official behavior, mental modeling of a

possible life situation, an assessment of

circumstances, an analysis of possible alternatives of

behavior, a mental assessment of their effectiveness

and a rational decision taking into account the

experience of the subject, accumulated knowledge,

spiritual and moral states, are of particular

importance.

The basis for an intolerant attitude towards

corrupt behavior is the formation of values and value

orientations that determine this type of activity. The

formation of values that determine the corruption

combating should be based on the subject's

independent choice of various possible options for

behavior and building a life line. A person as an

individual is characterized by the ability to think

critically, make a conscious choice and accept the

consequences of his choice for himself and society as

a whole. The result of the formation of values that

determine the corruption combating should be the

ability not only to understand the world, society, the

state and the processes taking place in it, but also to

have the skills to change part of public relations and

counteract negative life situations and corruption

processes.

To highlight the values that determine the

intolerance of corrupt behavior, we address to foreign

experience in combating corruption.

К. Komalasari, D. Saripudin (Komalasari and

Saripudin, 2015) identified the following values that

determine corruption combating: honesty, hard work,

courage, responsibility, independence, justice,

discipline, modesty, attention. S. Sarmini, U.

Nadirokh, T. Suyanto, M. Swanda (Sarmini, Totok

and Ulin, 2018; 2017) analyzing the anti-corruption

culture in Indonesia, identify anti-corruption values:

honesty, responsibility, courage, justice, openness,

discipline, simplicity, hard work and care. R. Asia,

based on the study of the experience of anti-

corruption education in Nigeria, points out the

necessity of regular training in the values of fairness,

hard work, responsibility, honesty and obedience

(Romina, 2020)

Vidu, E. Indravati, D. Muliani, (Widya, Ena and

Desy, 2020) analyzing the models of anti-corruption

education in Indonesia, direct attention to the need to

consider the most relevant issues of moral education

aimed at the formation of values: honesty, care,

independence, discipline, responsibility, hard work,

simplicity, courage, justice.

The comparison of the values we have identified

(Nikolaev and Godunov, 2019) made it possible to

identify the following main values that determine the

choice of corruption combating: honesty, awareness,

independence, responsibility, disinterestedness,

rationality. At the same time, value orientations

towards combating corruption determine the focus of

the subject on the formation and evaluative attitude to

the system of fixed values. They determine the solid

refusal of the subject from entering into corrupt

relations and the ability of anti-corruption activities.

Considering the world experience of education in

the field of corruption combating, it is necessary to

highlight the special studies of Dr. V. Amukova and

prof. S.O. Gung (Wycliffe, 2013) In their research on

anti-corruption education, scientists pay attention to

the role of moral factors in the formation of anti-

corruption consciousness. Scientists focus on the

formation of the student's morality, his understanding

of the legal provisions regulating the fight against

corruption. Special emphasis is given to the

importance of practicing specific practical situations

of combating corruption, which greatly facilitates the

choice of behavior in a situation of corruption risks.

The works of K. Komalasari, D. Saripudini

(Indonesia), which indicate that education for the

eradication of corruption should take the form of an

intersection between character education and civic

education, are of great importance. Anti-corruption

education is integrated into the content of the civic

academic programme and should be based on value-

based learning and a contextual approach to teaching

and learning. These provisions are of particular

importance in the development of the concept of

preparation for anti-corruption activities in a higher

educational institution of the Penal Enforcement

System and require more detailed development.

К. Komalasari, D. Saripudini define the following

provisions as conditions for the effective

implementation of values as part of preparation for

anti-corruption activities:

 educational modules that develop values

should be easily understood by learners and

presented in a simple language;

 the content of training should include the

concepts and meanings of combating

corruption, the principal directions of fight

against corruption;

 preparation for anti-corruption activities should

be integrated into the content of the academic

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programme and be based on value learning and

a contextual approach to learning;

 anti-corruption values must be known and

understood by trainees. This requires their

implementation and adaptation in everyday

life.

It is critical that the anti-corruption values

highlighted by scientists are common values that are

necessary for the formation of a law-abiding citizen

of the state. V. Amukova and S.O. Gunga (Wycliffe,

203) point out that it makes sense to integrate anti-

corruption training into various academic disciplines

(civic education, history, politics, religion, economics

or ethics). We agree with scientists on the issue of the

interrelationship of various fields of knowledge, their

general orientation to achieve the result of combating

corruption. Although most disciplines are not relevant

to the fight against corruption, they are all implicitly

related to it. These provisions of V. Amukova and

S.O. Gunga are associated with the fact that the

acquired knowledge raises moral issues and forms the

concept of public benefits and social justice, which

are the key to understanding the need to fight

corruption.

Let's consider the main points of the experience of

organizing anti-corruption education in Indonesia.

Thus, Sarmini Sarmini, Ulin Nadirokh, Totok

Suyanto (Sarmini, Totok and Ulin, 2017; 2018),

analyzing the anti-corruption culture in Indonesia,

point out that anti-corruption education should be

based on various educational activities aimed at

forming students' knowledge about concepts,

principles, cause and effect relationships, negative

consequences, overcoming and preventing corruption

and criminal corruption. This will broaden the

knowledge of the trainees and provide an

understanding of anti-corruption materials that will

help to avoid deviant behavior in the future. M.

Mukodi, A. Burkhanundin, H. Hadi Abdullah

(Mukodi, Afid and Haryono, 2019) prove the

effectiveness of combatting corruption through

educational institutions in Indonesia. A crucial point

is related to raising and developing the idea of

combating corruption for students based on the

formation of anti-corruption perception, modeling

training and developing a strategy for the

implementation of anti-corruption education.

Parji, F. Chasanatun examined the effectiveness

of the model of anti-corruption education through the

biographies of different people. Thuswise, examples

in anti-corruption education come from many people

in society, including teachers, school principals,

national heroes, as well as individuals themselves;

there is a relationship between the ability to read,

motivation to search for information and emotional

mastery in learning (Parji, 2019).

Teachers play an important role in the

implementation of preparation for anti-corruption

activities in the Penal Enforcement System. For

example, the findings of a survey in Mexico show that

teachers are considered the second most important

professional group in the fight against corruption,

second only to the family. Teachers are the bearers

of values such as honesty and honor, which can have

a determining influence on the future professional

relationships and behavior of students. A survey in

Nigeria gave similar results - even in a poverty

stricken country where corruption permeates all

spheres of society, citizens consider the integrity of

the personality of teachers to be the main factor in the

formation of students' attitudes towards corruption

(Stealing the Future).

V. Amukova, S. Gunga (Wycliffe, 2013) note that

teachers of anti-corruption training must have the

knowledge required and skills to effectively manage

the transfer of content to students. The teacher's

approach to teaching should take into account the

cognitive level of the learners and their ability to

understand the knowledge being received. The

transmission of significant conclusions and thoughts

is fundamental for the professional activities of

teachers. Their actions are critical to ensuring quality

anti-corruption training and should help each trainee

to fulfill their potential.

In view of this, for the formation of universal

competence in terms of the ability to form an

intolerant attitude towards corrupt behavior, the

student must

know:

 the state of the problem of corruption relations;

 origins, concepts and meanings of corruption

relations;

 legal and regulatory framework of combating

corruption;

 corruption risks in professional activities;

 the content of the values that determine the

refusal of the subject to enter into corrupt

relations;

 be able to:

 observe the norms of morality, ethics and law;

 analyze corruption relations;

 control incoming information about corruption,

come to appropriate conclusions;

 identify and prevent corruption risks in

professional activities;

 analyze and adjust internal needs to prevent

entering into corrupt relations;

 possess:

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565

 the skills to use knowledge about corruption

relations in various fields of activity;

 the skills of independent preparation for anti-

corruption activities;

 the skills of analyzing and correcting attitudes

towards events and subjects related to

corruption risks.

4 DISCUSSION OF RESULTS

It is significant that, given the systemic nature of the

problem of corruption in modern society, it is

impossible to assert that a student, after completing

training for anti-corruption activities, will never

participate in corrupt behavior and not violate the

system of prohibitions and restrictions. Human

activity is a complex category, it is not always

predictable and amenable to analysis. It is of immense

complexity to unambiguously predict the needs of the

subject that appear under the influence of the external

environment and life circumstances and the activities

to meet them.

The ability to form an intolerant attitude towards

corrupt behavior and comply with anti-corruption

standards of service behavior includes a procedure for

assessing the significance of objects and phenomena

by the subject, as a result of which the subject's

attitude to the evaluated object is established in order

to determine its meaning. Assessment suggests

mutual comparison with our subjective views and

ideas, which perform the function of a criterion,

measuring tool, norm in the assessment process, and

thereby allow us to come to a value judgment

(Sutuzhko, 2008).

The subject of the assessment is the ability to meet

the actual needs of the subject, or such elements that

are associated with the meeting these needs. The basis

of the assessment is the point of view of which the

assessment is made (Sutuzhko V.V., 2008). Internal

bases express the emotional sphere of the subject, his

feelings, sensations, positive and negative emotions

related to the mental sphere of likes and dislikes.

External bases are oriented towards the cognitive

sphere, they reflect the knowledge of the subject,

formed by the relationship of the mental and social

nature of the reality surrounding a person. The

measure of assessment is a certain equivalent, which

can be almost any of the values or norms available to

the subject. The assessment process puts the subject

before the need to decide which of the equivalents to

give preference in the assessment. This choice

involves not only the previous experience of the

subject, but also the actual interest in the assessment

process.

An important component of assessment and

decision-making is a mental dialogue, as a result of

which the value-based attitude rises to the rational-

ideological level. M.S. Kagan (Kagan, 1997) points

out that assessing the possibilities and alternatives of

behavior, the human brain chooses one of the

behavioral options, and this process is not always

conscious. Mental dialogue is the result of a split

personality into different subjects, in the collision-

conjugation of spiritual positions of which the system

of values of a given integral personality is perceived.

Its perception is the development by the subject of the

main content, the conceptual core of his self-

comprehension.

Particular attention should be paid to the top

priority of the subject's choice of anti-corruption

behavior from a variety of other possible behaviors.

We cannot but agree with the opinion of V.A. Yadov

(Yadov, 2013), who considers the behavior of the

individual from the perspective of hierarchically

organized actions.

Thus, a positive or neutral assessment of

corruption relations by the subject leads to a violation

of the assessment of the current situation within the

bounds of the law, a possible preference for criminal

behavior. In the meantime, goal-setting is

significantly adjusted, a single behavioral act changes

the distant life goals of the pursuit of imaginary

material well-being. The structuring of the activity of

the ability to form an intolerant attitude towards

corrupt behavior is systemic in nature, which includes

single behavioral acts, habitual actions, behavior in

the professional sphere and integral consistent

behavior of the subject.

5 CONCLUSION

In the choice of behavior, awareness and

meaningfulness of his activities is required from the

subject. In the matter of combating corruption, this

provision is of particular importance. E.N. Osin and

D.A. Leont'ev (Osin and Leont'ev, 2007) state that

only a meaningful life has a perspective, is conscious

and is determined mainly by the goals that we set

ourselves; it is authentic and driven by possibilities.

A meaningful life is not only inherent, but also

coherent, holistic; in the course of realizing the

meaning, a person transforms the world around him,

structures it according to the logic of meaning, and

the natural world becomes a humanized world,

acquires coherence.

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The ability to form an intolerant attitude towards

corrupt behavior is expressed in a meaningful choice

by the subject of the position of countering corruption

risks in all spheres of his life, based on the

corresponding values, which must be formed in the

process of specially organized anti-corruption

training.

Formation of the ability of trainees to tolerate

corrupt behavior implies an understanding of

responsibility before society for the consequences of

decisions made and for the interests of the country as

a whole, and conscious law-abiding behavior.

The value-based orientations of anti-corruption

activities should be coordinated at the level of the

formation of demands and the consistency of the

assessment of emerging situations and activities to

satisfy them. In the activity on the formation of the

ability of an intolerant attitude towards corrupt

behavior, mental modeling of a possible life situation,

an assessment of circumstances, an analysis of

possible alternatives of behavior, a mental assessment

of their effectiveness and a rational decision taking

into account the accumulated knowledge and the

spiritual and moral state are of particular importance.

The main attention in training should be paid to

strengthening individual legal consciousness of

trainees. The values available to the trainee require

analysis and comparison with the relevant legal

regulations. This analysis is required to determine the

goals of training activities. This will allow the trainee

to understand personally for himself what is meant by

corrupt behavior, adapt and include in his system of

values the system of prohibitions and restrictions in

the field of anti-corruption legislation.

When organizing anti-corruption training, it is

advisable to use special tasks to develop general civic

responsibility, form trainee' responsibility to others,

make objective decisions in conditions of moral

choice, form the personal responsibility of an official

and personal example. Special attention should be

paid to teaching staff, their anti-corruption behavior,

values, ability to present and structure material, make

meaningful inferences and analyze information.

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