Pedagogical activity as an existential event

This article examines teaching through the lens of international philosophers and classic Russian thinkers. It analyzes the genesis of the philosophical understanding of the teacher, their being, and professional activity. Particular attention is paid to the ethical guidelines that are formed within the framework of existential philosophy and applied to the personal and professional development of teachers. The purpose of this article is to theoretically analyze teaching from the perspective of the existential approach in international philosophy and the works of Russian thinkers. It emphasizes the development of the teacher as a unique individual engaged in the process of professional development, where being, freedom, responsibility, and the search for meaning are defining factors. This article attempts to trace the genesis of an existentially oriented understanding of the teacher, analyzing both the fundamental ideas of foreign philosophers (such as Kierkegaard, Heidegger, Sartre, Camus, and Jaspers) and the specifics of their interpretation and development in the works of classic Russian philosophers and contemporary researchers. It examines ethical paradigms formed under the influence of existentialism and the Russian philosophical tradition and their role in the development of the teacher. An attempt is made to articulate a comprehensive vision of the teacher as a subject responsible for constructing meanings in the educational space.