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The key issue is how to build an educational system that respects individual diversity while ensuring that diversity is included as much as possible in accordance with our conditions and capabilities. Searching for the structure of commitment, we wanted to diagnose the current state of variables that determine the current predictors that encourage and facilitate the inclusion of intercultural diversity of individuals as well as predictors that prevent equal approach for all cultures in the educational system. The interculturalism limited only on supporting or respecting diversity, will not yield significant results if it does not try to find the conditions for the development of this diversity. Social distance as a product of confrontation might have bad influence on the power of individual consciousness, an important prerequisite for intercultural identity, which is fundamentally built only by communication between two different parties - representatives of different cultural identities, who strive to become an intercultural community. This paper aims to present and point out the importance of the development of consciousness as a prerequisite for intercultural identity and inclusion of intercultural diversity, as well as to point out that it is necessary to communicate regardless of the differences among us, because here lies the beauty of an intercultural identity that is hidden in diversity.

Aggressive behavior of students, intolerance, disrespect, disinterest in the needs of others lead to moral catastrophe and the need to pay more attention to the development of prosocial behavior of students and the creation of a better and more humane society. The aim of this research is to gain insight into teachers' attitudes towards the representation, encouragement, and development of prosocial behavior in students. 114 teachers from the territory of the Republic of Serbia participated in the research. A descriptive method was applied, and a survey questionnaire was used as a measuring instrument. Interpreted results show that teachers are familiar with the phrase prosocial behavior and that in working with students they develop and encourage prosociality and morality through conversation, the application of collaborative teaching, acting by personal example and processing topics. Teachers stated that they often organize humanitarian actions, workshops, visits to organizations that provide assistance to exclusive groups of the population and use film materials to encourage and develop the right forms of behavior. The prevalence of immorality and the growing presence of aggressive behavior in children and youth requires that topics on the development of social competencies be more often applied and addressed in the process of upbringing and education, because such actions lead to the development of moral values and prosocial behavior.

Today, the media represent one of the main factors in the upbringing and education of adolescents due to the growing representation, availability of diverse content and more frequent use. In adolescence, the media have a special significance, because they greatly influence the preferences, attitudes, emotions, behavior, value orientations and the formation of adolescents' identities. Starting from such an attitude, the preferences of upper-secondary school students for monitoring media content and their perceptions of value orientations that are promoted through the media were examined through the aim of the research. The media habits of adolescents and their perceptions of the value system in the media were determined through the survey technique. The study included 433 students from the Republic of Serbia. The results showed that there are significant differences in the preferences of adolescents in the choice of media content in relation to gender and type of school. A positive correlation was found in the monitoring of certain television content and values in the media, as well as in relation to musical affinities and values that are promoted through music videos. The results of research point out potential proposals for improving the media culture of adolescents and reducing the negative effects of the media. It is recognized as a potential solution in the development of media literacy of adolescents, i.e., the affirmation of their critical opinion about the messages and values that are promoted through the media. Keywords: media literacy, media values, students' media preferences, students' perception, value orientations

Analyzing the significance and the role of school and teachers in the encouragement of prosocial behaviour of the learners in secondary schools, the following problem appeared: the connection between the teachers’ encouragement of prosocial behaviour and the academic achievement in the secondary schools in Serbia through the following segments: procedures and activities used by teachers, and the interrelatedness of prosocial behaviour and academic achievement. A review of theoretical findings and a study conducted on the sample of 695 respondents are presented. The method of theoretical analysis and synthesis, the causal non-experimental method and the descriptive method are applied. The applied techniques include content analysis, scaling and evaluation. The results showed that teachers’ activities partly promoted prosocial behaviour. The results of the research pointed to certain pedagogical implications: the reform of the educational system in Serbia; a change of educational objectives and tasks; establishing a continuity between all levels of the educational system and raising cooperation with parents; educational professional services to teachers in the area of raising their interest in acquiring and applying strategies and skills directed at educating prosocially oriented personalities and improving the quality of their work. Key words: school indicators, interrelatedness of predictors, encouragement of prosocial behaviour, academic achievement, comparative analysis.

The aim of the study is to determine and develop the social competences of elementary school age pupils in physical education classes, through workshops. The center of the author's interest is an introduction with opinions and behavioral patterns according to differences, based on defined criteria and indicators of measurement. It is pointed out that there is the necessity of taking active roles by all participants of the school community in acquiring new competencies in order to cultivate and respect the principles of differences in classes of physical education. The study offers new experience about utilization of the workshop method, forms, and techniques, as well as the possibilities of raising awareness and behavior change when it comes to discriminatory behavior of pupils through physical culture. This also provides the opportunity for further examination of the workshop method in order to implement it in the teaching of physical education.

Aggressive behavior is a complex phenomenon that attracts attention because of it’s reinforced in the modern world, and whose long-term study didn’t give any permanent solution to combat this, certainly undesirable behaviors. The reason for the study of aggressive behavior in primary schools is that the school as an institution, which are traditionally considered safe place of children today become a place where more and more present increased aggressiveness students. School climate, school organization and it’s work can pose to students as a protective factor, and so disturbing factor and cause behavioral problems in students. At school there are many different social situations and contacts, some of which are risk factors for the emergence and expression of aggressive student behavior. Therefore, we need to determine what are the situations in the everyday school, which can be a potential source of aggression. The goal of our research is to determine what the type of aggressive behavior are represented in the school and to determine which school situations lead to the manifestation of aggressive behavior in students. Levels of aggression among older elementary and high school students is extremely high, with all the dramatic consequences, even though research shows that aggression and violence by the age groups of students in Serbia is below the average of other countries. Keywords: aggression, action, reaction, violence. DOI: http://dx.doi.org/10.15823/p.2015.015

Encouragement of humanistic education through the lens of prosocial behavior of adolescents is a complex and extensive issue of the modern world. Prosocial behaviour can indirectly affect the achievement of pupils at school through its connection with some academically relevant forms of behaviour which lead to success at school and work. Also, this connection can be explained by the teacher’s preferences of prosocial pupils, which is reflected in the teacher’s expectations and behaviour towards pupils, as well as the evaluation of their work. Besides, prosocial behaviour can also directly affect pupils since the prosocial interaction of peers can have a positive effect on the intellectual exchanges between pupils, which contributes to a more successful learning process. Taking into consideration the significance and role of the school and teachers, as representatives of the educational process, in encouraging prosocial behaviour in the young at secondary schools, we face a problem: Do secondary school teachers encourage prosocial humanistic behaviour of the young, by what actions and activities are they guided in the process and how does that reflect on the behaviour of pupils? This study tried to give some answers related to this problem in the field of education.