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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

The problem of violence in schools has been considered globally through teachers’ assessments of violence in schools- sometimes of the actual state of violence in the schools where they work; of the representation of the form of violent behavior and the reactions of students in the situations where they find themselves in the spectator role of a violent scene. This work is the result of research which serves to empirically confirm the representation of violent behavior of both students and teachers in verified, controlled (part of the School without violence network) and unverified elementary schools of the Rasina District in Serbia, as well as the attitudes of teachers on violence and on personal competence to suppress the aforementioned phenomenon. The beginning results of the research on the problem of violence- in the past and at present have shown a tendency for the increase in violence in educational institutions. Through a longitudinal consideration of subjective assessments of teachers on violence in the previous and current period, we come to a conclusion that the greatest percentage of teachers points out that the problem of violence today is the same or greater in relation to earlier periods. Further analysis of the results has contributed to the conclusion that the teachers’ awareness of the presence of violence is greater in schools which are a part of the School without violence network, which caused the display of a greater degree of violence in these schools.

The methodology of pedagogical actions within the process of moral education of personality is a part of basic, theoretical and empirical researches in pedagogy. When it is referred to moral training, it is primarily referred to the moral aspect of pedagogical actions affecting the development of personality - the formation of moral awareness as a characteristic of a certain individual’s values. Moral education of personality refers to the moral behaviour and action, the formation of attitudes and the development of moral reasonable interests, the introduction to the moral norms and demands, as well as the process of development of a personality’s moral traits. Moral capacity is expressed through the evaluation of moral acts and through moral action while being in accordance with intellectual capability and developmental logic. The educational role of school can be discussed in general or in a more specific way, depending on the extent up to which the school can contribute to the process of moralisation of individuals and the accomplishment of tasks of moral education. Primary and secondary schools in Serbia do not have moral education as a separate subject, but the curriculum sets certain specific tasks which should be accomplished through classes and all extracurricular activities. In accordance with that, this paper focuses on the problematisation of analysing the role of a teacher in moral education and personality development, as well as the analysis of the attitudes of teachers about the necessity of a separate subject or, at least, a “hidden curriculum” in schools which would refer to moral education. The factorisation of measurement variables shows that the awareness of teachers about techniques and methods of moral education and learning should be heightened, which provides a good direction towards a new research. The obtained results have helped us clarify the general problematisation of moral education, and it is believed that they will contribute to overcoming and advancing the existing situation of the school system in Serbia. Key words: curriculum, moral education, methodology of moral training, moral judgement, pedagogical action.

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.

U suvremenim teorijama demokracije postoji više stajališta o odnosu demokracije i multikulturalnosti. Fenomen društvene pravednosti pluralizam vidi na nivou pojedinca, a multikulturalizam na nivou kulturnih i etničkih grupa, ali je u obrazovanju moguće postići, pod određenim uvjetima, kompatibilnost pluralizma i multikulturalnosti. Upoznavanjem sličnosti i različitosti može se poticati razvijanje tolerancije prema drugačijem. Mladi su suočeni s novim društvenim ulogama, odnosima i situacijama. U usvajanju tih sposobnosti ključnu ulogu imaju vršnjaci. Oni su adolescentu oslonac u njegovu traganju za identitetom. Vršnjačka grupa pruža mu osjećaj pripadnosti, povjerenje i potporu, emocionalnu sigurnost, samopouzdanje te mogućnost da bude popularan i priznat. Rasprave o razumijevanju drugih ljudi i osjetljivosti za njihove probleme govore o socijalnoj kompetenciji ili socijalnoj inteligenciji, odnosno emocionalno-interpersonalnoj inteligenciji, zatim o empatiji, socijalnim vještinama, socijalnoj interakciji, altruizmu, solidarnosti, socijalnoj potpori, integraciji, percepciji i adaptaciji, što upućuje na primjetan rast ispitivanja socijalnog ponašanja i nužnu socijalnu kompetentnost. Može se primijetiti da se očito nije moguće opredijeliti ni za tvrdnju da je riječ o općem faktoru, karakteristici, ni da se radi o specifi čnoj sposobnosti uspješnog funkcioniranja u svakodnevnim životnim situacijama. Možda je kompetencija više specifi čna za neku ulogu?, In contemporary theories of democracy there are multiple views on the relationship between democracy and multiculturalism. Th e social equality phenomenon observes pluralism at the individual level and multiculturalism at the level of cultural and ethnic groups. However, in education it is possible, under certain conditions, to make pluralism and multiculturalism compatible. Becoming aware of similarities and differences can encourage a development of tolerance for the different. Young people are facing new social roles, relationships and situations. Peers have a key role in the acquisition and mastering of new abilities. They represent support to an adolescent in search of identity. To an adolescent, a peer group provides the sense of belonging, trust and support, emotional stability, self-confi dence and a possibility of being popular and accepted. Discussions about understanding others and having a sensibility for their problems speak of social competence or social intelligence and emotional interpersonal intelligence, as well as of empathy, social skills, social interaction, altruism, solidarity, social support, integration, perception and adjustment, indicating a rising quantity of social behaviour research and the importance of social competence. It is obviously not possible to claim that this is caused by some general factor or a characteristic, nor by a specific ability to function successfully in everyday situations. Perhaps competence is more specific to a certain role?, In den heutigen Th eorien der Demokratie gibt es mehrere Ansichten über das Verhältnis von Demokratie und Multikulturalität. Das Phänomen der gesellschaft lichen Gerechtigkeit ordnet den Pluralismus der Ebene des Einzelnen, und den Multikulturalismus der Ebene der kulturellen und ethnischen Gruppen zu. In der Bildung ist es jedoch möglich, unter bestimmten Bedingungen die Kompatibilität zwischen dem Pluralismus und der Multikulturalität zu gewährleisten. Durch die Bewusstmachung von Unterschieden und Ähnlichkeiten kann die Toleranz gegenüber dem Anderen gefördert werden. Junge Menschen müssen sich mit neuen gesellschaft lichen Rollen, Beziehungen und Situationen auseinandersetzen. Bei der Aneignung und Beherrschung dieser Fähigkeiten spielen die Gleichaltrigen die Schlüsselrolle. Die Gleichaltrigen bilden für den Heranwachsenden eine Stütze in seiner Suche nach der eigenen Identität. Die Gruppe von Gleichaltrigen bietet den Jugendlichen ein Gefühl der Zugehörigkeit, des Vertrauens und der Unterstützung, der emotionalen Sicherheit, Selbstvertrauens sowie die Möglichkeit, beliebt und populär zu sein. In den Abhandlungen über das Verständnis anderer Menschen und die Sensibilität für ihre Probleme wird von sozialer Kompetenz oder sozialer bzw. emotional interpersoneller Intelligenz, weiterhin von der Empathie, sozialen Fertigkeiten, sozialer Interaktion, Altruismus, Solidarität, sozialer Unterstützung, Integration, Wahrnehmung und Adaptation gesprochen, was auf einen bedeutenden Zuwachs der Untersuchungen von sozialem Verhalten und der notwendigen sozialen Kompetenzen hinweist. Es leuchtet ein, dass off ensichtlich keine der beiden Th esen – weder die von einem allgemeinen Faktor, Charakteristikum, noch jene von der spezifi schen Fähigkeit erfolgreichen Funktionierens in den alltäglichen Lebenssituationen - bestätigt werden kann. Vielleicht hängt die Kompetenz mit einer spezifi schen Rolle zusammen?

It is a fact that there are differences between study results about frequency and forms of peer bullying. Thus, we come to the problem, do students in our school properly recognize bullying, what is the rate of correlation between different bullying forms (physical, verbal, social, sexual and electronic), and the rate of correlation between exposure to different bullying forms. The obtained results have shown that showing and exposure to peer bullying among students are very dif-ferent considering examined variables of gender, school location, age, and using social networks and influence of sports. There are also differences inside the categories of peer bullying, so according to the data obtained for distribution of exposure to peer bullying regarding school location (rural- urban area), gender and age of students the most frequent bullying form is psychological violence, while sexual bullying is relatively less common.

The paper presents the results of a research regarding the implementation of educational software in the classroom conducted on a sample of 212 pupils in primary schools. After applying the experimental factor, i.e. educational software the purpose of which is to encourage individual teaching, the pupils expressed their opinions of innovative approaches to teaching by means of questionnaires designed especially for the purposes of the research (Cronbach α=0,816 and Fergusons coefficient δ=0,912). The results of the research speak in favour of modern concepts. Almost two-thirds of surveyed pupils prefer learning through educational software and believe that it is the best way of learning at school. On the basis of the expressed pupilś opinions one can conclude that learning through educational sofware fits the needs of contemporary pupils and that schools should be advised to apply the resources of information technologies for educational purposes to a far greater extent.

It is a fact that the value system of those countries which are in a transitional period is significantly disrupted. Such condition has a negative effect on the entire society, institutions, families and young people. The proof for that is a heightened number of juvenile delinquents which is increasing more and more each year. Also, when it comes to a disrupted value system which is dominated by the famous, rich, influential and powerful, the question arises: From whom do the young learn about life and humane values? One of the features of many people who are going through the existing crises is explicit contradictoriness, meaning that they know what is right and moral but they do not act accordingly because it is a lot more difficult to satisfy their needs in that way. Therefore, young people too, modelling themselves on the adults, have not started to choose means to achieve their aims, while they are, at the same time, aware that the means they are using are not moral. In accordance with these facts, the problem of this theoretical qualitative research is set, and the problem is that young delinquents, besides knowing which moral values they should follow, still act in the opposite way. However, in order for a person to align his/her behaviour with personal and general principles of moral values, he/she has to reach a certain cognitive and developmental stage of moral judgement. That is why the problem of this research is the degree of moral judgement of juvenile delinquents.