| Abstract [eng] |
According to Danilavičienė (2008) values are the base of human life; they are a concurrent part of every person’s life, and their education is the main object of every institution’s work. Nowadays, values are becoming the base of existence in every society, which determine person’s socialization in surrounding environment. The first and main institution, which transfers values to the younger generation, is family, and school later only complements this educational work. However, the generations’ different viewpoint to family, its values, morality, and parenting exists. This leads to different cultural and historical experiences, socialization. This very often results in the loss of family values, or these values are imparted to children too heavily. Then the education is overtaken by the school, which conveys to children all moral, spiritual and ethical values and norms in order to properly prepare young people for life, that child would know how to evaluate what is meaningful and important. Social and scientific actuality of this research allowed formulating such problematic questions: How the education of values shows in family? Do grandparents take part in the process of values transferring? What are the peculiarities of values education compatibility in families and educational institutions? What is the impact of social pedagogues in values imparting? The aim of this master paper is to identify the values, which are developed at school and in family (between two generations) and to create a hypothetical model of values education. The object of this research is values, which are developed at school and in family. The qualitative research was made. This type of research was chosen because it is expected that it would help to find out the possibilities of values education in family and at school, and it would help to a social pedagogue, who works with family and children, to find the betterment of possibilities developments in order to deal with emerging problems. N=15 respondents were questioned with the help of interview method (N=10 family members: N=5 grandparents, N=5 parents and N=5 social pedagogues). Values educated at school and in families are analyzed in the empirical part of this paper, as well as the imparting possibilities of these values in the context of social pedagogy. The most important conclusions of the empirical research: 1.Scientific analysis of literature and the results of research analysis revealed the importance of values education and their imparting possibilities to a young individual. 2.The results of content analysis highlighted values education as the main task, which should be implemented by two educational institutions – family and school. It is very important that these two institutions would collaborate with each other in order to implement this goal. |
