The fundamental purpose of education is to make people aware and to encourage them to freely and responsibly improve themselves. The first step of (self) shaping a person goes through the family, which has a significant role in mediating general human values, especially those of the highest natural values - morals. This work aims to examine students' perspectives on the role of the family in the transmission/mediation of moral values. The research participants are students of the first and second cycle of the Department of Pedagogy at the Faculty of Philosophy of the University of Sarajevo (N=100). Analyzing their perspective and life experience, we obtained results that indicate a high degree of concordance between the framework of pedagogical understandings of morality and how moral values are transmission/mediated in their families of orientation. Also, the results show that frequent family conversations are the basis for building moral knowledge, beliefs, behavior, and actions in children and youth.

With the development of industry and technology, leisure time gains sociocultural importance. Leisure activities are an important predictor of personal growth and improvement of the quality of life. The purpose of this research is to examine patterns, but also to reveal tendencies and perspectives of youth spending their leisure time. 120 first and second-cycle students of the University of Sarajevo participated in the research. The results of the research showed that students put their free time into the function of rest, leisure, and personality development. They prefer to spend their leisure time with close friends or on their own. The respondents, when they do not have family, professional, and other obligations, spend their time socializing and going out, relaxing activities, and on social networks. Also, they believe that free time is essential for self-development and productivity, as well as that the biggest challenges concern the methodical organizational and methodical performance creation of free time. Accordingly, guidelines for structuring the environment are offered, which have the potential to remove obstacles and maximize educational effects in leisure time.

Conflicts increasingly waged at the request of one's ego are taking on socially significant proportions. The real manifestation of ethics pays attribute to wisdom. Pedagogical activities complemented by wisdom help students use knowledge to promote the idea of the common good. Therefore, we believe that the development of wisdom should become a vital goal of upbringing and education. In the research, we tried to determine whether the components of clever thinking are integrated into the curricular content of subjects. The analysis showed that reflective, dialogical, and dialectical thinking, as components of wise thinking, are not significantly involved in the curriculum for high school. The paper aims to understand the phenomenon of wisdom, contribute to the enrichment of literature, and also provide a theoretical framework that will apply to future research. It pointed out the need to change the dominant paradigm in the teaching process and offered indications of the education of wisdom through three forms of teaching; teaching about wisdom, teaching for wisdom and teaching with wisdom.

With the development of technologies, virtual interaction contributes to the stronger virtual socialization of young people. This paper aims to examine how the virtual world influences the identity of young people. In the introduction, we reviewed the studies that dealt with virtual socialization, and then we presented a brief empirical insight into today’s socialization of young people from 14 to 21 years of age. With the questionnaire, we tried to examine the “quality” of virtual socialization in the lives of young people. The tasks of our research are focused on questioning the values that young people adopt through virtual socialization, an assessment of the “image of their own” that is in the virtual world, and the compatibility of the virtual identity with the one built in the family and peer environment. Respondents expressed views that their lives matched a life that points to social networks, while they felt that their peers did not live a life that they sought to portray on social networks. The results showed that they feel more secure in online communication than in life. Also, opinions are that the values they adopt are influenced by public opinion, etc. We can conclude that educating youths about the virtual world should be in several directions: actuality, truthfulness, privacy, and freedom.

The paper is dedicated to issues of creativity within several models with a special focus on the Piirto model of creativity. Creativity and innovation are seen as a fundamental competence that enables participation in all forms of social life and work. Creativity in the service of man means being able to solve problems in environments that are becoming increasingly complex. Creativity as such requires a certain degree of literacy. The Piirto model offers a conceptual framework for understanding talent and/or creativity. The model can serve as a framework for interpreting functional literacy that emphasizes the role of family environment, culture and community, school, gender identity, and the factors of chance, ie happiness. In this paper, we will offer the basic starting points of the Piirto model of talent development, and try to interpret this model as a framework in understanding functional literacy.