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.

Research aimed at the etiology of creativity suggests that its development is contributed by both individual and contextual factors. In analyzing contextual factors, more attention is paid to the institutional environment concerning the family. Starting from the above, the goal of this work is to explicate the development of creativity by taking parenting and the early family environment as a conceptual framework. Operationalizing family context through two dimensions – structural (socioeconomic status, family size, birth order) and process (integration, parenting style, parenting dimensions), sought to explore their connection to the development of creativity in early childhood. A special focus was on the process dimension, through the relationship between parenting – as what parents do along with children and creative development in early childhood. In doing so, etiological factors are taken into account that enables and/or inhibit the development of creative potential.