22 SES 12 E, The Role of Churches in Higher Education in four Central and Eastern European Countries
The development in Europe is framed with the processes of globalization that interconnected the world and builds the fundaments of global civilization. They refer to the competitiveness, international co-operation and intercultural communication, culture and education. In the context of European and Christian values, the outcomes of value research carried out by Schwartz deserve special attention. In our contribution we would like to present research related to condition of school-leaving youth’s moral values and effort to appoint demographical, social and religious features which differentiate that values. The presented empirical work arises and remains in area of empirical sociology that would like to describe and explain reality. A questionnaire and a depth interview were the basic techniques for realization of the sociological research. We describe opinions of students who entrance the university related to the criterions of moral good and evil, their general attitude to moral norms and their relations to moral authorities. Empirical indicators report that the majority of these students think that there is no once and for all established rules to distinguish between good and evil (64,5%) and presents a teleological or extremely compromise attitude towards moral norms (74,5%). In total, almost two thirds of respondents saw an opportunity to humiliate human dignity in some private cases or interpersonal relationships – at least in certain circumstances. Results of this research are important for Catholic University in Ruzomberok which is only one catholic university in the territory of Slovakia. This university has tradition which is based on the First Teacher Institute in Spišská Kapitula and his task also nowadays is to support Christian values by their students. The contribution is supported by grant KEGA 017KU-4/2014 Progresive elements in materials of the First Teachers Institute in Slovakia and their aplications for pedagogy and subjectual didactics in 21st century.
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