| In order to examine the character of
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| | finally, the religion. In order to reach
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| behavior in schools a lot of researches
| |
| | the aim of their task they should
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| were done and the results in general were
| |
| | co-operate. It is a terrible fact, but it
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| not really positive. Great quantity of
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| | is true that nowadays a lot of families
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| cheating, stealing and sarcasm was
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| | break down, schools do not follow the
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| stated.
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| | established tasks and more attention pay
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| The researches took place at Josephson
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| | to money, and, of course, not each child
|
| Institute of Ethics, here are the
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| | pay necessary attention to religious
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| results: among 24,763 students
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| | rules.
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| practically 2\3, and it is about 62%, of
| |
| | Nowadays, television and different types
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| students can easily cheat on the exams,
| |
| | of advertising make terrible impact on
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| and about 27% were noticed at stealing at
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| | children. In order to change or,
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| the store markets. Such results one more
| |
| | probably, just to help in the developing
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| time can illustrate the necessity of
| |
| | of child's character, schools should
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| character education. The cases of lying
| |
| | explain to parents their prior functions
|
| show that a lot of time should be devoted
| |
| | in brining up and, at the same time, try
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| in order to improve the situation in
| |
| | to teach them necessary values which
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| schools, to develop good qualities in the
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| | could help in lives and in the formation
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| students and to prove that good attitude
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| | of the society.
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| to the society can help in future.
| |
| | It goes without saying that a child can
|
| The history shows that there were three
| |
| | not form the character by his\her own
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| main institutions which make an influence
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| | powers. A lot of factors influence on it.
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| on the development of the child's
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| | But very often, the child firstly accept
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| character and could pass on the value's
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| | not positive values, and the main tasks
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| heritage. All we know that such
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| | of above mentioned institutions are to be
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| institutions are, first of all, the
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| | the first in order to help the child to
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| family, secondly, the school and,
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| | be better.
|
