• The authors:
    Vesna S. Trifunović
  • Issue: July 24-26th, 2019
  • Pages: 79-87
  • URL:
  • DOI:

Abstract. Values – as universal and relatively lasting orientations speak
about objectives that individuals or groups deem appropriate and whose
achievement they are inclined to. Values may refer to the sensible goals of
individual life, but also to the more universal social values and objectives
that individuals consider appropriate and which achievement they are
endorsing. An important determinant of the term “value” refers to the idea
of the worthy, which means that it is not enough to know what an individual
is inclined to, but also whether he deems appropriate and worthy whatever it
is he is inclined towards. Acquired values give shape to a way of life and
indicate to the means of meeting the needs.
Values are not simply a matter of “taste” or an absolutely autonomous
choice of an individual, they are rather socially determined; Certain values
are variable, characteristic of certain historical epochs, but there are values
that are characteristic of the society and culture of all times and therefore
have the character of permanent or universal. By passing on the chosen
value systems to each new generation, the societies strive to provide an
unobstructed process of the entire social and cultural self-reproduction. The
values are acquired during social learning under the influence of various
socialization agents. The presence of a certain value system and its intensity
within a given time interval, speak of the spirit of that time, and the
comparative findings obtained at different times make it possible to
determine the influence the current social circumstances have on the
formation and changing of values. Knowing to what extent religious values
influence the formation of value systems of the teacher education faculties’
students is very important because they are the ones that will in the quick
change of the generations take part in achieving one of the most important
tasks of institutionalized education – molding of an appropriatepersonality
of new generations. An empirical research was conducted on the so-called
random sample of central Serbia’s teacher education faculties student
population in aim of establishing whether religious values are and if so, to
what extent part of the reference value framework of future teachers.
The student population is exposed to various factors that influence the
formation of their value systems and behavioral patterns. The behavioral
patterns acquired through the process of primary socialization within the
family, in which the influence of family environment is decisive in their
DOI: 10.22363/09669-2019-79-87
formation, are in subsequent phases of socialization exposed to the influence
of other factors, such as peers, mass culture, the media, as well as religion.
Exposed to this conglomerate of influences, individuals and various groups,
such as and including the students, chose their lifestyle and form their
behavioral patterns. Affinity and antagonism towards someone or something
are defined by the values that are embedded in those patterns.
The intention of this research is to determine the existence of religious
valuesin one part of the students of the Teacher Education Faculties.
As a research technique a descriptive and analytical method and survey was
used in this research. The research included the second-year students of the
Teacher Education Faculties in central Serbia (149 students).
The main findings of the research have shown the following: (a) that it is
possible to speak of unequal acceptance of different religious values within
the surveyed student population; (b) that a group of religious rules, which
regulates relationships among people in the social community, is deeply
respected within the surveyed population, while the regulatory influence of
the rules that directly relate to their relationship to divine authority are
smaller accepted from a significantly smaller number of students.
Keywords: Values, Religion, student population, socialization, religious

Vesna S. Trifunović
University of Kragujevac, Faculty of Education, Serbia,

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