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Snezana Stojiljkovic

In a context of discussions whether to introduce religious instruction and / or another form of education for democracy in Serbian schools in the beginning of 2001 an inquiry was conducted aiming to determine attitudes of teachers towards introduction of ethical education. The sample of 130 primary and secondary school teachers from the city of Nis was inquired. A specific questionnaire of a restricted type was used to gather their answers. Analysis of the outcomes shows that about 50 % of them are of the opinion that the introduction of ethical education in school in form of separate subject without standard evaluation of pupils' achievements would be necessary and desirable. They also showed interest in seminars for teachers where they could be given lectures on particular subjects. Only 5 % of inquired teachers assumed a negative attitude considering ethical education of pupils to be a task parents should cope with. The 2nd part of survey was aiming to determine the implicit concept of ethical education and in which ways the process of moralization is carried out. The outcomes point to the fact that the existent educational practice is characterized by simultaneous application of various heterogeneous educational methods, ranging from methods "under the umbrella" of pedagogy of restraining and moulding to methods proceeding on the assumption that the main goal of ethical education is to encourage human innate potentials for personal growth and development.