The Master’s thesis discusses instruction for raising children in a family. The theoretical part of the thesis explains that social and political changes established in Slovenia in particular social systems after the turn from the 19th to the 20th century on – the Janez Evangelist Krek's Christian Socialism, Real Socialism and Self-Managed Socialism – and in Western capitalist countries had a different impact on the position of the family in society, and the upbringing of children in it. We present that on the territory of current Slovenia, where Krek’s Christian Socialism prevailed since the turn of the 19th to the 20th century until the Second World War, the instructions for raising children honoured work, the latter serving as a ritual. Work is defined as the fundamental dimension of a man and is our main human duty, enabling us to pay off “punishment for our sins” and, at the same time, serves as our protection against falling into sin. By means of upbringing, it is necessary to impart values to children such as diligence, obedience, humility, godliness and patience as soon as possible. These traits are of key importance for the maintenance of social relationships since work is the basis for the stratification of society into classes.
By secondary analysis of the text by some prominent authors who considered the issue of the family and upbringing in Slovenia in the period of Real Socialism and Self-Managed Socialism, it is justified that the crucial aim of socialistic upbringing is a versatile personality, defined with political interests in upbringing. The objective of statistical upbringing is the equalisation of people among themselves and does not permit compliance between individuals and their social roles. Individuals have to be brought up so that they would, disciplined and selfless, comply with the interests of the community and perform social tasks. They should become active creators and protectors of the Socialist society. The comparison of the instructions for raising children in the family during the period of Krek’s Christian Socialism and in the period of Real Socialism illustrates that, in both periods, work represents a fundamental duty of a man and a key educational activity of raising children in family education. Children have to be included in daily work as soon as possible. Specific qualities have to be imparted to them, which, in Krek's Christian Socialism, serve for the maintenance of social relationships and for the implementation of the latter in the period of Real Socialism.
The analysis of the basis of upbringing children in a family in the period of Social Socialism in Slovenia illustrates that instructions for raising children in a family differ from instructions in previously discussed periods. In the first years of Self-Managed Socialism, the instructions for upbringing lost coherence with statist upbringing. After the 1960s, the instructions for raising children included expectations of the Self-Managed Socialism ideology. Work is viewed as a creative activity; through work, individuals take part, co decide, manage and by means of that, contribute to social welfare, and at the same time fulfil their inner tendencies and interests. The instructions for the upbringing of children are focused on the realisation of the fundamental social goal – universal development of an independent, responsible, critical, creative personality who is eager to work. A versatile personality gets less and less shaped with work and increasingly more with active spending of free time.
At last, it is explained that from the mid-50s until the 1970s, when the instructions for upbringing were based on the ideas of collectivism and socialistic moral and ethical values, the enforcement of ideas of permissive upbringing is evident as well. The latter follows the model by the author Milica Bergant; the upbringing is based on the use and intertwining of restrictive and motivational methods and instruments. Constraint or repression in upbringing presents an inevitable part of education. It enables the child to submit to the authority and, in this way, internalises social rules and norms, which enables him to have independent, responsible and free social activity. After the mid 1970s, there is a step towards the scheming of permissive education as denoted by the author Vinko Skalar; instructions for education are directed towards the concern for children's individual development, considering children's development traits, fulfilling social needs and using motivational educational treatment. In instructions for education, it is evident that the model of permissive upbringing follows the model of permissive upbringing implemented in the American capitalistic society in the period after the Second World War.
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