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Analysis of Primary School Students’ Attitudes towards the Culture of Life

: The culture of life is a theological-philosophical term, which signifies a commitment to respect and protect life. The aim of this study was to investigate students’ attitudes towards the culture of life in Sarajevo Canton. Research included a sample of 1204 students of 6 th grade of primary schools in Sarajevo Canton, divided into two subsamples of 602 students attending schools in suburban and urban parts of Sarajevo Canton, we examined the attitudes of students who acquired competencies in the subject Culture of Living to the aspect of culture as a phenomenon, with all its integral wholes from healthy lifestyles, through general cultural habits to traditional values. The results obtained by factor analysis indicate that students attending schools in the suburbs of Sarajevo Canton determine attitudes that have the premise of education in relation to students attending schools in urban areas of Sarajevo Canton, which are more determined by educational categories of attitudes. to conclude that the children of suburban schools have a greater influence of parents and families on attitudes compared to urban schools where the influence of teachers and schools is greater, based on the attitudes of students through a survey conducted.


Introduction
A Culture of Living is living in accordance with basic, fundamental, and crowning moral principles (Benedict, 2019;Keesing, 1974;Williams, 1961). The school education system with an educational structure has caused a gap between what is needed and expected on the one hand and realized on the other (Fullan, 2012), resulting in the complete disappearance or replacement of the internal hierarchy of value criteria, definition criteria and social norms. Causal-consequential new criteria, new values and new norms have been formed that differ significantly from what tradition considers to be classically decent and traditional (Coe, 2017;Sue, 2005).
The problem is more the fact that these are parents, teachers and authorities who have a crucial formative influence on twelve-year-olds on the verge of a crucial formative period -puberty (Družinec, 2016;Puškarić, 2021), which are the target group of this research. It should be borne in mind that in this case, twelve-year-olds "only" represent the medium, ie the source of imprinted knowledge, experiences, opinions, attitudes and prejudices of their authorities from both ends of the scale of total human existence manifested as a culture of healthy living. This fact, on the one hand, significantly complicates this research and makes it significant, both from a scientific and practical perspective. On the other hand, it in turn brings the general culture of healthy living into the domain of living culture, and raises the Culture of Living as an object to the level of the most important, and unjustly and unjustifiably neglected object, giving it multiple significance because it appears as the only valid and credible channel of return, reaffirming and preserving real tangible and intangible values and aspects of healthy lifestyles, otherwise fully exposed to arbitrariness of interpretation and perception, radicalization and neglect, decay and complete oblivion under the influence of all pseudo-groups claiming its affirmation and abstraction. None of the questions posed before this research, from the theoretical definition of new ethics, new traditions, new culture, new healthy lifestyles, place and role of virtue and ethics of virtue in the process of positive retraditionalization and tasks of the entire educational apparatus is simple and one-sided response.

10.54392/ajir2146
The aim of this study was to investigate students' attitudes towards the culture of life in Sarajevo Canton. Therefore, we considered it extremely important to look at and analyze the situation and make a cross-section of the acquired knowledge from the subject Culture of Living, as well as norms of decent, healthy, cultural and civilized behavior of children aged twelve to find guidelines for the beginning and course of positive retraditionalization. necessary if we hope and strive for a healthy and decent society that knows what they are, applies and lives in accordance with the positive values that the tradition of care, ie the culture of healthy living as living a healthy culture.

Materials and Methods
The cross-sectional study was carried out in Sarajevo -Canton Sarajevo, he biggest city in Bosnia and Herzegovina.

Selection of participants
Inclusion criteria: 6th grade of primary schools students aged mean= 11.50 ± 0.5. A total of 1.204 were divided into two subsamples. Group A -602 students attend schools located in the inner (urban) city of Sarajevo. Group B -602 students attend schools located in the suburbs of Sarajevo. Parents of all subjects signed formal consent they have been informed about the purpose and the aim of the research.

Questionnaire
A specifically designed questionnaire was used to collect data for the research. Online survey based on Lickert's five-point satisfaction scale with 45 questions. A total of 33 questions were selected for this research while 12 questions were rejected because they do not have a satisfactory index and discriminant validity.

Statistical analysis
Statistical data analyses were performed using SPSS 21.0 for Windows (SPSS Inc., Chicago, USA). The reliability of the measuring particles was performed with the Cronbach's Alpha coefficient. A total of 33 questions were tested with Cronbach Alpha coefficient (.80) and they show the excellent implication of reliability. Also, factor analysis was used to analyze the structure of selected particles.

Results
Within the table (Table 1. and Table 2) it is possible to see high values of the projections of variables on isolated factors in students. A total of 11 factors were isolated from students attending school in the inner (urban) city of Sarajevo, while a total of 12 factors were isolated from students attending school in the suburban part of Sarajevo. Does your family keep an old object of paintings or a piece of antique furniture, Bosnian rugs or clothes that are carefully preserved since ancient times? .834 We visit our extended family members... .377

Twelfth Isolated Factor -Mixed Aesthetic-Patriotic Factor
The beauty of the prepared dish is important because… -.806 I love my homeland and I could not live elsewhere -.550

Discussion
The aim of this study was to investigate students attitudes towards the culture of life in Sarajevo Canton. This study presents one of the first studies of this type in Bosnaia and Herzegovina. Based upon the results of the conducted analyses it is possible to see the isolation of a number of factors both for students attending school in urban and for students in rural areas.
The attitudes expressed by students of Group A (schools in the urban part) determine the influence of the educational part, teacher, school, while in children of Group B the attitudes determine the role of parents or family, where the educational segment is visible. The reason for this is reflected in the fact that parents are increasingly losing their formative role, and their place is beginning to be taken by the peer group (Woodhead, 2006). The process of forming identification matrices and patterns, forming identity based on opinions, attitudes and prejudices, affirmation and negation of decisions and attitudes coincides with the process of self-knowledge, but also knowledge of the environment and is extremely -fundamental and crucial -important for this research. Several studies examining changes in identity status over time have shown an increase in the number of adolescents with more mature identity status and a declining number of adolescents with less mature and less adaptive status. This data indicates the existence of space for parental help and support of teachers during this turbulent formative period (Locke & Bailey, 2014;Meyers, 2004).
In order to better understand these facts, it is necessary to know and understand the terms "urban" and "rural". Čamo, 2014 states the fact that it is still referred to and reflected in the domain of material -especially in light of superficial interpretation and understanding of the environment -which ultimately determines our frame of reference both in the field of understanding the environment and in terms of understanding oneself (self-knowledge), self-understanding, knowledge of one's place and role in one's environment and in the world and consequently, all other elements of self-identification.
Pedagogical theory and practice are largely limited to the study of a child's intellectual development and tend to emphasize the effect of production, neglecting the importance of his aesthetic development and general cultural development (Kohlberg & Mayer, 1972;Levinson & Holland, 1996;Pintrich, 2003). Neglecting the importance of aesthetic development in pedagogical theory and practice has made us aware, moreover, convinced us of the need for a systematic approach to planning, implementing and evaluating aesthetic dimension goals (Erez & Earley, 1993; 10.54392/ajir2146 Kelly, 2009;Visscher-Voerman & Gustafson, 2004), especially in terms of general culture as living culture, which is best achieved through the subject Culture of Living.

Conclusion
The paper tries to determine the role, contribution and need for positive retraditionalization of society in terms of self-knowledge and knowledge of the basic characteristics of the environment, reflected in the acquired knowledge, formed opinions and attitudes, possible prejudices and stereotypes about themselves and others among sixth grade students in Sarajevo Canton through the subject of Culture of Living. The results showed us that the Culture of Living as a subject is indispensable and necessary, and in some future reforms of the education system, this unjustly neglected and extremely important subject must be kept in mind. It is extremely important, it is almost impossible to overestimate the importance and role of art and culture of living in education and the effort to give this domain of education the necessary, equal and independent status in relation to other subject areas.