Mokslo ir tikėjimo dialogai

One of the most important aspects influencing the quality of life is education. The paper includes the research results from an analysis of how the level of education affects quality of life, and the development of different initiatives and values. An analysis of scientific literature is performed, with a more detailed analysis of data from Latvia, taking into account the level of household income and satisfaction with life. Research methods applied: analysis of scientific findings, analysis of time-series on several indicators of development related to different education indicators, and income indicators depending on educational level, with a calculation of income confidence interval with a probability of 0.95 for households with different educational levels. Data used in the research: data from databases of the Official Statistics Portal of the Republic of Latvia, Household Finance and Consumption Survey. The research results indicate that households in Latvia with a higher education have a significantly higher income than households with primary or no education.

The aim of the article is to prove the positive impact of education on work salary. For this purpose, the main task of the article is toestimate the Mincer rate of return by taking several factors into account. A secondary task of the research is to analyze the results of2010 and 2011 and to find explanations for the significant differences between the two years. The results of research and a detailedanalysis of the labour market indicate a positive return from attainment of education at an individual level, and they strengthen thehypothesis about a correlation among higher education attainment, higher employment levels and welfare. So far, the Mincer rate ofreturn has not been widely used in Latvia.

125 years ago, the mission of the Lithuanian literary, political, and scientific newspaper Varpas (The Bell) published under the Czarist occupation was to interpret the issues of the national life, to raise the nation’s spirit, and to awaken and strengthen the national self-consciousness. Among other issues, the publishers devoted great attention to a fundamental human need, i.e. the maintenance of identity and its relationship to faith (Catholicism). Religion and language were interpreted as closely related phenomena and as the nation’s values of utmost significance for the maintenance of the national identity. Religion, language, and customs were so closely related that the destruction of one could undermine the fundaments of the other elements. People who had learnt their native language from their mothers, and later had disowned it, could have also questioned another legacy of the mother, i.e. faith. As demonstrated in the paper, the henchmen of the czarist government tended to simultaneously destroy both Catholicism and Lithuanianness in different ways, especially during the reign of Mikhail Muravjov. The authors of Varpas considered the Orthodox church to be the main factor of Lithuanians’ assimilation which tried to attract Lithuanians in different ways; another important factor of influence was school which taught children different subjects, even religious studies, in a non-native language. In the implementation of that kind of Muravjov’s strategy, some clergy collaborated with the invaders

The article deals with the attitude to Protestantism in the post-soviet Russia. Formation of Protestantism in Russia can be considered in the present paper. Thus, the purposes of this research are to examine formation of Protestantism in Russia, to analyze attitude of Russians to Protestantism and to identify its reasons. The author’s periodization of Protestantism formation in Russia is proposed. This periodization is based on 3 criteria: types of Protestants activities at each stage; the government’s attitude to it; its functions. It is shown that the establishment of the Russian Protestantism version took five basic steps. In modern Russia, Protestantism has its own history, values it gained its traditions, and it has its own distinctive character. Protestant churches are ready to actively participate in solving the pressing issues facing the people of the country. The authors suggest that the most authoritative of them can and should acquire the status of social partners of state institutions and significantly contribute to the spiritual and moral education of young people, to overcoming child homelessness and neglect, to family strengthening, to improvement of moral atmosphere in society and to the formation of high standards of business, economic and work ethic. The positive development of this process and its dynamics are largely dependent on Russian Protestants consolidation and on their willingness and ability to develop and strengthen interfaith relations and cooperation. According to the article, the attitude of most Russians to Protestantism is largely negative, although most of them have friends or acquaintances among the followers of this religion. The reasons for this are stereotypes in the public opinion of Russians: about the church itself (simplification of ceremonies, of the Bible, of the decoration of the church), and about the personal qualities of the congregation (the rejection of community service and charity, lack of citizenship).

The 21st century is identified in the country’s strategic documents as a century of rapid technological, climatic and economic change, and countries must not be afraid of innovation and knowledge of the world through information technology. According to strategic documents, the education of gifted children is also one of the country’s priorities. Gifted pre-school children need to develop and continuously improve their abilities, and the stimulation of these abilities can be enhanced by information and communication technologies. The article analyses the educational possibilities for gifted pre-school children using information communication technology, the characteristics of gifted pre-schoolers, and the possibilities for the identification of gifted pre-schoolers. The study suggests that gifted pre-school children are educated in an individualised way according to their needs, they are identified by their abilities which stand out from their peers, information communication technologies are used to diversify the education of gifted pre-school children, and that the biggest problem educators face while developing gifted children is the lack of information and the lack of communication tools.