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Part 1: The Foundation of Ethics: From Family to Society I would like to come back to you again later... later... Minister of Education, Mr. Dobáš. Let me once again emphasize that the search for goodness is a natural aspect of human nature. In our work of educating the youth, and in your endeavors, I wish you every success. I present this year's vision for the minister at this conference, which is already the third part of a series introduced by the vision of Svāmījī Mādhāvānanda and the Gift of Conscious Living. I am very glad to welcome you here so that we can address the issue of ethics not only within the family and education but also here in society at large. Thank you for your attention, and I wish all the best for this conference. Thank you for the insightful contribution, Mrs. Lenka Švorcová. I would like to introduce Mrs. Švorcová, who is the representative of the Minister for developments in the field of ethics... Thank you for understanding; my name is Švarcová. My name is Švarcová, and I am prouder of that. I will consult with you, Mr. Minister, only in the area of ethical education. Otherwise, I work as a coordinator of ethical education in educational programs. Perhaps you will benefit from this. An implementation group has already existed at the Ministry of Education for two years. We have very well-known personalities among the participants, such as Professor Jacek and Eliška, who can provide insights, as well as politicians like Member of Parliament Jaroslava Meníková. I want to thank Mrs. Věli Gerová very much. I would also like to thank Mrs. Kopicová, the former Minister of Education. She was the first minister to introduce ethical education into school curricula and mandated its teaching in schools. From this school year, starting this September, school principals have the authority to incorporate ethical education into their school programs. I would also like to thank Mr. Dobáš, the Minister of Education, because Mr. Minister Dobáš is a great advocate for introducing ethical education into schools. Why not? He is a psychologist by profession and is providing us with much moral support. We hope that we will be granted funds from Europe so that we can develop the materials for these programs. I will not speak any further, as there are interesting guests and speakers waiting. I would like to finish with my favorite quotation, which always inspires me. As Tomáš Baťa said, every crisis—whether a societal, political, or economic crisis—is, in the first place, a moral crisis. And I am afraid this applies to our time as well. I would like to thank you, and I apologize for slightly mispronouncing your name. Now, I would like to invite the representatives who have prepared their contributions, which are introductory reflections on the topic titled "Ethical Values in the Matter." Allow me to welcome you to today’s conference entitled "The Name of Art and the Hope of Nature in My Life," organized by the Union of Yoga in Daily Life. We call the conference "Youth and Ethics." So it will be about us, young people. Youth is a beautiful phase of life, and its purpose is to learn many things, to understand what is happening in the external world, and to accept certain rules and laws that are valid in human society. From childhood, we like to know and learn new things. We learn from those who are more demanding, as they become our first teachers. For someone to be a teacher, they must possess many qualities and, of course, uphold certain principles—a quantity of knowledge and represent certain sequences. When a teacher does not respond to a certain lineage and is insufficient in their place, their teachings are distorted, they repeat erroneous patterns, or they develop resistance to the teachings. A good teacher can impart the wisdom and the moderate joys of knowledge. Our loved ones teach us how to live in our youth; their handbook is passed on to us. It is in their hands how much knowledge they share with us and how they present themselves to the world. And we become good by being good students in the field called life. If we are fortunate, we grow up in an environment that fulfills determination and love. We have loving parents by our side, to whom we can turn at any time, and from whom we can seek advice or help when we need some responsibilities or assistance. Then we find friends and our own path, and more significant teachers who introduce us. It seems that our world must be beautiful. Yes, it would be, if only we could close our eyes to those who have not had such happiness as we have. But we do not want to close our eyes to the problems. We want to face them head-on. We want to create a better world together. We are ready to help those who need our assistance. And things that are not just things include, for example, Natálka and svṛj. I would like to ask to introduce our project. Good day. May I introduce our international project on Cyberbullying? Since our only partner school is in Romania, the statistics we will show later this afternoon indicate that Romanian children, when using the internet, like to use it for games, while in the Czech Republic, children prefer to use the internet for social networks. However, to best avoid this conflict, we enter into the period we have created in the cyber realm. Of course, we are also assisting with the drafting of the international charter, which will be created on the 12th, to be signed by the successors of the museum and in the Czech palace. Also Jana Zmartina, who is entering the Czech palace. This is Jana from Martin, who is one of all nine children who came from Slovakia. He is an example that we can help and empathize with others. In our town, in our nature, there is a crisis center called Slnečko for religious children and religious children or women, for which we were preparing a charitable collection... and we were preparing a charitable collection... and we were preparing a charitable collection... and we were all preparing a charity collection... It is used only for animals. Other animals are mostly animals that are animals. So I believe that when it comes to competence regarding animals, it must apply to all animals. We can be happy and healthy only when the nature around us is healthy and pure. Martina Knapova knows something about it. She actually is, in fact... And that is actually the whole point. It is a significant step on the path in life. This is a very important step that we can practice practically. What we truly need is to find the meaning of life, to know what our life is for. Good day, most things about life are actually things about things. Most things about life are actually things about life. Most things about life are actually things about life. Thank you. So I greet you all. I know many people, many quadrants, who do not think about life, or what they live, or whether they travel. It is such that they have groups, but they actually do not know how to relate to people, ultimately resorting to cursing. The worst part is that even those prandole, who have actually become like a virus, are among them, and of course I cannot change that and I feel right about it. I would like to be a veterinarian and also help those who cannot help themselves. And I know that my beloved would want to help with that. Thank you. I am interested in the topic of family. I am concerned with the topic of family and imagine that people are not interested when I worked as an opera singer in England. This is something I knew when I was going to give my short presentation, and I would like to do a presentation in the afternoon workshop. No opera is a likely mother. Zákostelecká, and I would like people to be able to live in peace and safety where they help each other and stand together. For example, I like to become a child for small ages, and I also enjoy helping animals. And I would like people to be able to help their living beings, and I would like people to be able to help their living beings and not only their stronger ones. We all have a lot of energy and eyes; it aches because of what is not right in the world. Today we have a great vitality, a liveliness, to learn from you and from the sages how to do it, how to practice it. So in this context, I would like to introduce to you that once we immediately teach the teachers of our children, the new era, the generation, and we want to hand over to them a better world, based on the highest teachings, and we thank you very much for this opportunity. Thank you. As you have heard, this is the introduction of your project... As you could hear, this project will be presented in these manufacturing productions... manufacturing manufacturing... manufacturing. They concern ethics and ethical education, and if you write it then we will select some ideas and you can win some prizes. So if you would like to join in this game, you can take this and create some of your own things. And now we move on to the expert part of the conference. I would like to ask Mrs. Svobodová as the first representative. Good day. I greet Svāmījī and all of you. I would like to ask for some patience. I have a presentation in PowerPoint. Let us now work with the techniques. Perhaps if we changed the lights, it would be more visible. Thank you. Thank you very much. We are talking about a very important part of a person’s life, and often people do not realize how important it is. I would like to address this from the very foundation. My lesson is called "Ethics and Probability," and I would like to view it from the perspective of the evolution of human curiosity. When human curiosity is not fully developed regarding matters from all other races or other things, a person believes that they simply came prepared. There is some genetic predisposition, but that means several 25 years of intensive cause to create all these tendencies or genetic predispositions in order to form them. So from that perspective, it is very important how we are formed as small children. We will create a person’s name. So, we will create a name. We create the name and the mother. The mother is the first guru. I would like to use two quotes that I have lectured on with that Svāmījī. Two of the Svāmījīs that I remember and have spoken about, and that I have spoken about before the Svāmījīs, said that parents or the mother are the first guru for children. They are the first people who have a homeland, like how children are created. And I would also like to present that parents are for, and children are for. It is as if the parents want to know how it will be created and how their own art will be formed. In today’s time, we have many scientific methods that show us how the development of transitional stages can be created in the earliest stages of development. So we must focus on the fact that development in the prenatal phase itself, as well as in the immediate postnatal period, is also very important. We know that in the final part of development, the child experiences the same mental state that the mother feels. And the evolution of evolution in the next part, which is already forming at this time, and the limbs that will be used throughout life are being created. Imagine that we have a mother who represents the children, who lives in danger and peril, who is burdened by her partner when he is in decline or something else. Her way of thinking is a surprise, a surprise of nature that has not been created before. We call it networking. We call it networking, as if we are creating a way of ways to create ways in stress. And once it is created, we already know the process by which it has such a significant influence. Another important period is from infancy to three to five years old; from birth to three years, the hemisphere, likely the part of the heart, develops very rapidly. The probable part of the land mutually... mutually... Aggressiveness, or is my poem a psychic structure, like contentment, importance, I can be okay, I can be okay and have enough energy to be content. And it is good to know that this very important structure is formed in the first three or five years of life. If you can imagine, at this time the child is completely dependent on their own years. Sometimes we cannot speak of years, but rather the first developer, because some children do not have years, but we can talk about quantity, which means children and years. And these are the people who truly care about the matter of children—whether the children will carry my stress and be able to have good memories with others, or perhaps even this year, when children recall negative experiences, they will have stress and will not have the opportunity to interact socially. I believe that the only ideal in my matter is what we call ethical ethics. This means that we must have good memories with other people and remember them as we wished, and remember them as we wished, and remember them as we wished, and remember them in various matters. When we look at the left, it roughly resembles the neurulation of a child at birth. As it can be said, at that time there is the so-called non-differential discernment. And there, connections of neuronal things arise, so the networking becomes much stronger. At that time, there is still the warning of things when something greater and greater is created... I feel something wonderful, please, thank me for something good in it. Thank you. Thank you. Thank you.... A loving mother realizes that her child is very kind. The child lets go and sings to the mother. Mother is very kind. She reconciles with herself, and everything is created. Everything is created, and everything is created. And everything is created, and everything is created. And everything is created, and everything is created.... Because most things are a good place where people make me, people bless me, people give me, people can give me what they need, and show mercy to me. And this is the thing that is the most important of all things. So if it all worked very well, everything in this great design would be full of these good experiences. On the other hand, when a child causes some negative things, all those bad ways will be filled with these ways. Let us look at this situation. A child who is just waking up in childhood does not believe that everything is fine; there are certain ways, and the child begins to follow those ways. But the child does not follow, and the child begins to cause disturbance. And we think that this is an experience, and this experience is such an experience. I am heavy, I am simple, it is difficult, and no one is here. Then the mother comes, but she does not bury anyone. He acts as if he cares. Like a child who just screams, and when it screams again, you close the door and say you will watch TV, and I can’t watch the child even a little when it’s watching. And the situation is still the best. The child cries, and the mother comes and says to the child, who then cries again. And all these experiences, all these experiences are created into a womb, and how one remembers something like that, in the active world. I quiet myself and feel sadness. And I am afraid, so it comes, and I let it be. And they still cannot have it. What the ultimate meaning of these experiences will be is very problematic? Actually, those are just spots. Understand, we do not understand that I am in this wrong place, people around me do not understand me, I might be different, I am somehow a bad child because they treat me this way. And it gets believed and recorded in memory, because that situation will likely repeat itself, so it gradually grows, shooting at you in those ways. And this creates the perspective on the child, and it would be very difficult. Here, a brief overview will be given, which you will then have in the proceedings. So I will not throw everything all at once like that. And it still really doesn’t listen to me. This brings us to a summarizing overview of what it means for a child to have a good head, which means a good year for the children. Now in natural psychology, we use the name of good generations, who would be frustrated that we are the best generations, that we are the best generations, but good generations. A Native American psychologist, who is a leading theorist in both theoretical and practical psychology, defines what children need. The poetry of needs includes shelter, food, support, protection, and affairs. And this is a matter for children, how to create children, not only physically but also spiritually, which means it is demanding to make space for them, the right space, to support the children, to make space, the right space, to make space, to make... space,... to make space, to make space,... to make space, to make space,... and this is very special for a person and it is the evolution of things, things about the world, about the things that lie ahead of us, the development of our individual phenomenon, how to coordinate and create our activity, and how to establish ourselves beyond duality. And this is another topic for parents, who are the only ones capable of creating children with this significance. Let’s say that an 8-year-old child is mentally capable of understanding the concept of death. In this case, the child can comprehend what it means that people die and leave the world. Part 2: The Foundation of Security and the Challenge of Media It is crucial to consider how parents approach explaining the world to their child. Introducing concepts about people who cry, travel, and live can feel meaningless to a child, potentially leading to a depressed sense that life is unreal or lacks purpose when viewed only through this limited lens. If life is presented merely as a finite, earthly construct, the child may feel a heavy burden, perceiving existence as devoid of deeper significance. Therefore, parents must help shape the child's understanding of life's layered meanings and inherent importance. They should convey that life flows with significance. In doing so, the child does not forget that, in essence, within today's protective framework, it is the way of ways... ways. Children need others to help them represent the world in a real way. When a child realizes that everything is alright—that "my mother protects me"—the child can then present itself to the world. The little child endures, the heart is there, everything new is there. The child endures, and the mother takes the child, walks with them, and sees: this is the child. The child sees that there is someone who helps them face problems and endure again. And in a way, in a way... in a way, there is my place in the world, and other people have their place in the world. This feeling of security is unique. If this unique connection is broken or absent, children cannot find certainty about their own place, even in adulthood. You see the framework: when the mother is present with feeling for the child, the child is happy, developing, and eager to learn. But when the mother neglects the child, the child develops caution, learns not to cling to relationships, and perceives everything as dangerous. Sometimes the mother is unavailable very early on, which is very difficult. The child becomes systemically divided—sometimes full of emotions, at other times perceiving only danger. This adult, too, becomes divided, even amazed that when they make love, they do not neglect it. Another extreme is children abandoned within the family. These children exist in complete chaos and stress, carrying a terrible heaviness in their neurons and their very being. For those of us who wish to be good-enough parents, this deepens the understanding. A good role requires modesty, recognizing that different things are together, interacting, judging each other. In all places, different things mingle, becoming completely entangled, conceived, disturbed, nervous, and strained. It is truly impossible; when the mother is angry, the little child cannot be at peace. The connection is always there, and it works both ways. When the child is stressed, the mother should remain calm, and her calmness will influence and soothe the child. This reflection can make one feel not good enough, especially when dangerous challenges present themselves to children again. This is like kāma, which we would call negative kāma, because when children have dangerous experiences, these experiences are also represented in their own children. You will see greater children, and only greater children can protect; they have no other concerns. Regarding children from troubled families, if we were to label them, we would call them problematic children, which again raises ethical issues. What is a child created in stress, among negative influences, who is never like a child? This child is so full of such matters that it cannot control its matters or itself when faced with strong matters. This person may also have psychomotor difficulties, learning challenges, and difficulties in social relationships. An American neuropsychologist wrote an interesting book called The Ethical Brain, exploring whether ethics is genetically created in our brain. Evidence suggests we are created for God, to be content in this world, to distinguish good and bad, and to stand for justice. However, early childhood is vital for this disposition to be fulfilled or suppressed. This basic ethical disposition needs cultivation for at least 25 years by parents and schools. It is the parents' responsibility to imprint an ethical image on their children—that a good life is possible. In conclusion, our brain is equipped with experiences to survive. The original genetic setting is wrapped in all experiences. We are created to know what we will do next, using a method from the future. Our future is actually caused by our future experiences. If these experiences are negative, change is very difficult. While nothing is lost, a good beginning is crucial. These experiences shape our inner life. Thus, the great task of parents, the first task of my teaching, is to know with certainty and right discernment those methods that are safe. Now, I would like to ask the doctor for a remote check-up. This brings a small reminiscence: in 1990, I was with Mrs. Josefa Krejčí in České Budějovice preparing the first yoga conference. Seeing your great undertakings today, as well as those of ministers and public institutions, I am very happy and grateful. It is a great honor, and many matters concern me deeply. I hope you can imagine a Czech teacher who feels a great heaviness in this situation, both ethnically and in a created context: media education. Media education is something I would like to introduce. First, you must introduce yourselves before you can criticize, as today's world is based on that. We cannot always defend against challenging media, so we must learn about them, present other aspects, and acknowledge we live in a market economy where media operate under commercial allure. A media product is often driven by price and subconscious appeal. Unfortunately, commercialism slips into what we see. Through teachings, I believe in greater interactivity in the future—not just voting for a favorite singer via mobile, but also influencing outcomes and listening to experts in educational programs about media. I would like to quote His Holiness, who yesterday shared a beautiful image: today, laptops occupy the lap instead of children. This needs a shake-up. In urban areas, children need better mothers, good products, and standards. Our philosopher Václav Bělohradský, living in Italy, stirred things up by saying that in globalization, the world is shrinking into one village, creating distance from information. What we learn is mostly negative news, which has depressive and negative influences on children. Defining younger schoolchildren, a definition from the 1930s might be best. I should speak more slowly. Let's look at what we are missing in media education. We have defined media literacy, which is powerful, but there is much clutter—computer clutter, media clutter. Media literacy means we should learn, understand, and work well with media, not for our own sake, but for the sake of the media themselves. The Bible contains quotations from ancient scriptures. As the bearer of knowledge, it transcended to being merely a bearer of information about the world, even patriotism. People say young children do not read enough, that they lack imagination from books. But I think they still read; it's not naive optimism. Harry Potter taught our children—a tabloid imagination, perhaps, but children learn from it. They watch the film and learn, representing an idea for children's judgment. We all have the experience that fondness for a person or popularity naturally means... When I saw the film, it was not... That's good. We must continue teaching children about media, how to be aware, and open books to them even if they don't fully understand. This is a personal vision I was meant to present. Most methods are known and transmitted through lineages; there needed to be two lineages. When one was introduced, I asked my sister and mother, and she said it was time for it to be created. They introduced me to what presentation means. The children did a lot for me. Another teaching challenge is film. We won't talk about the Lumière brothers, but their first film of a train arriving at a station amazed people in a Paris café. They created a place where the train was truly welcomed. Films were thought to inspire the younger generation, and I think films are a source of livelihood and nourishment for them. Each generation has its specifics. Alfred Hitchcock's films impacted an entire generation. This type of film has a great catalytic effect. People of my generation remember seeing films three times when they came from the USA. I mention this because there is a future for films, but today they are mostly commercial. Ticket prices were five crowns then; now they are ten times more. But I believe the experience can be the same. Another medium is broadcasting. It's important to see how societies naturally are. Many organizations create good quality, inspiring programs. The dramatization in the 1930s, like Orson Welles' The War of the Worlds, is an example of an excellent radio program that people believed was true. This shows we must be open in presentation. The state of language in radio is controversial, with moderators using English words while speaking Czech. But when you realize the meaning, you might not feel well. This can be due to wide-reaching requests. There are many musical recordings; each new generation asserts itself through a different musical current. The previous generation feared the Beatles, now a classic. Today's music is more intense and difficult, but it is the opening of every generation. We must learn to tolerate it and introduce other types of music. The last point is on telematic media, a US term for the majority of information media, social control, and media control. We need social and media control. We have councils for television, which considered TV the biggest problem then, but today the biggest problem is programming ahead of the race quota. Commercial faces criticize it. Media creation and use at home have shifted from a shared experience—people gathering around one TV—to individual TVs in their own places. This affects family protection and safeguarding. We can discuss social trends and mass communication research. Internationalization is present. The pinnacle of the latest culture is realized, but the other side is very individualized—the informational, IT aspect is prevailing, unfortunately. Part 3: The Influence of Media and the Challenge of Cyberbullying What is the mass? That is a question, but it does exist. The mass of people is observing things, is watching the media. For example, when you come at night and see most violet series in people’s homes, because people always watch TV series, soap operas, etc. In some way, people are manipulated by those stories, and those stories initiate people’s judgments. Mass communication is mostly simple, so there is some asymmetry. It is difficult to go back, difficult to return further reactions, because these statistics, these credibility and control pie charts, and all these statistics are hard to oversee and hard to monitor. When someone tells me that Stardance was viewed this week by 1.5 million viewers, I, for example, wasn’t included there. So you always have to be, you should watch, you should be careful about all those statistics. As for the mass audience, it is very dispersed. It consists of a large number of people; it is not interactive, anonymous, heterogeneous, unorganized, and cannot attempt to include visual elements in any way, which can be controlled by auditory and public thoughts. For example, in Western countries like Germany, it works. There exists a public notion that as soon as it happens, it is immediately publicized and documented. But in those public surveillance media that are broadcasted, there are no MK losses, or if there are... So when someone makes a mistake, people use the full name of the short representative, which is short, even if it is simply a textual short or a serial short. Most people always have to start from their local place because there is such a local public opinion that will not allow people to be there. I would now like to return a bit to those of you in the younger generation and offer you a kind of guidance, accessible to you, and which you might recognize, especially when I see the chief physician, about that... There is no defined domain, that is actually my opinion, that is my opinion, that is my opinion to children. So for all of us, the products of knowledge, we can be fascinated. We know that we struggle over characters in history, and of course, we have this ambivalent feeling because we still think it’s not our problem, that it’s not our problem, yet we can be fascinated. We can be fascinated, we can be fascinated, and that would be very good. I would know it as something very active. The second suggestion is identification. It means that I am fascinated in this way, or it relates to my family life, that something personal is being recalled which actually identifies me with this. This is also an example of people who live alone, for instance, seniors living alone at home, so they personalize the TV because it communicates with them every day. But still, even when identification is positive with certain athletes, it can still be considered positive because, for example, when children want to be good athletes or some good personnel, that is excellent. The last suggestion, which I believe is pathological, is when they want to be the same, as you see it. A colleague of mine said that many children are terrible, that they show off at those competitions, so he didn’t pronounce the R properly and said that German children have problems because they are not truly in Germany, but I didn’t really believe that for long and such things. I didn’t know it, but maybe now you can hear the story about a child, which happened, which happened when... it happened, so he decided to create how it would be here. Allow me, as I look at the final part, it might be a bit tricky—I think sometimes we would agree with the open workshop—but I would like to remind you once again here that cyberbullying is a major global social issue that must be addressed on all three levels that were mentioned, which spoke beautifully. It is the state, it is a legislative quality that should push the legislation. No, it’s the state level, the legislation, the society, which should push the legislation, which unfortunately isn’t the case in this country. In the US, it is considered a serious crime, for example. But of course, we could provide many more details. The second part is the family. If the family functions well, if there is the well-being that was mentioned, then this electronic problem can be created, observed, and can be opened and also opened. The third tool, and I believe this is the main theme, are schools and developmental institutions and various other communities and different organizations, all NGOs, and I think this is a significant matter that has not been fully utilized. The phenomenon of bullying is very diverse. I won’t go into more details, but the matter of this is related to antisocial significance. The fact is that the online environment has three different environments. It’s the instant messenger like ICQ, Skype, etc., an environment where I can present myself as anyone. In the beginning, the conversations were amusing. I’m not a voyeur, but I would like to meet two young people who are anonymously chatting as young fox and old wolf. So I would really like to see those people because they were chatting, then they had a meeting in Prague, and I would truly love to be there just for the very beginning of the meeting, because I would like to see what language they will use, whether they will use the chatting language with all those funny symbols, or if they communicate in a normal, humane way. I am an optimist, so I hope they will be used not only online but also in a normal, humane way. You know how social platforms like Facebook have recently spread quite extensively. Again, a great evolution that concerns the matter of the anonymous way. The aggressor can gain access to your password and present themselves as someone entirely different, causing harm to the victim while deriving pleasure from inflicting damage on another person. There are many examples of suicides, for example of young girls who are emotionally unstable and who have developed this in the present time. And I was really important when I had to present a report about the mother whose relationship between those friends ended, and the friend of the sad friend was formed, but the mother was not formed. A method was created, which came into being and introduced itself on Facebook, presenting itself as the girlfriend, and, you know, it drove them to suicide. This is too beautiful a day to be saddened by these stories, so I won’t go into any more details, but you must be very careful about this. Then there are portals like videoconferencing and other internet telephone services, etc. Another controversial issue is happy slapping. But that enjoyment has its limits. But again, the fact is that there is a lot of happiness in it, because it can be a conventional form of aggression. Because something that begins as an internet value can likely take the form of aggression. It is interesting that it is already possible to create some kind of typology of the aggressor. If we are to categorize the aggressors, I think the most common type is the revengeful angel. I apologize for this term; I haven’t found anything better. So these are the kind of people who want to take revenge against someone or something. Then there are the carrier-seeking people, and then there are people who have too much leisure time and don’t know what to do with it, who have been spoiled, and then unintentional aggressors who, for example, wanted to be funny and ended up doing something wrong, who even—it may even result in killing someone. As for the victims, what kinds of victims would there be? Usually these are lonely people, but how can, for example, small children be alone? Of course, you know that introverted children, who in some way deviate from the collective, are in some way much stricter than other people who are in contact with someone who has come, for example, into a new meaning and can be victors of electronic bullying, for instance. It is often precisely those people whom the aggressors target, who are very often the most important, the most important, but even our concerts do not shy away from it. I believe that the goal of our activity, your activity, is that people must teach others how to resist this. I also think that thanks to UNESCO, there must suddenly be visitors. I am truly glad that people have started, for example, artists against violence. They introduce themselves in various different... different ways. So they are active, but there are still other types of people who should do something about this, including, of course, legislators, the members of parliament who should enact laws addressing this. So we really have to face this. There shouldn’t be any Salvation Army going against this, but on the other hand, we should be active in the present moment, with the understanding that it could certainly be expressed better. This is actually one of many aspects of the broader societal discussion, and I am deeply involved in it, thank you. It is fantastic that we can perhaps be less organized and more open to guidance here, already confirmed. You have seen that ethical education has already been established in schools in this matter. So I greatly admire it, because the school plays a very significant role in this, but it should not become the only factor, as the quality of time spent in activities also shapes it. So I conclude with the question I left there only briefly. Thank you so much for your attention and your voice for listening to me. I always wanted to say that at this present moment, I personally do not know how to proceed further in this moment. Thank you sincerely. Thank you to Mr. Gabriel Švejd, the gentleman we introduced ourselves to, but he didn’t realize it because my name is Vlk, which means he is in a clash with that old wolf there. He was definitely sitting, whether I am old or not is another matter, but I must admit that Ondra Liška and I sometimes wondered who is older, since I am more experienced, so I can reveal to you what the old wolf said to the young fox after the performance. Otherwise, I want to say, the beautiful connection between those two contributions is this: just imagine, why wouldn’t children say that they are carrying it somewhere in a backpack, that they are just managing it somehow. How children use the English way in their own way, children say that the way of ways of ways... who would understand a little more. And one more language that stubbornly resists the acceptance of all Anglicisms. I am in the fifth grade, and I would tell you how much I would give if there were words in Hungarian that I could understand. What kind of language is this? This is not even a hotel, it is not a hotel. A university is not truly a university, and football, well, football is not really football. I have discovered two words so far, which are radiator and accumulator, and I will not use them in everyday conversation. So it is a question of how we accept those Anglicisms. This is just a little warm-up before we watch the video we have prepared for you. Then we would take a 15-20 minute break, and afterwards we would reconvene for the second part of the morning session with three presentations prepared for you. So I kindly ask for your attention with us, and I have a video ready before the break. Dear participants of the conference on youth and ethical education. I am from New Zealand, and based on my experience with ethical education and development, I would like to share what is happening in our school regarding this benefit. The first ethical education I received at home in the autumn, I actually experienced in elementary school. As the fundamental key words, we have courage. In school life, teachers created epics in teaching, reminding us that if you have nothing good to say, do not say everything and think before you speak. These sayings are simple to understand and help create good things and visions for our community from a young age. This creates good teachings for everyone. We have sayings like these, which are created in schools and used by students to help promote ethical ideas and assist students in developing moral values. Even in average schools in Germany, these subjects are presented. Children are encouraged to help prepare healthy food that they eat, and in doing so, we create healthy food habits and cultivate respect for the majority. I strongly believe that children must be taught about ethical matters from a young age and cultivate good and strong moral values. So these experiences can be applied in all the primary schools that assist with them. So Fyodo, where did you learn your moral teachings? I believe I learned it at home, because when I was three or four years old, or from the time I began to speak, my father and my father always wanted to instill moral values into our lives in every possible way, which have many stories, which are like esoteric fables, containing morals about society. We would always speak about it, and we would always talk about these moral matters. And in Malaysia, where I was, we had a subject at school called moral education, so we had to learn about moral matters, such as truthfulness, things about God, and such, because I think it would... That was better, because school is your second home. You connect all things in school. How well do you think the inherent things in our society are implemented? I do not know that they are implemented so well. A good example is that the media, TV, films... If we had many positive opportunities in media or film, the community would have less money, which would mean fewer negative opportunities. So it would concentrate on the negative meaning of happiness. And then it creates happiness. And it does not need to help create moral things, because it creates only in a positive sense. How well do you think moral matters are implemented in our happiness? I believe that TV reminds us of the best things. On TV, all the people we look up to, who are our role models, are all caught up in violence, and they all influence us. So I think many young people believe that this is what we must do, when actually it is not. So these role models are the worst things for us, and everyone is receiving the wrong messages, I believe. So this is Holly, and she will present their thoughts on ethical teaching and how it can be framed into perspective. I think that in average schools, children must be taught the true poetry of work, which is simply that you must have the right integrity for every other person in the world and that everyone is simple. And another thing is that you must have a society with a sense of community. I believe it is important in school to understand different societies, how they use them, and how they have used them in various cases. And I think that knowing in different communities can enable students to communicate and share much better in the world, and to know that they know how to create themselves. Where do you see the place of this? What are your moral principles in school? I see many things that should be established in all schools. I think that if every school had just one day, every month or even perhaps... three... As I saw ethical thought and knowledge in school as a subject, it is creative and critical thinking. This is the topic I have been working on for the past year. The creative and critical thought was very academic, but the topics were very interesting. We have learned about grappling with ethical possibilities. We have also learned how to create effective books and to shape our things solely from thoughts as mindmaps. We had to create at work what we had learned during the visits. For each visitor, we were divided across different states, each appearing with its own unique problem. We had to create methods that could be shared directly and long-term, using our own thoughts and the things we learned at school about historical thinkers like Socrates and their moral influence. According to this course, I knew that the ethical idea is something that can be effectively cultivated in school. I believe that moral and ethical knowledge within the framework of official education in schools is a very important matter that must be presented when we seek discernment in our material world. In earlier times, there was greater respect for the older generations and their knowledge. The elder families passed down their knowledge and experiences to the younger generations. Accordingly, we have created ethical principles. In our present-day city, young families have less and less of a family life. Many people live away from their family, and their matters are not represented. Children now, subsequently, are exposed to things and technologies such as television and computers, where much of their free time is occupied by negative and violent themes. Essentially, in order for moral values to be established among the younger generations, ethical sciences should be introduced as a subject in schools. So all students have the opportunity to learn about moralistic and ethical thinking. I believe that if ethics are properly established, they should create better understanding between religion and culture and not generate conflict between things and ideas, because moral principles are universal. I would like to say thank you to Svāmījī and the conference, which are organized for this purpose. Thank you also to my colleagues from Brno, who are prepared for this presentation. I am confident that this conference will create a positive development of progress. See you, everyone. Thank you for listening. Good day, representatives of the conference on the development of development of... development. As you have noticed, we heard a greeting from a new matter, unfortunately, who wanted to be with us but left, because we could have been so possessed by their eternal technologies, which is again their ignorance, but certainly. And I would like you to want to want that I would like to want that I would like...