Zasada dobra dziecka i jej implikacje dla socjalizacji prawnej w środowisku szkolnym
The aim of the paper is to outline a framework for a research project concerned with realizing, in a principled way, children’s best interest as this shows up in the context of school-based education and socialization. The planned research aims to diagnose the determinants of normative socialization at school. Thus, a proper realization of the basic functions that schools are meant to fulfil, together with an appropriate level of quality in respect of these, will together guarantee both the realization of the child’s right to education and an appropriate path of development as regards socialization. The general outline of the development of normative socialization is defined by legal principles and norms, among which the principle of children’s best interest holds an important position. It is supposed to prevent abuse and improprieties in this sphere. In the first part of the paper, the authors analyse the basic functions of school, with a primary focus on normative socialization as a specific kind of socialization taking place at school alongside the process of education itself. This process of normative socialization is defined in the psychological and sociological literature in a variety of ways. The principle of children’s best interest, seen in the light of both the Convention on the Rights of the Child and of Polish legislation, constitutes the subject of the analyses presented in the second part of the paper. The third part presents a description of how the research is conceived in methodological terms, and here the authors concentrate on the aims and methods of the research to be carried out, paying attention to its significance both from the point of view of the pedagogical sciences and from that of legal theory. The practical aim of the research is to optimize the process of pupils’ normative socialization, where this may then in turn become a tool for shaping pro-legal attitudes and the status of  young people as a legal entity.
Legal Socialization: A Study of Norms and Rules
I: Legal Socialization Theory.- 1 Studying Legal Socialization.- 2 Comparing Theories of Legal Socialization.- 3 Scope of the Study.- II: Testing Competing Hypotheses.- 4 Changes in Legal Socialization over Time.- 5 Testing Competing Hypotheses.- 6 Effects of the Interaction.- III: Exploring the Interaction.- 7 Legal Reasoning and Behaviors: The Mediating Model.- 8 Offender Status.- 9 A Comparison of Two Rule-Enforcing Experiences.- Conclusion.- Epilogue.- References.- Author List.
Stability and Change in Social Tolerance: A Test of the Persistence Hypothesis
Two versions ofthe "persistence hypothesis" concerning the origins ofsocial tolerance, (1) a "traditional" view that preadult political socialization leaves attitudinal residues which persist through adulthood and (2) a "revisionist" view that preadult learning is supplemented by socialization that continues into early adulthood, are tested against a "lifelong openness" view that attitudes are quite open to change in adulthood. An "environmental change" design is used, testing whether preadult attitudes persist even when individuals are exposed to new social norms in later life. Adult levels of social tolerance are influenced by both preadult and early adult attitudinal environments, supporting the persistence hypothesis, especially in its revisionist version. Microenvironment tolerance norms normally show great continuity across most individuals' life spans, minimizing the clash of adult environments with preadult socialization. In the unusual cases when the two environments do conflict, both significantly influence the individual's ultimate level of social tolerance. Persistence thus may be due both to the lasting power of early experience and to environmental continuity throughout the life span.