Youth rebellion and its modification under the influence of educational activities

In the whole process of growing up, socializing, and upbringing, it is about shaping a young person "on the pattern and similarity" expected by society. Shaping expected attitudes takes place, among others through various educational forms, including formal, informal, and non-formal. Thus, using the term "educational activities", one should remember about various activities in order to look at a young, growing person. It is worth, especially, to indicate those that concern the building of mutual relations, especially intra-generational ones. Often, disturbances in generational relations among youth are explained by a "youth rebellion" which has to be tempered through diverse educational interactions. Adolescents often react with rebellion to experienced limitations. They reveal opposition to the surrounding reality when they do not understand it or do not accept it and see the need to change it. As long as the rebellion is moderately strong, it is conducive to development because it is one of the ways in which teenagers build their identities (Oleszkowicz, 2006). However, very high severity of rebellion can have destructive effects (Luthar, Ansary 2007). The intensity of rebellion, criticism in the period of adolescence are associated with the young people's control over the efficiency of formal and operational thinking. On the other hand, such features of reasoning as relativism, dialectic, and systematism facilitate reconciliation of seemingly contradictory views and positions and, consequently, promote understanding and effective solutions to conflicts, especially in the social world (Sinnot 2009, Gurba 2011). To stimulate these thinking traits, high school students (average age = 16.08) conducted a series of classes (10 lessons) in which they solved hypothetical "everyday problems." The level of rebellion (Questionnaire of Youth Rebellion, by A, Oleszkowicz, 2006) was tested twice: before the beginning of training and one year after its completion. In the group of students undergoing stimulation, the level of rebellion decreased, while in the control group (in which the students did not participate in the training) remained unchanged compared to the first measurement. In the paper we will describe the research as such, as well as the results and their consequences