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JOURNAL OF INTERDISCIPLINARY RESEARCH
evaluate. This is confirmed in their responses to the question of
whether they train logical thinking and memory, where 65 %
give positive answers.
The following table (Table 4) shows the total results of answers
of the complete sample of respondents. Training of logical
thinking is practiced by as many as 71.19 % of respondents and
training of memory is practiced by as many as 74.58 % of
respondents. If one is to examine the sample, which is mostly
comprised of the very same people, i.e. the same positive
answers in both questions, it is found as very positive in relation
to the productive factor of education. When the answers are
related to income, an interesting fact is revealed. Training of
memory and logical thinking is refused by people within the
income range of EUR 500-1,500, which is a contemporary
middle-class income. This class ought to be regarded as
substantial and crucial for economics.
Table 4: Questions aimed at education and an attitude to it
(questionnaire, question No. 20, 21)
Question No.20
the training of
logic
Answers
Question No.201 The
training of memory
Answers
yes
71.19%
yes
74.58%
no
25.42%
no
24%
Answer declined
3.39%
Answer declined
1.69%
Source: Own processing.
The urgency and justification of this topic, i.e. the complex
comprehension of education as a productive element of
consumption, is linked to dealing or ignoring of numerous long-
term problems in the SR. The publication by Newig et al. (2019)
seems interesting in this context as it examines the production
aspect from the systemic perspective. It involves a failure,
bankruptcy management, relief of the sustainability of
transformation in the context of crisis, systematic learning and
learning from failure, intended destabilization of unsustainable
institutions, inevitable decline, and active decision. They are
concerned with the effort to use up the potential of institutional
dynamics, which has been ignored so far. It emphasizes a long-
term perception of the interventions and solving of problems
emphasizing the wide range of productive functions that can be
used in a targeted way in the real conditions. Such an approach
tends to ‘the prejudice of problem management’, which has been
identified by Mayntz (2004). This productive aspect is partly
identified and examined by other authors, such as Munoz-
Sanchez and Flores (2015, pp. 171-192). Their perspective of the
change of characteristics of consumption in the sense of
materialism and post-materialism is only examined within the
Spanish conditions. The publications are often focused on the
ecological aspect in terms of productive aspect or they are
viewed as a generator of the change of landscape development,
e.g. the work of Menendez et al. (2017, pp. 68-74). The complex
based research of the subject has not been published yet.
Staněk and Ivanová (2017, pp. 5-6) refer to future development
when they claim that a great many changes are beginning and
bring about both challenges and many risks. Considering the
challenge perspective, there is, for instance, a creation of the so-
called personalized economics, provision of the quality of
services saving human creativity, the process of environmental
transformation of society or the development of services related
to personal development. Further business and education
possibilities are revealed for companies and their employees in
this way when education is more effective. There are changes of
information, warning systems, risk solution related to
information leaks and processing. They are directly related to the
process of preparing employees for such changes in both
professional and private spheres. It will be very demanding for
them and they will have to adapt to such changes and to learn to
accept them in the fastest possible manner. It is obvious that
there is a certain mental barrier which is often mentioned with
the potential presence of investors.
There will be changes in the society in terms of philosophy and
psychology that will deal with two key principles, i.e.
personality and complexity. It will require a new quality of
cooperation on business and personal levels, where the
application of such changes is closely connected to education
and informing of particular individuals. Behavioral economics
seems to be a solution in terms of theoretical instrumental
movement. It is able to help to work more effectively, better and
more reasonably, for it is based on self-understanding as well as
an understanding of decision-making mechanisms. However, the
continuous process of education remains crucial, since it is not
possible to deal with future challenges in connection with
particular individual or instrumental public policies.
Considering the future and the justification of this research, it is
appropriate to point out to the OECD’s opinion that up to 70 %
of labour positions are threatened by automatization and
employing robots (Nejedlý, 2018, pp. 21-23). These conclusions
have been confirmed by a number of professional papers and
blogs. To quote but a few: “If Slovakia wants to deal with the
inevitable automatization of numerous professions and to
transform from an assembly workshop into a producer with
a higher value added, it must increase the investments into the
people. The economy is increasingly based on both the human
and physical capital, which is in the form of machines, roads,
and factories. Wealth will be in the heads (Lehuta, 2019, pp. 18-
20).” The previously mentioned publication reflects on the
information about the use of cognitive skills, which is confirmed
in a broader view in this research as well. Also, there is
a statement that refers to the relation to income and claims the
further: “An additional year increases wages in professions
requiring cognitive skills by 3 %, while a year in the manual job
increases it by mere 2 % (Lehuta, 2019, pp. 18-20).” This
research clearly shows the scope of applying cognitive, manual
and psycho-motoric skills in education. It is, without any doubts,
helpful in terms of the adjustment of public policies dealing with
the support of education, which is crucial for the SR.
5 Conclusion
The objective of the paper was to find out and verify the
importance of determinants that are crucial in deciding about the
specified productive element (i.e. education). It was achieved
with the element´s use in household, or individual, consumption
from the perspective of its future significance in the SR.
Additionally, the productive element and the approach to it were
characterized. It enabled the author to examine the current
situation and hence to reveal its importance within the context of
the country´s future development.
The analytical part consisted of examining the current situation.
The respondents’ answers indicated a formation of positive
conditions for the development of the productive factor of
education for most participants. Although the active application
was confirmed only in the case of one third of participants, the
results seemed positive. Moreover, it was discovered that the
bigger the income, the higher the expenditures on education and
the bigger the activity in education were, which enhances
motivation and an effort to learn. Thus, such individuals have
a better and more objective concept of the future eventually and
retroactively affecting their income, wealth and the development
of creativity, which is currently viewed as the key factor of
success in relation to the future challenges for the individual
groups of participants. The research also confirmed that all of the
three psychological movements, i.e. behavioral, cognitive and
humanistic, are partly right in their concepts of human behaviour
and successfully clarified the subject of decision-making about
the productive element discussed. Apart from that, it opened up
space for the possibility to define a formation of desired
behaviour of particular groups of individuals and their size in the
conditions of the SR.
However, there is a risk of the so-called behavioral failure, i.e.
adopting irrational decisions, when an individual endangers his /
her long-term welfare and the effect of productive elements
through his / her decisions. It is, therefore, necessary for one to
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