Abstract
The paper deals with the impact of education on the quality of national humor, the state of which is reflected in the media. It uses literature to show that humor promotes mental health and that the ability to understand and create humor is conditioned by a child's early experiences at home and school. The presentation of different forms of humor in the classroom and their implications are explained and evaluated through observation and research findings. The risks and benefits of applying humor during lessons and in didactic materials are discussed.
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