Religijski pluralizam

8/10/2019 Religijski pluralizam

1/188

Religion and Pluralismin Education


2/188


3/188

Religion and Pluralismin Education

Comparative Approachesin the Western Balkans

Edited by Zorica Kuburi and Christian Moe

CEIRin cooperation with the

Kotor Network

Novi Sad2006


4/188

CEIR !he Centre "or E#pirica$ Researches on Re$i%ion&' Novi Sadin cooperation with the Kotor Networ(' 2006Copyri%ht ) 2006 by the authors "or each chapter*

!he Kotor Networ( %rate"u$$y ac(now$ed%es the "inancia$ supporto" the Norwe%ian Ministry o" +orei%n ,""airsvia the -ept* o" Cu$ture Studies and .rienta$ /an%ua%es' * o" .s$o*!he views e1pressed are those o" the authors' and do not necessari$yre"$ect those o" the Ministry*

Reviewers 3ro"* dr* 4uro 5un7i and pro"* dr* ,nne Stensvo$d

Kuburi' Zorica 8 Moe' Christian eds*&* Re$i%ion and 3$ura$is# inEducation Co#parative approaches in the 9estern :a$(ans* NoviSad CEIR' 2006* 3p* viii ;


5/188

Table of Contents

3re"ace and ac(now$ed%#ents***********************************************************vi,bbreviations***************************************************************************************vii, note on ter#ino$o%y and sty$e*****************************************************viii


6/188

vi

Preface and acknoledgments

!he present co$$ection o" papers by the Kotor Networ( ai#s toprovide new co#parative (now$ed%e about the the ro$e and repreHsentation o" re$i%ion in the schoo$ syste#s o" severa$ 9estern:a$(an countries' to brin% out co##on concerns and shed $i%ht onthe under$yin% ideas*

!he Kotor Networ( on Re$i%ion in 3$ura$ Societies is an interHnationa$ acade#ic e1chan%e in the "ie$d o" :a$(ans>based re$i%ious

studies http88(otor>networ(*in"o&* It was "or#ed in 200? on aninitiative "ro# the Re$i%ion and Nationa$is# in the 9estern :a$(ans3ro7ect at the -epart#ent o" Cu$ture Studies and .rienta$ /anH%ua%es' niversity o" .s$o* !he internationa$ research pro7ect onre$i%ious education was $aunched at the networ(s second con"erHence in Kotor Montene%ro& on ,pri$ 22J2?' 200F*

!he papers are written by researchers "ro# the re%ion' who $ivein the countries studied* !hey cover the repub$ics o" the "or#er

u%os$aviaL"ro# northwest to southeast S$ovenia' Croatia' :osniaand Dere%ovina' Serbia and Montene%ro' and Macedonia* ,p$anned paper on ,$bania un"ortunate$y did not arrive in ti#e "orinc$usion into the present vo$u#e*& ,s ori%ina$$y p$anned' one reHsearcher per country wou$d contribute a paper* In the "ina$ event'however' we are "ortunate to have had tea#s o" authors co$$aboratHin% within each country*

9e %rate"u$$y ac(now$ed%e the %enerous "inancia$ support o" the

Norwe%ian Ministry o" +orei%n ,""airs' via the above>#entionedniversity o" .s$o pro7ect* !his a$$owed us to ho$d the con"erence'provide research %rants "or contributors' and co>ordinate the e""ort*!he opinions e1pressed are o" course those o" the authors and donot necessari$y re"$ect those o" the institutions #entioned*
http://kotor-network.info/http://kotor-network.info/


7/188

vii

Abbreviations

,3 ,utono#ous 3rovince:iD :osnia and Dere%ovinaCEIR Center "or E#pirica$ Researches o" Re$i%ionCIRE/ Center "or Re$i%ious Studies-3, -e#ocratic 3arty o" ,$banians-I -e#ocratic nion "or Inte%rationE European nion

ES European a$ue Survey D:K Croat Con"erence o" :ishopsD-Z Croatian -e#ocratic Co##unity IMIC Internationa$ Mu$tire$i%ious and Intercu$tura$ CentreIRC Is$a#ic Re$i%ious Co##unityISSR Internationa$ Society "or the Socio$o%y o" Re$i%ionIS.RECE, Internationa$ Study o" Re$i%ion in Eastern and CentH

ra$ Europe ,ssociation/, u%os$av 3eop$es ,r#y

NIR u%os$av ,ssociation "or the Scienti"ic Study o"Re$i%ion/-S /ibera$ -e#ocracy o" S$oveniaM.C Macedonian .rthodo1 ChurchN,!. North ,t$antic !reaty .r%anisationNB. Non>Bovern#enta$ .r%anisation.+E, .r%anisation and +inancin% o" Education ,ct.DR .""ice o" the Di%h Representative.SCE .r%anisation "or Security and Cooperation in Europe

RS arious$y Repub$i(a Srps(a8Repub$ic o" Srps(aORepub$ic o" SerbiaO Repub$ic o" S$ovenia

S-SM Socia$ -e#ocratic ,$$iance o" MacedoniaS.C' S3C Serbian .rthodo1 ChurchS3.S S$ovenian 3ub$ic .pinion Survey K nited Kin%do#N nited NationsS, nited States o" ,#ericaMR.>-3MNE Interna$ Macedonian Revo$utionary .r%aniationL

-e#ocratic 3arty "or Macedonian Nationa$ nity


8/188

viii

A note on terminolog! and st!le

It has not been "easib$e to i#pose a co##on ter#ino$o%y on theauthors* So#e ter#s re$atin% to education' church>state re$ationsand so "orth are co##on to the "or#er u%os$avia' others vary in#eanin% between countries* +or instance' the notion o" anPoptiona$>co#pu$soryQ sub7ect in S$ovenia #eans a sub7ect thatschoo$s are ob$i%ed to o""er but pupi$s are "ree to choose or not'whereas in the other countries it #eans a sub7ect that beco#es

co#pu$sory "or a set duration once pupi$s have chosen it* Nor havewe sou%ht to i#pose the use o" either :ritish En%$ish or ,#ericanEn%$ish' e1cept to see( consistency within individua$ chapters*,ccordin%$y' so#e authors wi$$ spea( o" P%ra##ar schoo$ pupi$s'Qothers o" P7unior hi%h schoo$ students'Q etc*

!er#s such as Re$i%ious Education' Distory' or Cu$ture o" Re$iH%ion have been capita$ised where they re"er to a speci"ic schoo$ subH7ect or scienti"ic discip$ine' and not otherwise*

!he "u$$ na#es o" countries have been abbreviated* 9e write:osnia "or :osnia and Dere%ovinaO Macedonia "or +or#er u%oHs$av& Repub$ic o" MacedoniaO etc* !hese usa%es are so#eti#es po$itiHca$$y sensitive* Dowever' we #a(e these abbreviations "or nopo$itica$ reason' but on$y based on editoria$ considerations o" sty$eand space*

Re"$ectin% the %eo%raphica$ "ocus o" the Kotor Networ(' wehave retained the ori%ina$ P9estern :a$(ansQ in the tit$e "or instiH

tutiona$ reasons' even thou%h P"or#er u%os$aviaQ wou$d have beena #ore accurate description o" a boo( that has co#e to inc$udeS$ovenia' but not ,$bania* ,%ain' there is no po$itica$ a%enda behindthis choice*

, %$ossary #ay be "ound at the bac(*


9/188

"# Introduction

Zorica Kuburi and Christian Moe

Dow shou$d pub$ic schoo$s teach re$i%ion !his is one i#portantand contested prob$e# o" re$i%ious p$ura$is# in the pub$ic sphere*Schoo$ is the chie" arena o" socia$isation besides the "a#i$y Kuburi'


10/188

2 RE/IBI.N,N-3/R,/ISMINE-C,!I.N

they be trained I" the sub7ect shou$d co##unicate #ora$ va$ues'how are these va$ues de"ined' and to what tradition are they

ascribed!he re%ion has recent$y been torn by ar#ed ethnic con"$icts' witha #ore or $ess pronounced re$i%ious co#ponent* ,side "ro# these

we$$>(nown tensions between the #a7or Catho$ic' .rthodo1' andIs$a#ic con"essions' there are a$so considerab$e prob$e#s o" into$erHance towards s#a$$ and new re$i%ious #inorities' re"erred to asPsectsQ Kuburi'


11/188

IN!R.-C!I.N

+urther#ore' what can the "or#u$ation o" those ai#s te$$ usabout the ro$e and perception o" re$i%ion in society todayLor' at

$east' about how certain %roups wish us to understand re$i%ion +orinstance' is re$i%ion de"ined as part o" a nationa$ cu$tura$ herita%e oras so#ethin% that transcends nationa$ borders ,re di""erent re$iH%ions c$ai#ed to share the sa#e ethica$ va$ues 9hat is the under$yHin% phi$osophy behind the introduction o" re$i%ious sub7ects the $ibHera$ position on re$i%ion as a #atter o" private persona$ convictionand choice' the #u$ticu$tura$ist view that the state shou$d he$p "osterparticu$ar cu$tura$ identities' or the co##unitarian notion that a

"unctionin% society reGuires an e1tensive va$ue consensus 9hen reH$i%ious co##unities appea$ to pub$ic reason' usin% non>re$i%ious arH%u#ents to ar%ue "or con"essiona$ education in schoo$s' what are thei#p$ications -o these deve$op#ents point to processes o" secu$ariHsation as various$y de"ined&' desecu$arisation' or o" a search "or a"unctiona$ rep$ace#ent "or re$i%ion as Psocia$ %$ueQ !he sensitiveGuestion o" whether and how pub$ic schoo$s shou$d teach re$i%ion#ay serve as an indicator o" these broader issues*

Approaches to religious education

-i""erent countries have di""erent #ode$s "or re$i%ion in schoo$s*!hese #ode$s vary a$on% severa$ di#ensions' such as ai#' content'arena' tar%et %roup' and or%anisation Schreiner' 2002O 3$esner'200?&*

.ne (ey divide is that between con"essiona$ and non>con"essionHa$ approaches* Con"essiona$ re$i%ious education ai#s to "or# the reH

$i%ious identity o" be$ieversO teaches content speci"ic to one re$i%ioustradition' o"ten with a si%ni"icant co#ponent o" nor#ative theo$o%yOis he$d so#eti#es inside pub$ic schoo$s' so#eti#es outside the#O isusua$$y vo$untaryO usua$$y tar%ets on$y those chi$dren who be$on% tothe re$i%ious co##unity in GuestionO and tends to be or%anised bythe re$i%ious co##unity* Non>con"essiona$ re$i%ious education usuHa$$y ai#s pri#ari$y to trans#it (now$ed%e' but a$so va$uesO inc$udes#ateria$ about severa$ re$i%ions' as we$$ as non>re$i%ious ethicsO is

usua$$y co#pu$sory "or a$$ chi$dren' without re%ard to con"essionOand is or%anised by state authorities* In>between there is a co$$aborH


12/188

? RE/IBI.N,N-3/R,/ISMINE-C,!I.N

ative #ode$ in which re$i%ious co##unities and schoo$ authoritiesshare responsibi$ity "or the sub7ect*

, concurrent divide is that between separation and inte%rationthe view that chi$dren o" di""erent convictions shou$d be tau%ht sepHarate$y as is usua$$y the case in con"essiona$ re$i%ious education& orto%ether' respective$y* Each approach has its drawbac(s and advanHta%es* !he inte%ration approach #ay appear best suited to %ive chi$Hdren understandin% and to$erance "or other re$i%ions* Dowever' itcan a$so be perceived to subvert parenta$ be$ie"s or invo$ve subt$eprose$ytisin%' especia$$y i" the sub7ect inc$udes or #i#ics e$e#ents o"

worship e* %* $earnin% prayers by heart&* In any case' it is a %reatpeda%o%ica$ cha$$en%e to "ind teachin% #ethods that respect a ran%eo" re$i%ious sensibi$ities* +or instance' as(in% chi$dren to draw ordra#atise scenes "ro# re$i%ious narratives is unacceptab$e to so#etraditions* !here is a tension between the desiderata o" teachin% a$$re$i%ions accordin% to the sa#e peda%o%ica$ #ethods' and teachin%the# accordin% to their speci"ic nature*

et another c$assi"icatory sche#e that to so#e e1tent subsu#es

the above wou$d divide schoo$ syste#s by their approach tore$i%ious education into the non>deno#inationa$' which o""er no"or# o" structured re$i%ious educationO the #ono>deno#inationa$'

which teach one particu$ar re$i%ion "ro# within the ethos o" thatre$i%ionO the #u$ti>deno#inationa$' which teach severa$ re$i%ionsseparate$y to the students who adhere to those re$i%ionsO and theinter>deno#inationa$' which teach severa$ re$i%ions to a$$ studentsSo$ber% 200F&*

Con"essiona$ sub7ects tend to Pteach re$i%ionQ or Pteach#or re$iH%ion*Q !hey i#part re$i%ious be$ie"' identity' and ritua$ participations(i$$s"ro# the be$ievin% insiders viewpoint* Non>con"essiona$ onestend to Pteach aboutre$i%ion'Q %ivin% positive "acts "ro# the neutra$outsiders viewpoint* :oth #ay to varyin% de%rees invo$ve Pteachin%throu)h re$i%ion'Q e1p$orin% e1istentia$ or #ora$ Guestions by re"erHence to how various re$i%ious traditions dea$ with the#*

.ne thin% on which the contributors to this boo( wou$d a$$ a%reeis the i#portance o" (nowin% so#ethin% about other re$i%ions* Such(now$ed%e can be i#parted in a con"essiona$ sub7ect as we$$ as in anon>con"essiona$ one* Dowever' it is obvious$y prob$e#atic to e1H


13/188

IN!R.-C!I.N F

p$ain other re$i%ious traditions in a con"essiona$ sub7ect that is co#H#itted to the truth c$ai#s o" one re$i%ion* C$ai#s to a #onopo$y on

u$ti#ate truth' and speci"ic views and attitudes re%ardin% re$i%iousothers' are part and parce$ o" each o" the re$i%ious traditions in GuesHtion' and cannot be passed over in si$ence i" re$i%ion is to be tau%ht*

9hether or not such c$ai#s are an obstac$e to a Pto$erant and huH#ane society'Q as so#e o" our contributors su%%est' is debatab$eO#any deep$y re$i%ious peop$e see# to %et on we$$ enou%h in spite o"the#* !he portraya$ o" other re$i%ions in a con"essiona$ sub7ect #aybe biased so to spea( by de"inition' but it can be broad>#inded and

to$erant' and can i#press the nor# o" to$erance on students as a reH$i%ious va$ue* It does' however' see# incon%ruent with the %enera$thrust o" #odern education' which stresses critica$ re"$ection ande1posure to di""erent points o" view accordin% to a co##on curHricu$u#*

Non>con"essiona$ sub7ects raise their own prob$e#s* !he notiono" teachin% re$i%ion in a Pneutra$Q way raises the phi$osophica$ probH$e# o" whether such a pro7ect is at a$$ possib$e' as we$$ as the ethica$

prob$e# o" whether it is desirab$e' and how an e#pathetic treat#entshou$d be ba$anced with a critica$ one that re"$ects #odern $ibera$va$ues* !here are very concrete di$e##as to be dea$t with' such ashow #uch ti#e and te1tboo( space shou$d be spent on each re$iH%ion' based on what criterion or "or#u$a the re$i%ions nu#erica$share o" the popu$ation' its historica$ i#portance to a country' its inHtrinsic interest' or a #i1 o" "actors

!he internationa$ hu#an ri%hts syste# sets out bindin% nor#s'

as we$$ as %uide$ines' with re%ard to re$i%ious education and re$i%ionin schoo$s* !he chi$d has the ri%ht to non>discri#ination and "reeHdo# o" re$i%ion or be$ie"' inc$udin% the ri%ht not to be$ieve* 3arentshave the ri%ht to an education "or their chi$d in accordance withtheir convictions* States are ob$i%ed to respect these ri%hts' but a$soto pro#ote' throu%h their education syste#s' to$erance and underHstandin% "or other cu$tures and re$i%ions as we$$ as respect "or huH#an ri%hts* !hese broad internationa$ princip$es are c$ear$y in tenHsion with each other' and they do not add up to a prescription "or aspeci"ic #ode$ "or re$i%ious education* !his is not to say' however'that anythin% %oes Re$i%ions shou$d either be tau%ht neutra$$y' or


14/188


there shou$d be e1e#ptions or a$ternatives* !he #ore a state deviHates "ro# these princip$es' the #ore it ris(s censure by hu#an ri%hts

bodies Moe 200F&*$e%a$ acts' curricu$a8sy$$abi' and te1tboo(s'#edia reports' and interviews with (ey actors* In di""erent countriesit has been natura$ to use di""erent sources' startin% with the re$eH

vant $e%is$ation* In Croatia' :osnia' and Serbia' there have been

te1tboo(s to ana$yse' thou%h contributors were as(ed to #a(e on$y acursory study "ocusin% on the representation o" re$i%ious others*!he S$ovene curricu$u# has been throu%h a $on% and care"u$$ydocu#ented o""icia$ process* S$ovenia a$so constitutes a notab$ee1ception to trends e$sewhere in the re%ion' and our S$ovene contriHbutors out$ine a theory o" the re$evant "actors that deter#ine whatpath a country has ta(en* In Macedonia' where a sub7ect is sti$$ atthe p$annin% sta%e and is not provided "or by current $e%is$ation' our

contributors have #ade interviews see(in% out the views o" (eyactors invo$ved in the process* In :osnia' where the desi%n andi#p$e#entation o" the sub7ect #ay di""er wide$y between di""erentad#inistrative units' our contributors have sou%ht out the e1periHence o" schoo$s across the country* :oth in Croatia and Serbia' therehas been an interestin% debate in the #edia*

9e now turn to these cases' %oin% west to east "ro# S$ovenia toMacedonia* !he "ina$ chapter wi$$ su##arise si#i$arities and di""erH

ences between the countries studied and draw so#e conc$usions*


16/188

= RE/IBI.N,N-3/R,/ISMINE-C,!I.N

References

Kuburi' Zorica* ?2F*

LLL* 2002* $era i sloboda4 $erske 'ajednice u Ju)oslaviji, 2nd ed* Novi SadCEIR*

LLL* 200F* Reli)ion% 0amil/ and 5outh, Novi Sad CEIR*Moe' Christian* 200F* PRe$i%ious Du#an Ri%hts and Re$i%ion in Schoo$s*Q

3aper presented at the Kotor Networ( Con"erence' ,pri$ 22J2?' 200Fhttp88(otor>networ(*in"o8papers8200F8Ri%hts*Moe*ht#&*

3$esner' In%vi$$ !horson* 200?* P3ro#otin% !o$erance !hrou%h Re$i%iousEducation*Q In 0acilitatin) 0reedom o# Reli)ion or Belie#4 A Deskbook' ed* !*/indho$#' 9* C* -urha#' and :* B* !ahib>/ie* /eiden Martinus N7iHho""*

Schreiner' 3eter* 2002* PMode$s o" Re$i%ious Education in Schoo$s inEurope Dow Can E1istin% Mode$s Contribute to !o$erance and Non>

-iscri#ination 9ith Re%ard to +reedo# o" Re$i%ion or :e$ie"Q StateH#ent "or the Strate%y -eve$op#ent Se#inar o" the .s$o Coa$ition on+reedo# o" Re$i%ion or :e$ie"' .s$o' -ece#ber @JA*

So$ber%' ,nne* 200F* P!he BT$en schoo$s , 3er"ect Co#pro#ise orCo#pro#isin% 3er"ect$yQ 3aper presented at a con"erence in KotorMontene%ro&' ,pri$ 22J2? http88(otor>networ(*in"o8papers8200F8Bu$en*So$ber%*ht#&*


17/188

%# Religious education in &lovenia

Marjan Smrke and Tatjana Rakar

!he presence o" re$i%ion and re$i%ious #atters in pub$ic schoo$s o"transition countries is a part o" the broader issue o" the re$ationsbetween the state and the churches or re$i%ious co##unities* I" we

want to socio$o%ica$$y describe and understand the position o" re$iH%ion in education in a speci"ic transition country' it is indispensab$eto describe the circu#stances that have $ead to chan%in% re$ationsbetween the state and the churches in the post>socia$ist period* 9ewi$$ do so in the "irst part o" our paper' be"ore %oin% on to describethe position o" re$i%ion in S$ovene schoo$s in the second part*

Relevant factors in state'church relations

9ith re%ard to church>state re$ations' it wou$d see# that attentionshou$d be paid especia$$y to the "o$$owin% "actors


18/188


19/188

RE/IBI.SE-C,!I.NINS/.ENI, Re"or#ation unti$ Dun%arian E#Hpire' and a"terwards in the "ra#ewor( o" the Kin%do# o" u%oHs$avia* Re%ardin% re$i%ion and re$i%ious contents in pub$ic schoo$s'

this was evident in the "or# o" ob$i%atory con"essiona$ re$i%iouseducation c$asses and in the %enera$ Catho$ic nature o" the schoo$curricu$a see -iv7a('


20/188

re$i%ious nature o" u%os$avian socia$is# see +$ere 200F&O

S#r(e


21/188

RE/IBI.SE-C,!I.NINS/.ENI, cu$tura$ patternsLthe Scandinavian>/utheran and the /atin orCatho$ic pattern' both with a #a7ority churchLparticu$ar$y e#phaHsies the di""erences in the character o" the /utheran and the CathoH$ic Church* !he inte%rist character o" the hierarchica$ Ro#an CathoH

$ic Church' in contrast to the #ore& se$">$i#itin% character o" the/utheran Church' has traditiona$$y $ed to socia$ tensions and conH"rontations vicious circ$es& that were absent in the 3rotestant counHtries* !hese tensions were re"$ected above a$$ in the con"$ictsbetween the pro>church Pc$erica$Q& and antic$erica$ socia$ "orces* Inour opinion' the success o" the secu$arist socia$ist re%i#e in the"or#er u%os$avia can be seen a$so in connection with this tradiHtion*war c$erica$is# the post>war re%i#e wou$d

certain$y not have been so #ar(ed$y antic$erica$*!he S$ovenian past was characterised by the tensions inherent tothe Catho$ic re$i%ious>cu$tura$ pattern* ,$thou%h Catho$ic ideo$o%ists"ro# the past to present ti#es e#phasie the inte%rative ro$e o" theRo#an Catho$ic Church in the nationa$ history' a #ore rea$istic conHc$usion cou$d be that the do#inance o" the Ro#an Catho$ic Churchpo$arised society* 9ith the secu$arisation o" the post>war period and

with the Second atican Counci$' in our opinion the basic Catho$ic

church authoritarianis#*


22/188


23/188

RE/IBI.SE-C,!I.NINS/.ENI,


24/188


25/188



26/188


27/188



28/188


olitical #orces!he #ode and the circu#stances o" the transition and the di""erH

ences in the initiatives o" the secu$ar or re$i%ious actors in abo$ishin%the one>party syste# are i#portant$y connected with the "or#ationo" the po$itica$ space in the countries o" the "or#er u%os$avia*

9here the ro$e o" re$i%ion was intensi"ied by the e#er%ence o" thecu$tura$ de"ence pheno#enon' the po$itica$ actors advocatin% a $in(Ha%e between the state and the church stood a better chance* !heya$so stood a better chance where they had a bi%%er ro$e in the po$itHica$ chan%es* !his wasL#ain$y "or the "irst reasonLthe #ost

apparent in Croatia* 9here these "actors were absent or wea('po$itica$ actors connected with re$i%ion had "ewer chances* !his wasperhaps the #ost obvious in S$ovenia*

In independent S$ovenia' the "irst e$ections were he$d in -ece#Hber independence period'advocates the separation o" state and church* ,$thou%h it was' in theopinion o" the "irst author' so#eti#es too indu$%ent towards the inHterests o" the Ro#an Catho$ic Church' the party in %enera$ sucHceeded in de"endin% the princip$e o" separation* !his is perhaps parHticu$ar$y true "or the schoo$ "ie$d* 3ossib$y' the $eadin% ro$e o" the/-S in independent S$ovenia was i#portant$y connected precise$y

with its secu$ar ideo$o%ica$ attitude that suited the prevai$in% #oodo" the S$ovenes* !he de"eat o" the /-S in the 200? e$ections' andthe "or#ation o" a ri%ht>win% coa$ition' puts to the test the e1istin%separation o" state and churches' as we$$ as the e1istin% re%u$ation o"

2


29/188

RE/IBI.SE-C,!I.NINS/.ENI, 2&presence o" re$i%ion in the pub$ic schoo$' as described inthe "o$$owin%*

A secular school ithout confessional religious educationand ith non'confessional teaching about religions

*e)al re)ulation-urin% the "irst years o" S$ovenias independence an i#portant eduHcationa$ re"or# was bein% prepared in order to estab$ish an educaHtiona$ syste# co#parab$e to de#ocratic European countries* !he

#ost i#portant chan%es were introduced in the second ha$" o" the


30/188


+or the Church there is no ethics without re$i%ion' hence' con"esHsiona$ re$i%ious education shou$d be considered as an essentia$ part

o" nationa$ education* 9ithout this reco%nition S$ovene schoo$swou$d produce pupi$s Pwith top>heavy heads and e#pty heartsQStres' 2000 2A@&*

!he %overn#ent proposa$' on the other hand' was that in accordHance with the constitutiona$ princip$e o" state>church separation' thereasonab$e so$ution wou$d be war periodCatho$ic schoo$s& and in the post>war period Mar1ist schoo$s&*

!hird' they added that neutra$ity does not #ean the re7ection o"education* .n the contrary' a Pneutra$Q schoo$ educates "or to$eHrance as we$$ as "or respect o" di""erences re%ardin% wor$d views or

26* More about re$i%ious schoo$s in Ra(ar 200F&*


31/188

RE/IBI.SE-C,!I.NINS/.ENI, 2

re$i%ions* !he non>con"essiona$ sub7ect about re$i%ions wou$d be acase in point*

ConseGuent$y' the educationa$ $e%is$ation de"ines the pub$icschoo$ as a secu$ar lai:na& schoo$* ,rtic$e @2 o" the .r%anisation and+inancin% o" Education ,ct o"


32/188

2? RE/IBI.N,N-3/R,/ISMINE-C,!I.N

!wo aspects o" the Pautono#y o" schoo$sQ shou$d be distinH%uished the autono#y o" schoo$ curricu$a and the autono#y o"

schoo$ space schoo$ bui$din%s&* Re%ardin% pub$ic schoo$s' theautono#y re$ates to both curricu$a and schoo$ space' since con"esHsiona$ re$i%ious education in the space o" pub$ic schoo$s is a$$owedon$y e1ceptiona$$y in speci"ic circu#stances* Re%ardin% privateschoo$s with concession' which be$on% to the pub$ic educationa$networ(' and are re%u$ated in the sa#e way as pub$ic schoo$s and"u$$y "inanced by the state' the autono#y on$y re$ates to curricu$a'but not to schoo$ space' since con"essiona$ re$i%ious education is a$H

$owed outside the schoo$ curricu$a* Con"essiona$ re$i%ious educationas a part o" schoo$ curricu$a is on$y a$$owed in private schoo$s withHout concession' but these schoo$s are not part o" the pub$ic eduHcation networ(*

In S$ovenia there are current$y "our church secondary schoo$sOno pri#ary church schoo$ has been estab$ished so "ar* ,$$ o" the deHno#inationa$ schoo$s in S$ovenia are estab$ished by the Ro#anCatho$ic Church* It is i#portant to note that re%ardin% the prohibiH

tion o" con"essiona$ re$i%ious education in private schoo$s with conHcession' an e1ception was #ade in the case o" church schoo$s thatwere awarded concessions prior to the adoption o" the new $aw*!hey are sti$$ "inanced in accordance with the concession a%reeH#ents that were drawn up at that ti#e' and they are not ob$i%ed tochan%e their curricu$a accordin% to ,rtic$e @2 .+E,' ,rt*


33/188

RE/IBI.SE-C,!I.NINS/.ENI, 2F

#eans that pub$ic sector schoo$s are not a$$owed to ho$d con"esHsiona$ re$i%ious education' to have $essons or teachers deter#ined by

a re$i%ious co##unity' or to or%anise re$i%ious services*Current$y' there is a heated discussion about the dra"t /aw onRe$i%ious /iberties and Re$i%ious Co##unities' which a$so inc$udesthe issue o" re$i%ious education in pub$ic schoo$s* Many proposa$s"or such a $aw have been #ade over the $ast decade* !he currentproposa$' the so>ca$$ed P5tur# /aw'Q0 is the "irst to en7oy thesupport o" the Ro#an Catho$ic Church in S$ovenia* In the "irst dra"to" this proposa$' ,rtic$e 2@ stated that con"essiona$ re$i%ious

education carried out by the re$i%ious co##unities outside theschoo$ pre#ises cou$d be reco%nised as an optiona$ sub7ect in pub$icschoo$s' whi$e the curricu$u# o" pub$ic schoo$s shou$d be or%anisedin such a way that the students cou$d without di""icu$ties attend thissub7ect 5tur#' Ivanc and 3repe$uh' 200?&* !his is a$so the stance o"the Ro#an Catho$ic Church in S$ovenia P.ur priorities at the#o#ent inc$ude the rep$ace#ent o" one o" the optiona$ sub7ects

with proper re$i%ious education' na#e$y re$i%ious instruction and

catechis#* Such a #easure shou$d be enacted by the Church' andta(e p$ace at the parish $eve$Q Ecc$esia catho$ica' 2002 con"essiona$

education about re$i%ions is enco#passed by the #andatory nationa$curricu$u#* !here are two ways o" teachin% about re$i%ions in pub$icschoo$s "irst' as a part o" so#e other co#pu$sory sub7ects' especia$$yEthics and Society and other sub7ects such as Distory and /iteraHtureO and second' as the speci"ic sub7ect Re$i%ions and Ethics*

0* Na#ed "or the present Minister o" ustice' /ovro 5tur#' who preparedthe proposa$*


34/188


The Reli)ions and &thics subject,s part o" the pri#ary education re"or#' which e1tended pri#ary

schoo$ "ro# = to A years and introduced optiona$ schoo$ sub7ects' aco#p$ete$y new sub7ectLRe$i%ions and EthicsLwas introduced it

was enacted on +ebruary


35/188

RE/IBI.SE-C,!I.NINS/.ENI, 2@

critica$ and constructive entry into a p$ura$istic societyO as we$$ as tobe critica$ o" ne%ative pheno#ena which #ay e#anate "ro# re$i%ion*

!he sub7ect is eGua$$y intended "or pupi$s that have had a ChrisHtian& re$i%ious upbrin%in% and attend con"essiona$ re$i%ious educaHtion outside schoo$' as "or the adherents o" other re$i%ions or "orthose without re$i%ious upbrin%in% and no re$i%ious adherenceMinistry o" Education' con"essiona$ approach towards di""erentre$i%ious pheno#ena accusto#s chi$dren to to$erance and co##ondiscussion o" sensitive re$i%ious and ethica$ Guestions* +urther#ore'the sensitivity o" those issues ca$$s "or a di""erentiation o" thecontents and $eve$s o" discussion' which is acco#p$ished throu%hthe distribution o" re$i%ious and ethica$ topics between theob$i%atory co##on sub7ects and a speci"ic' optiona$ sub7ect' in

which the topics are "urther divided into ob$i%atory and optiona$*

!he sub7ect can be tau%ht by teachers with a university dip$o#ain !heo$o%y'


36/188

2= RE/IBI.N,N-3/R,/ISMINE-C,!I.N

order to %et "a#i$iar with the approach to re$i%ion P"ro# insideQ inthe "ra#ewor( o" a re$i%ious university institution*

In practice' this #eans the on$y +acu$ty o" !heo$o%y' which isthat o" the Catho$ic Church* !his (ind o" so$ution is not necessari$yin contrast with the p$ura$istic nature o" the sub7ect !hou%h it cou$dbe viewed as a po$itica$ co#pro#ise' its rationa$e is the reciprocityprincip$e' which e1tends $e%iti#acy to the sub7ect* !he broader theran%e o" di""erent institutions invo$ved in the process' the %reater

wi$$ be its $e%iti#acy*!he sy$$abus o" the sub7ect was prepared by a Curricu$u# Co#H

#ission' appointed by the Nationa$ Curricu$u# Counci$' which conHsisted o" an e1pert %roup o" phi$osophers' socio$o%ists' theo$o%iansCatho$ic and /utheran&' as we$$ as peda%o%ic e1perts* !he repreHsentatives o" other re%istered re$i%ious co##unities were a$soconsu$ted in this process throu%h #eetin%s and se#inars or%anisedby the Bovern#ents .""ice "or Re$i%ious Co##unities* ,t these#eetin%s the president o" the Curricu$u# Co##ission' Mar(oKerevan' presented the ai#s and the contents o" the proposed

sy$$abus' and the representatives o" re$i%ious co##unities e1pressedtheir views and co##ents*!he sub7ect is divided into three parts accordin% to the year o"

schoo$in%* !he sy$$abus is prepared in such a way that the studentscan choose to attend the sub7ect "or on$y one or two years' a$thou%hthe purpose o" the sub7ect is co#prehensive$y achieved on$y overthe who$e three year period Ministry o" Education' optiona$ topics'

and optionHa$ topics "ro# which the teachers and the pupi$s are "ree to choose*!he sub7ect e#braces di""erent wor$d re$i%ionsO however' #ore ti#eand e#phasis is dedicated to Christianity' as the re$i%ion o" our cu$Htura$ and historica$ tradition* !he choice and arran%e#ents o" conHtents and the#atic topics "o$$ow two co#p$e#entary $o%ics Pre$i%ioH$o%ica$Q and P$i"e>ethica$Q' re$evant to the a%e o" pupi$s Kerevan'


37/188

RE/IBI.SE-C,!I.NINS/.ENI, 2A

#ain cate%ory o" discussion is the wor$dO in the ei%hth year' theco##unityO and in the ninth year' the individua$*

!he principa$ re$i%ious topics covered by the sub7ect are the"o$$owin% Ministry o" Education' optiona$ topics idea$s and ido$sO uniGueness and

diversity*

.ptiona$ topics udais#O ,sian re$i%ions Dinduis#' !aois#'Con"ucianis#&O traditiona$ re$i%ionsO new re$i%ious #oveH#entsO so$vin% contradictions' consu$tation and8or vio$enceO#an and nature*

Ei%hth year F schoo$ hours& .b$i%atory topics peop$e and re$i%ionLre$i%ious cu$tureO re$iH

%ions co##unity' rites' sy#bo$s' re$i%ious e1perienceO re$iH

%ions and the prob$e# o" evi$' sin' deathO hu#an ri%htsO ethicHa$ di#ensions o" re$i%ionsO re$i%ious "reedo# and "reedo# o"conscience*

.b$i%atory>optiona$ topics "a#i$yO "riendship' $ove and se1uHa$ityO wor( and pro"essions*

.ptiona$ topics re$i%ious co##unitiesLchurches' sects and#onastic co##unitiesO re$ations between church and stateO#a%ic and occu$tis#O so$idarity and e%ocentricityO drea#s'

wishes' %oa$s and disappoint#ents*Ninth year 2 schoo$ hours& .b$i%atory topics the :ib$e .$d and New !esta#ents&O

Christianity and 9estern civi$iationO re$i%ions and the #eanHin% o" $i"e*

.b$i%atory>optiona$ topics %rowth o" Christianity and its diHvisions Catho$icis#' .rthodo1y' 3rotestantis#O the En$i%htHen#entO Christianity in S$ovenia*

.ptiona$ topics re$i%ious in&to$erance' re$i%ious warsO scienceand re$i%ious be$ie"O atheis# and hu#anis#*


38/188


,s is evident "ro# this short the#atic overview' this non>con"esH

siona$ sub7ect o""ers the pupi$s the possibi$ity o" %ainin% new or adHditiona$ (now$ed%e about re$i%ions and especia$$y Christianity as we$$as an opportunity "or re"$ection and discussion about the chosene1istentia$ topics' with specia$ e#phasis on their connection withre$i%ious di""erences and traditions* , #inor optiona$ part o" thesub7ect is dedicated a$so to atheis#* ,$thou%h the sub7ect due to itsnon>con"essiona$ nature introduces pupi$s to di""erent re$i%ions inan ob7ective and neutra$ way' this does not #ean that the sub7ect

e#braces a$$ re$i%ions to an eGua$ e1tent* 3riority is %iven to ChristiHanity as the Pre$i%ion o" the environ#ent*Q !his is acco#p$ishedthrou%h the i#p$e#entation o" the sy$$abus in di""erent ways and ondi""erent $eve$s Kerevan'


39/188


40/188


the sub7ect is current$y in an incubation phase and its "uture e1isHtence is Guestionab$e* Dowever' what is i#portant is the "act that it

was introduced* .r as stated by Kerevan,s an o""er in our pub$ic schoo$s' the sub7ect Re$i%ions and Ethicsp$ays its sy#bo$ic ro$e even i" this o""er "or various reasons is not ta(enup by the pupi$s and parents* It wi$$ a$so p$ay its ro$e i" "or variousreasons other' di""erent$y conceived con"essiona$& re$i%ious sub7ectswere to 7oin it in the schoo$ they cannot rep$ace it' [& nor shou$dthey* Kerevan' 200F con"essiona$' teachin% about re$i%ion' inte%Hrated' co#pu$sory>optiona$ and non>deno#inationa$* In Kerevansopinion' S$ovenia' by introducin% this sub7ect' is i#p$e#entin% thereco##endation o" the Counci$ o" Europe on re$i%ion and de#oHcracy6Kerevan' 200F


41/188


case' the S,' +rance and severa$ other states wou$d be vio$ators o"hu#an ri%hts*

,rchbishop Rode' who has #ade the bi%%est #ar( on the Ro#anCatho$ic Church in S$ovenias post>independence period' has re%uH$ar$y accused the S$ovene schoo$ syste# o" various a$$e%ed wron%s*In one pub$ic $ecture he re"erred to youn% S$ovenes without theChristian upbrin%in% that he wants the pub$ic schoo$ to provide asPthe idiotsQ Rode in 3od%ore('


42/188


43/188

RE/IBI.SE-C,!I.NINS/.ENI, F

References

:eb$er' ,nton* 2002* PS$ovenia]s S#ooth !ransition*QJournal o# Democrac/


44/188


LLL* 200?* PRe$i%i7a ni asebna adevaQ Re$i%ion is not a private #atHter&* Teorija in !raksa?< J?& F60JF@?*

LLL* 200F* Svoboda 'a cerkev% svoboda od cerkve4 Cerkev in sodobna dru


45/188

RE/IBI.SE-C,!I.NINS/.ENI, @

Ra(ar' !at7ana* 200F* P!he Ro$e o" the Ro#an Catho$ic Church in the SerHvice 3rovision o" Education in S$ovenia and Dun%ary*Q Social Com!ass

F2


46/188

= RE/IBI.N,N-3/R,/ISMINE-C,!I.N

re$i%ious co##unitiesO dra"t dated anuary er'e)ovina,!e1as ,`M niversity 3ress*rcan' Srd7an* 200


47/188

)# Religious education in Croatia

Ankica Marinovi Bobinac and Dinka Marinovi Jerolimov

Introduction

Re$i%ion and re$i%iosity "or# an inte%ra$ and active e$e#ent o" cu$Hture as one way o" #ans corre$ation with the wor$d' as a possib$e

answer to the crucia$ Guestions o" hu#an e1istence' and as a practiHca$ va$ue orientation in $i"e* /i(e other "or#s o" hu#an spirit' re$iH%ion is a$so an active "actor o" every socio>cu$tura$ #i$ieu' and thus a"actor in the deve$op#ent o" spiritua$ and #ateria$ cu$ture* !here isa substantia$ nu#ber o" practica$ i#p$ications "or the behaviour o"re$i%ious peop$e and #e#bers o" a certain re$i%ious co##unity' aswe$$ as o" those outside o" it* ,$$ this su%%ests the i#portance o"youn% peop$e %ettin% acGuainted with the re$i%ious pheno#enon

throu%h education in schoo$s as we$$*Schoo$ is one o" the pri#e #overs o" socia$iation' and it e1ists

within' and is #ar(ed by' a concrete socio>historica$ conte1t*Educationa$ contents in schoo$ are shaped not on$y by the %enera$resu$ts o" the deve$op#ent o" basic hu#an (now$ed%e' but a$so bythe tradition and cu$ture o" an actua$ society* Each state #a(es surethat schoo$ passes on the va$ues and nor#s that "or# the "ounHdation o" socia$ $i"e* .ther institutions than the state can a$so in"$uH

ence the teachin% content in schoo$s* !he Catho$ic Church inCroatia' "or e1a#p$e' e1ercised a si%ni"icant in"$uence on theteachin% content in the state pri#ary and secondary schoo$s and theintroduction o" re$i%ious instruction in (inder%artens and pub$icschoo$s at the be%innin% o" the


48/188

?0 RE/IBI.N,N-3/R,/ISMINE-C,!I.N

&ocial and religious context in Croatia

nder co##unis#' in Croatia as a part o" the "or#er u%os$avia&'re$i%ion and churches carried ne%ative connotations' were con"inedto the private sphere' and did not have any socia$ i#pact* ,$thou%hthe constitution %uaranteed a$$ "or#s o" re$i%ious ri%hts and "reeHdo#s' the desirab$e con"or#ity patterns were non>re$i%iosity andatheis#* Ideo$o%ica$ Pstru%%$eQ a%ainst re$i%ion and churches hadbeen "ou%ht in various areas o" socia$ $i"e with varyin% intensity&*

!here"ore' on the institutiona$ $eve$ they were invisib$eL"or inHstance in the educationa$ syste# and #ass #edia*

Dowever' re$i%ion and the church did not disappear "ro#peop$es $ives* !hey were wide$y spread in traditiona$ "or#s acrossa$$ se%#ents o" society' bein% constituent o" the traditiona$ rura$ as

we$$ as P#odernQ urban environ#ent a$thou%h $ess so in the $atter&*In the conte1t o" con"essiona$ di""erences Croatia was' to%ether withS$ovenia' the #ost re$i%ious part o" the "or#er u%os$avia* Socio$oH%ists reco%nied this widespread traditiona$ re$i%iosity as a potentia$"or revita$isation o" re$i%ion in di""erent socia$ circu#stances*

!he transitiona$ conte1t in Croatia' as we$$ as in other post>co#H#unist countries' has been #ar(ed by the trans"or#ation o" the inHstitutiona$' industria$' econo#ic and cu$tura$ structures o" society'"o$$owed by para$$e$ processes o" $ibera$isation and de#ocratisationas preconditions o" po$itica$ and socia$ chan%es*

Re$i%ious chan%es have an i#portant p$ace within the process o"socio>cu$tura$ chan%e in the transitiona$ period* Shaped predo#inHant$y by the $eadin% party D-Z& at the be%innin% o" the


49/188

RE/IBI.SE-C,!I.NINCR.,!I, ?re$i%ious respondents di""er in their acH

Table )#"( Confessional &tructure of the Republic of Croatia

Re!ublic o# Croatia

- Ro#an Catho$ic Church '=A@'2 =@*=.rthodo1 Churches


51/188

RE/IBI.SE-C,!I.NINCR.,!I, ?

ceptance o" traditiona$ and #odern va$uesLre$i%ious peop$e bein%c$oser to traditiona$ va$ues' and non>re$i%ious peop$e to #odern va$H

ues* !here is a discrepancy between the attitudes o" respondents andthe attitudes o" the Church concernin% "a#i$y and se1ua$ityMarinovi ero$i#ov' 200F&*

:esides the do#inant Catho$ic re$i%ion to which the #a7ority o"the popu$ation be$on%s' there are various traditiona$ churches ands#a$$er re$i%ious co##unities o" Christian and non>Christian proveHnance in Croatia' as we$$ as a certain percenta%e o" a%nostics' non>be$ievers' atheists' and undecided* !he $ist o" ?0 re%istered churches

Table )#%( Religiosit! in Croatia in %**+

=ndicators o# reli)iosit/ @Religious affiliation

Catho$ics =@Religious identification

Re$i%ious @=&acramental practice

:aptised+irst co##union

Con"ir#ation

A?=F=-ay Saints*!he "irst pub$ic discussions on introduction o" re$i%ious instrucH

tion and8or an a$ternative sub7ect' PRe$i%ious Cu$ture'Q started inthe #id>


60/188


61/188

RE/IBI.SE-C,!I.NINCR.,!I, F

under which con"essiona$ re$i%ious instruction has been introduced'as we$$ as the ar%u#ents "or a non>con"essiona$ Cu$ture o" Re$i%ion

sub7ecta& !he Ministry o" Education o" the Repub$ic o" Croatia decidedto introduce con"essiona$ Re$i%ious Instruction be"ore havin% conHsu$ted pub$ic opinion


62/188

F? RE/IBI.N,N-3/R,/ISMINE-C,!I.N

"& !here is a dan%er o" prose$ytis#' since con"essiona$ re$i%iouseducation' such as carried out in churches' can beco#e the sub7ect

o" con"essiona$ non>understandin%*trac( viewQ $jesnik'


63/188

RE/IBI.SE-C,!I.NINCR.,!I, FF

it cannot !he schoo$ can on$y be a poor surro%ate "or so#ethin%that shou$d rea$$y be o""ered by the re$i%ious co##unities'2? it is

Pa$ienation "ro# the natura$ conte1t o" spiritua$ %rowthL thechurch co##unity*Q2F:esides this' re$i%ious co##unities' as othernon>%overn#ent or%aniations' are $i#ited to the circ$e o" their#e#bers' whi$e schoo$ is a socia$ and state institution as we$$' withits educationa$ ai#s and tas(s at the service o" a$$ citiens' re%ard$esso" their re$i%ious' nationa$ or c$ass a""i$iation*26

,"ter con"essiona$ Re$i%ious Instruction was introduced as a (indo" di%est o" parish re$i%ious instruction and Con"essiona$ Re$i%ious

Cu$ture' supported by the #a7ority o" Catho$ic theo$o%ians' the deHbates on introducin% a con"essiona$$y neutra$ sub7ect PRe$i%iousCu$tureQ& #ore or $ess ca#e to a ha$t' and on$y sporadica$$y so#eiso$ated e1pressions o" support cou$d be heard and so#e #odestinitiatives e#er%ed* !hus' di""erent tit$es were used Distory o" Re$iH%ion2@' -iscip$ine on Re$i%ions' and even PCu$turo$o%ica$ Re$i%iousInstruction*Q2=So "ar' no such sub7ect has been introduced in pub$icschoo$s* !he concept o" a non>con"essiona$ Re$i%ious Cu$ture subH

7ect was stron%$y criticised by the Catho$ic church' even by cardina$:oani president o" the Croatian Con"erence o" :ishops&' whoascribes to it the intention Pthat throu%h so#e re$i%ious cu$turesub7ect a syncretist re$i%ious #essa%e wi$$ be introduced' so#e (indo" neutra$ re$i%ion as a part o" the new wor$d order*Q2A

In secondary schoo$s' Ethics was introduced as an a$ternativesub7ect to re$i%ious instruction' and the who$e second>year proH

2?* -r :ran(o /ovrec' president o" the nion o" :aptist Churches' in Croatiain(las Slavonije' -ece#ber


64/188

F6 RE/IBI.N,N-3/R,/ISMINE-C,!I.N

%ra##e was dedicated to the history o" re$i%ions and to re$i%iouschan%es in the conte#porary wor$d* :ut in 2000' the Ministry o"

Education introduced a new pro%ra# o" Ethics in which the sub7ect#atter o" re$i%ion was co#p$ete$y $e"t out' without any co##ent*!his #ove by the Ministry was not #et with any response "ro# the#edia or the teachin% pro"ession*

Curriculum

Re$i%ion can be tau%ht in schoo$s in at $east two waysLcon"essionHa$$y as Re$i%ious Education Instruction&0 or non>con"essiona$$y'

whether as a separate sub7ect


65/188

RE/IBI.SE-C,!I.NINCR.,!I, F@

sa#e author pointed to so#e other prob$e#s o" introducin% thesub7ect to the schoo$s an un"inished sy$$abusO no te1tboo(s or

#anua$ "or the teachersO a shorta%e o" teachersO the inadeGuateeducation o" $ay persons who tau%ht at the be%innin%O and the $ac(o" peda%o%ica$ education "or the priests and nuns who tau%ht it' and

who were a"raid o" how other teachers wou$d accept the# 3erani'


66/188

F= RE/IBI.N,N-3/R,/ISMINE-C,!I.N

#ents in


67/188

RE/IBI.SE-C,!I.NINCR.,!I, FA

!here is no a$ternative sub7ect to this co#pu$sory>e$ective courseo" re$i%ious education in pri#ary schoo$*6,t the sa#e ti#e' re$iH

%ious sub7ect #atters are a$so tau%ht throu%h other sub7ects such asDistory' Beo%raphy' /iterature' and ,rts* In our view' not enou%h istau%ht about re$i%ion at present' and the #ethods are not a$waysadeGuate te1tboo(s in %enera$ assu#e that chi$dren a$ready haveprevious "actua$ (now$ed%e o" re$i%ions and a historica$ perspectiveon re$i%ious events' which is not a rea$istic e1pectation* +or that#atter' it is not a rea$istic e1pectation that te1tboo( authors haveadeGuate "actua$ (now$ed%e o" re$i%ions* !here are #any e1a#p$es

in te1tboo(s that prove this supposition to be wron%* !he currentinte%rated approach is #ost$y traditiona$' outdated and un>inventive'with on$y a "ew e$e#ents o" current interest or about other cu$tures*+or e1a#p$e' the re$i%ious contents tau%ht in third and "ourth %radein the sub7ect Nature and Society -ays o" :read' ,$$ Saints day'Christ#as and Easter& are a$$ e1c$usive$y Christian or e1c$usive$yCatho$ic* !he "act that Croatia is a country with a predo#inant$yCatho$ic popu$ation is not an e1cuse "or o#ittin% basic re$i%ious

custo#s o" at $east the #a7or wor$d re$i%ions' a$$ the #ore so sincethese are pub$ic secu$ar&' not Catho$ic schoo$s*

Secondar/ schools!he Croatian Con"erence o" :ishops in


68/188


&thics is an e$ective sub7ect tau%ht in sin%$e wee($y $essons' i*e*F $essons per year "or "our years* !he sy$$abus "or the sub7ect

stresses that it does not pre"er a sin%$e wor$dview or a sin%$ephi$osophy' and it ai#s at ensurin% respect "or #u$ticu$tura$His# and a phi$osophica$ openness to dia$o%ue* 9ithin eachacade#ic year' re$i%ious content can be tau%ht throu%h two$essons pertainin% to #u$ticu$tura$is#' coe1istence' hu#anri%hts and universa$is#' whi$st one unit is a$$ocated in the"ourth %rade to the di""erin% approaches to #ora$ity' inc$uHdin% the re$i%ious approach*

Sociolo)/is a co#pu$sory sub7ect in the third %rade' tau%ht intwo wee($y $essons* !he acco#panyin% te1tboo( contains aspecia$ chapter enco#passin% the socio$o%ica$ de"inition o" reH$i%ion' #a%ic and re$i%ion' the c$assics o" the socio$o%y o" re$iH%ion' types o" re$i%ious %roups' secu$arisation' interconnectedHness o" re$i%ion and societa$ chan%e' as we$$ as the re$i%iousco##unities in Croatia* It is up to the teachers discretion

which parts o" the te1tboo(s to teach in %reater depth*

olitics and economicsis a co#pu$sory sub7ect in the "ourth %radeo" %ra##ar schoo$ and is tau%ht in one wee($y $esson* ,sin%$e $esson is dedicated to the re$ationship between po$iticsand re$i%ion in re$ation to the ri%hts o" the individua$ hu#anbein% and citien*

In co#parison with so#e European countries where re$i%iouseducation is on$y no#ina$$y con"essiona$ +in$and' Sweden' theNether$ands&' and where the #ain %oa$ is deve$opin% educationa$

co#petence (now$ed%e about re$i%ion a$on%side (now$ed%e abouteverythin% e$se&' the Croatian sy$$abus o" re$i%ious education a$so inHc$udes the %oa$s o" deve$opin% (now$ed%e' s(i$$s and va$ues that arethe essence o" the Catho$ic "aithO the pastora$ %oa$ tied to re$i%iouspractice&O and the evan%e$ic %oa$ the spreadin% o" the Catho$ic "aith&*n$i(e so#e other countries +in$and' Sweden' the Nether$ands'En%$and&' in Croatia re$i%ious education is a sub7ect that not on$yprovides (now$ed%e aboutbe$ie" but a$so teaches to believeas in IreH$and' Scot$and' ,ustria and Ber#any&* !here"ore' it is pri#ari$y theteachin% o" one particu$ar "aith' and on$y secondari$y a presentationo" other re$i%ious and non>re$i%ious views o" $i"e* It is a sub7ect that


69/188

RE/IBI.SE-C,!I.NINCR.,!I, 6teacher or adviser>teacher a better>paid position that inH

vo$ves counse$$in% youn%er co$$ea%ues&*!he education o" Catho$ic re$i%ious instruction teachers is the#ost deve$oped* !hey are educated at the Catechetic Institutes and+acu$ties o" !heo$o%y*A!he Nationa$ Catechetic .""ice o" the CroaHtian Con"erence o" :ishops is responsib$e "or per#anent teachertrainin% as we$$ as "or additiona$ trainin% or%anied throu%h se#Hinars* Many such additiona$ se#inars are or%anied durin% the year'and the per#ission to teach Catho$ic re$i%ious instruction missio ca1

nonica& can be withdrawn "ro# a teacher who "ai$s to attend this perH#anent education*?0,s we #entioned be"ore' at the be%innin% o"the catechetica$ schoo$ in Zadar* !here is a$so a theo$o%ica$ schoo$ within the -ioHcesan Missionary Neocatechu#en 3reparatory in 3u$a* In Za%reb' the esuitshave a 3hi$osophica$ !heo$o%ica$ Institute which is a""i$iated to the 3onti"ica$niversity Bre%oriana' Ro#e* , esuit +acu$ty o" 3hi$osophy is part o" theCroatian Studies niversity o" Za%reb*

?0* In its $etter to Catho$ic con"essiona$ education teachers' the Nationa$ CatHechetic .""ice o" the Croatian Con"erence o" :ishops warned the# that they

are ob$i%ed to attend additiona$ and per#anent education throu%h or%aniedse#inars in order to #aintain the needed pro"essiona$ $eve$ http88www*n(u*hb(*hr8%$asni(8&*


73/188

RE/IBI.SE-C,!I.NINCR.,!I, 6F

o" education* , transitiona$ "ive>year period


74/188


!he data show that that a #a7ority o" the respondents at that ti#ewere to$erant o"' and ready to accept' a %reater ro$e "or the church in

chi$drens education*In the %rade and secondary schoo$teachers' the present curricu$u# is too e1tensive and out>o">date* Itis considered that the present curricu$u# shou$d be re>structuredand re"reshed with new contents* !hirty>"our per cent o" theteachers dee# that re$i%ious instruction shou$d not be he$d in

schoo$* ,t the sa#e ti#e they support the introduction o" #ore

?F* Research was conducted in 2000 by the Institute "or Socia$ Research inZa%reb and the State :ureau "or the 3rotection o" +a#i$y' Motherhood and

outh*?6* !hese are the resu$ts o" the e#pirica$ assess#ent o" the opinions o"

pri#ary schoo$ and secondary schoo$ teachers on the present curricu$u#' itsi#p$e#entation and a#end#ents* !he research has been carried out in 200 onthe sa#p$e o" 2'hi%h and


75/188

RE/IBI.SE-C,!I.NINCR.,!I, 6@

"orei%n $an%ua%es' in"or#atics as a #andatory sub7ect' se1ua$education' hu#an ri%hts education' etc* !hey consider a #a7or

"ai$in% o" the present curricu$u# to be a $ac( o" ba$ance' i* e* under>representation o" Ppeda%o%ica$ sub7ects' whose nu#ber o" hoursper wee( shou$d be increased arts' #usic' %y#' hea$th and technica$cu$ture& and over>representation o" so#e others' which shou$d bereduced re$i%ious instruction is in the "irst p$ace' #entioned by Fcon"essiona$ apHproach has been co#p$ete$y #ar%ina$ised in the debate*


76/188

6= RE/IBI.N,N-3/R,/ISMINE-C,!I.N

!here"ore' the situation in the Croatian schoo$s is as "o$$ows* ReH$i%ious Instruction as a con"essiona$' optiona$ sub7ect in a$$ %rades o"

pri#ary and secondary schoo$ has been the do#inant #ode o"teachin% re$i%ion in the $ast


77/188

RE/IBI.SE-C,!I.NINCR.,!I, 6A

References

,raWi' 3*' B* Yrpi and K* Ni(ode#* 200* ostkomunisti:ki hori'onti,a(ovo !eo$o%i7a u a(ovu*

:aranovi' :* 200F* P.snovni trendovi ravo7a i #etodo$o%i7a iradenaciona$no% (uri(u$u#a a obaveno obraovan7e*Q Metodika 6 rvatskoj, Za%reb Institut a drutvena istraivan7a*

:ariWevi' * re$i%i7s(o7 (arti Drvats(e*Q Revija 'asociolo)iju2000 J?&


78/188

@0 RE/IBI.N,N-3/R,/ISMINE-C,!I.N

LLL* 200


79/188

RE/IBI.SE-C,!I.NINCR.,!I, @%rowin% process o" ido$atryin #odern society "a#ous "i$# and #usic stars&' discri#ination'hu#an ri%hts' etcO' as we$$ as in the conte1t o" situation o" youn%peop$e the prob$e#s o" puberty' #aturity physica$ and #enta$& andtheir desire to #aster the wor$d o" adu$ts* !he need "or re$i%iousdia$o%ue and to$erance in wor$d today is a$so hi%h$i%hted' and a


96/188

== RE/IBI.N,N-3/R,/ISMINE-C,!I.N

specia$ p$ace is %iven to the wor( o" 3ope ohn 3au$ II' who' it issaid' succeeded in "indin% updated so$utions to those prob$e#s* In

that spirit' the te1tboo(s %ive basic in"or#ation about otherre$i%ions' and the i#portance o" reconci$iation between Catho$ics'.rthodo1 and 3rotestants is especia$$y hi%h$i%hted* !he i#portanceo" co##on inheritance and #utua$ respect between ews andChristians is a$so #entioned* Christs su""erin% on the cross "or the$ove and sa$vation o" a$$ peop$e #ust not be abused "or hosti$itiesand hatred* .ne o" the #ost interestin% parts in the te1tboo(sconcerns the prob$e# o" discri#ination and the need "or dia$o%ue

between di""erent peop$e* ,$thou%h di""erent' a$$ peop$e areconnected and every person is i#portant "or hu#an(ind* ,$$ wor$dre$i%ions are said to have the sa#e co##and 9e shou$d treat theothers in the sa#e way we want the# to treat us*

In short' the te1tboo(s "or Catho$ic re$i%ious education are writHten in a rather open' intri%uin% and critica$ way* :y te$$in% about othHer re$i%ions and stressin% dia$o%ue' to$erance' "reedo#' and persona$deve$op#ent' the te1tboo(s are $i(e$y to i#prove the %enera$ (nowH

$ed%e o" pupi$s and enab$e their critica$ and persona$ deve$op#ent*!he e#phasis on Catho$icis# enab$es pupi$s to $earn #ore abouttheir re$i%ious tradition and ritua$s' but the conte1t is not pure$ydo%#atic and uncritica$* Dowever' so#e controversia$ periods in thehistory o" the Catho$ic Church especia$$y durin% the Second 9or$d

9ar& are o#itted' and nationa$ history is presented as a stru%%$e "or"reedo#' nationa$ and re$i%ious $iberty' and #artyrdo#* I" those deH"iciencies had been overco#e' there wou$d be no re#ar(s on the

contents o" te1tboo(s "or Catho$ic re$i%ious education in :iD*"rthodo6 reli)ious te6tbooks

!he te1tboo(s "or .rthodo1 re$i%ious education are #ore narrow$ycon"essiona$ in character* !he te1tboo(s "or pupi$s "ro# "irst to"i"th %rade present a shortened version o" the :ib$e' with the #ainprophets and #artyrs "ro# the .$d and New !esta#ent* !hey havenu#erous si#p$e i$$ustrations depictin% (ey events "ro# the :ib$e*

!e1tboo(s "or pupi$s "ro# the "i"th to ninth %rade %o into #oredepth about Christianity' its prophets' teachers' and history* !he"i"th>%rade te1tboo( e1p$ains the history o" Christianity throu%h the


97/188

RE/IBI.SE-C,!I.NIN:.SNI,,N-DERZEB.IN, =A

acts o" the ,post$es' the estab$ish#ent o" Christianity' Do$y Synods'the baptiin% o" the S$avs' and church schis#s* !he ei%hth>%rade

te1tboo( introduces pupi$s to the .rthodo1 do%#a Bod' the creHation o" the wor$d' Christs prophecy and resurrection' hu#annature' the resurrection o" the dead' and eterna$ $i"e* !he ninth>%rade te1tboo( dea$s with Christian ethics Du#ans are the on$y#ora$ bein%s on the earth' "or they are endowed with reason and"reedo# and the abi$ity to distin%uish %ood "ro# evi$* 3articu$arstress is p$aced on Christian virtues such as #odesty' #ora$ purity'%race' bene"action' co#passion etc* !hese virtues are e1p$ained

throu%h si#p$e stories and e1a#p$es "ro# everyday $i"e' ande1a#p$es "ro# the :ib$e* Dowever' the basic Christian virtues are"aith' hope and $ove* !hese virtues he$p us to orient ourse$ves in $i"e'to avoid sin' to i#prove #ora$$y' to "ind peace in our sou$s' and to"ind the stren%th and wi$$ to stru%%$e "or our sa$vation* !he hi%hest

virtue o" these three is $ove' "or it enab$es #an to draw c$oser toBod and unite with hi#* ,$so' the hi%hest Christian co##ands areconnected with $ove Pou sha$$ $ove the /ord your Bod with a$$

your heart' and a$$ your sou$' and with a$$ your #indQ and Pou sha$$$ove your nei%hbor as yourse$"Q rhovac' 200? 26>2@&* /i"e in thespirit o" Christianity is so#ethin% to be achieved %radua$$y with ane""ort' throu%h virtues esus e1p$ained in the Ser#on on the Mount*

,cceptin% and interna$iin% these virtues' #an %rows ever c$oser toBod*

:esides such universa$ Christian do%#as and ethics' the te1tHboo(s %ive #uch space to the history o" the Serbian .rthodo1

Church' to nationa$ history' and to the speci"icity o" .rthodo1yco#pared to other Christian co##unities* !he seventh>%rade te1tHboo( spea(s o" the history o" the Serbian .rthodo1 Church and o"nationa$ history' which are presented as $in(ed and inter#in%$ed*

!he ru$e o" certain Serbian #edieva$ ru$ers is brie"$y described !hey"ounded churches' shrines' and #onasteries' and #ost o" the#' beH"ore their death' beca#e #on(s* .n their %raves' #any #irac$eshave ta(en p$ace* !he ru$ers who e1panded the territory o" the stateare sin%$ed out "or particu$ar praise* Natura$$y' specia$ attention ispaid to the $i"e and wor( o" Saint Sava' who was the son o" Serbianru$er Stevan Ne#an7a' but abandoned the secu$ar way o" $i"e to


98/188

A0 RE/IBI.N,N-3/R,/ISMINE-C,!I.N

beco#e a #on(* Dis #ost i#portant achieve#ents are theestab$ish#ent o" an independent autocepha$ous Serbian .rthodo1

Church' the "oundin% o" #onasteries' and the pro#otion o" cu$tureand $iterature 3a7i' 200?

ca$$ed Kosovo ethic' "ounded' as it is presu#ed' on the Christianteachin% about the sou$* It assu#es service to the hi%h idea$s o"7ustice and truth' "reedo# and sacri"ice* !he strivin% "or the so>ca$$ed P"reedo# o" a$$ Serbian areasQ is bui$t onto that' thus theKosovo ethic is considered as the hi%hest idea$ and #ora$ achieveH#ent o" the nationa$ consciousness 3a7i' 200? ?6&* ,$so stressed isthe period o" stru%%$es "or nationa$ "reedo# in the .tto#an e#pire'and the ro$e o" the .rthodo1 Church and its representatives in this

process*In %enera$' we can conc$ude that the te1tboo(s "or .rthodo1re$i%ious education in :osnia are pure$y con"essiona$' but a$sonationa$*6!hey try to e1p$ain to pupi$s the .rthodo1 understandin%o" Christianity' with the c$ai# that the .rthodo1 Church has#aintained the purity o" the ,post$es "aith' whereas' e*%*' theCatho$ic Church or%anies the church as an autocracy Mo7si$ovi'200? 2


99/188

RE/IBI.SE-C,!I.NIN:.SNI,,N-DERZEB.IN, Asied re$iH%ious %roups* Schoo$s were rando#$y se$ected accordin% to thesecriteria* 9e %ot responses "ro# 2F schoo$s* 9hi$e one cannot e1traHpo$ate "ro# this $i#ited sa#p$e to the situation concernin% re$i%iouseducation as a schoo$ sub7ect in :osnia as a who$e' it does serve asan indicator o" the present situation*

!o the Guestion PDow has the schoo$ so$ved the #atter o" re$iH%ious educationQ a$$ schoo$s rep$ied that they conducted re$i%iousc$asses in the #a7ority re$i%ion* In schoo$s with #ore than one si%niH"icant re$i%ious %roup' re$i%ious c$asses are conducted in bothcon"essions* .ne schoo$ reported that on$y the do#inant re$i%ious%roup has c$asses within the schoo$ schedu$e* So#e schoo$s re"er tosurveys they have done to $earn the wishes and needs o" the parents*

,$$ the #a7ority schoo$s' where the $ar%e #a7ority o" pupi$s beH$on% to one ethnic %roup' report that a$$ the pupi$s attend re$i%iousc$asses' accordin% to their own and their parents wishes* .ne Serbschoo$ stresses that a chi$d needs both his parents si%natures to

Table +#"( Bosnian school surve! 2uestionnaire

Dow #any ethnic %roups do you have in your schoo$ Dow #any per cent

appro1i#ate$y are "ro# each ethnic %roupDow has the schoo$ so$ved the #atter o" re$i%ious education

9hat a$ternative is provided "or the chi$dren who do not attend Re$i%iousEducation

9hat (ind o" bac(%round do the teachers have

9hat is the content o" the sub7ect Is it theoretica$ or a$so practica$' with adistinct con"essiona$ character' $earnin% prayers and re$i%ious son%s

9hat are the e1pectations o" the chi$dren 7oinin% re$i%ious c$asses

9hat are the e1pectations o" the parents

-oes the sub7ect Re$i%ious Education a$so cover so#e in"or#ation on othercon"essions I" yes' which con"essions

-o you "ee$ that the schoo$ has authority or contro$ over the content andconduct o" the sub7ect Re$i%ious Education


101/188

RE/IBI.SE-C,!I.NIN:.SNI,,N-DERZEB.IN, A

withdraw* !here is a s$i%ht di""erence between Repub$i(a Srps(a andthe +ederation' because in the RS' re$i%ious c$asses are ob$i%atory "or

Serbs with the possibi$ity o" e1e#ption' whereas in the +ederation'the sub7ect is vo$untary' but once chosen' it is co#pu$sory* In rea$itythe situation is the sa#e in both entitiesO pupi$s who be$on% to the#a7ority re$i%ion' a$$ attend* !here are no di""erences betweenMus$i#>' Catho$ic> or .rthodo1>do#inated schoo$s in this respect*

,s(ed what a$ternative they o""er the chi$dren who do not attend reH$i%ious c$asses' the schoo$s %ive di""erent answers* Most o" the#c$ai# that a$ternatives are not necessary' since a$$ pupi$s attend re$iH

%ious c$asses* Croat schoo$s say that pupi$s not attendin% can chooseactivities as they $i(e* .ne RS schoo$ with @FX Serbs' 22X Mus$i#s'2X Croats and year study&' or auniversity de%ree in !heo$o%y* !he .rthodo1 teachers have thesa#e bac(%round .rthodo1 secondary schoo$ and co$$e%e or


102/188

A? RE/IBI.N,N-3/R,/ISMINE-C,!I.N

university education* ,bout ha$" the schoo$s report that theirteachers have si1th or seventh %rade' which #eans they have no

hi%her education* 9hat is i#portant is that the teachers o" re$i%ionin the di""erent con"essions need a certi"icate "ro# their respectivere$i%ious co##unities* !he co##unities have the ri%ht to approvethe e#p$oy#ent in each schoo$* !he schoo$s pay re$i%ious teachers'and they are e#p$oyed on the sa#e ter#s as other teachers*

!he answers "ro# the schoo$s about the content o" the re$i%ioussub7ect di""er s$i%ht$y* 9e as(ed P9hat is the content o" thesub7ect Is it theoretica$ or a$so practica$' with a distinct con"essiona$

character' $earnin% prayers and re$i%ious son%sQ, typica$ answer "ro# a Croat schoo$ was that the content is#ain$y theoretica$ and con"essiona$' with the stress on teachin% thepupi$s about their identity' but a$so that it inc$udes so#e prayers andson%s* ,$$ the Mus$i# schoo$s under$ine the theoretica$ character o"the sub7ect' ha$" o" the schoo$s say that it is pure$y theoretica$ andthat the practica$ parts are conducted in the #osGues' whi$st theother ha$" says that the sub7ect a$so inc$udes recitin% suras' $earnin%

prayers and practicin% re$i%ious behaviour* !he Serb schoo$s a$soe#phasie the theoretica$ character' but the #ain di""erence a#on%the con"essions see#s to be that the .rthodo1 sub7ect inc$udes#ore practica$ teachin%* ,$$ the Serb>do#inated schoo$s under$inethe con"essiona$ nature o" the sub7ect' teachin% prayers and son%s*.ne schoo$ says it is i#portant that the chi$dren $earn about the richspectru# o" .rthodo1 spiritua$ity' the #usic and architecture* -urHin% re$i%ion c$asses pupi$ %o on "ie$d trips to #onasteries and

churches* ,nother schoo$ arran%es "or pupi$s to %o to #ass*,s to the e1pectations o" the chi$dren 7oinin% re$i%ious c$asses'@a$$ schoo$s answer that the chi$dren e1pect to $earn #a7or e$e#entso" their own cu$ture and re$i%ion* Many schoo$s report that the chi$Hdren hope to %ain a #ora$ or ethica$ p$at"or#' "ro# which they canbui$d their persona$ity' "or# hu#ane attitudes' and %ain universa$

va$ues* !hey want to $earn the basis o" their "aith and hope to beab$e to app$y re$i%ious ru$es and nor#s in everyday $i"e* So#e

@* Note that this is the school9sunderstandin% o" parents and pupi$s e1pectaHtions*


103/188

RE/IBI.SE-C,!I.NIN:.SNI,,N-DERZEB.IN, AF

schoo$s a$so add that the chi$dren e1pect so#e (ind o" spiritua$ reH"resh#ent and re$a1ation' in contrast to other sub7ects*

!he i#pression %iven by the schoo$s' that pupi$s rea$$y $i(e there$i%ious sub7ect' is corroborated by our ta$(s with pupi$s %raduatin%"ro# pri#ary schoo$ in Dere%ovina re%ion* ,t an .SCE con"erHence about education' the participants were presidents o" studentcounci$s "ro# A schoo$s in the area' a$$ very ea%er and critica$ toH

wards the schoo$ syste# in the country* Rando#$y we interviewedten' a$$ "ro# #a7ority schoo$s* ,s(ed about their e1perience in thesub7ect re$i%ious education' they a$$ had participated and en7oyed it'

and they did not want a syste# where re$i%ion wou$d be a strict$yprivate #atter* ,s(ed i" it wou$d not be %ood in a #u$ti>re$i%iouscountry to have a non>con"essiona$ re$i%ious sub7ect about a$$ re$iH%ions in the area' the answers were a unison PnoQ i" it were to reHp$ace the current sub7ect* P9e need to (now our own re$i%ion'Q theysaid' and this c$ass was one o" the best durin% the schoo$ day' beHcause Pit he$ped us %row on a persona$ $eve$*Q

!he answers to the Guestion about parents e1pectations are a$so

si#i$ar "ro# a$$ the schoo$s* !he parents e1pect their chi$dren to$earn about their own "aith and their own cu$ture* So#e schoo$s reHport that the parents hope that re$i%ious c$asses wi$$ he$p the chi$Hdren to achieve a $ove "or their "aith* !he parents hope that throu%hthis education' the chi$dren wi$$ beco#e positive #e#bers o" the soHcia$ co##unity' and that #ora$ standards are i#pressed on the chi$Hdren* !he sub7ect is $oo(ed upon as a he$p in upbrin%in%' which wi$$hope"u$$y be a support "or choosin% the ri%ht path' and prevent the

pupi$s "ro# usin% dru%s and a$coho$ and i##ora$ity* .ne Catho$ic>do#inated schoo$ says that their parents want the chi$dren to #eetthe re$i%ion in the spirit o" dia$o%ue and ecu#enis# in order to $earna$$ di#ensions o" their "aith* Serb schoo$s say the parents are happythat their chi$dren %et the opportunity o" re$i%ious education' PbeHcause they were denied this (ind o" education durin% F0 years o"tota$itarian atheis#*Q ,nother Serb schoo$ says P!he parents are a$H#ost uneducated and i$$iterate in respect o" their own re$i%ion*QNow they want so#ethin% di""erent "or their chi$dren*

,$$ the schoo$s e1cept "or one say that in the hi%her c$asses' thepupi$s $earn about the other two #ain con"essions in :osnia and


104/188

A6 RE/IBI.N,N-3/R,/ISMINE-C,!I.N

Dere%ovina' and in #ost schoo$s a$so about udais#* .ne Serbschoo$ a$so teaches about ehovahs 9itnesses' ,dventists' and

Satanists whatever they #ean by that&*9e as(ed P-o you "ee$ that the schoo$ has authority or contro$over the content and conduct o" the sub7ect re$i%ious educationQDa$" the schoo$s answered that they had contro$' in the sense thatthey were wor(in% with the re$i%ious co##unity and that curricu$a

were presented in the schoo$s' 2F X said they did not have any conHtro$' and 2F X said that they had authority in the respect that theyad#inistered the sub7ect' put the %rades in the report card' and

schedu$ed the c$asses*!he overa$$ i#pression about re$i%ion as a schoo$ sub7ect is thatthe chi$dren "ro# the #a7ority re$i%ion a$$ attend and are p$eased

with the sub7ect' and the parents are happy that their chi$dren %etthe opportunity "or re$i%ious education in the schoo$s* !he a$ternatHives "or chi$dren who do not attend di""er "ro# schoo$ to schoo$'but the overa$$ i#pression is that they are %iven no rea$ a$ternatives*

!he schoo$s a$$ state that the sub7ect o" re$i%ion contains (now$ed%e

about other con"essions' but as we have seen' the curricu$a and te1tHboo(s %ive $itt$e space to this issue* It see#s that the schoo$s auHthority or contro$ over the sub7ect depends on their cooperation

with the re$i%ious co##unity*!he $aw states that chi$dren who do not participate in re$i%ious

education shou$d not be disadvanta%ed* Dowever' it is a %enera$opinion that the chi$dren who attend re$i%ious c$asses %et %ood#ar(s' which count the sa#e as in any other sub7ect* 3upi$s who do

not attend #ay be %iven e1tracurricu$ar activities that do not earnthe# any #ar(s' so they are in "act p$aced at a re$ative disadvanta%e*

Culture of Religion

Since :osnia and Dere%ovina is a #u$ti>re$i%ious and #u$ti>ethniccountry' there have been atte#pts to estab$ish a non>con"essiona$schoo$ sub7ect ca$$ed PCu$ture o" Re$i%ion*Q !his schoo$ pro%ra#

was desi%ned "or #idd$e schoo$' since it reGuires pupi$s to have a

certain $eve$ o" #aturity and understandin%*


105/188

RE/IBI.SE-C,!I.NIN:.SNI,,N-DERZEB.IN, A@

!he .SCE started the pro7ect in 2000' in co>operation with theBoethe Institute in Sara7evo' with the invo$ve#ent o" the #inistries'

re$i%ious co##unities' teachers' parents and other e1perts*!he reason why the .SCE wanted to introduce this new schoo$sub7ect was the conception that $ac( o" (now$ed%e o"ten is the #ainreason "or #isunderstandin%s and con"$icts* !he #ain idea was thatthis new sub7ect shou$d he$p to avoid "urther con"$icts by teachin%ob7ective (now$ed%e about other cu$tures and re$i%ions' encoura%in%critica$ thin(in% and re"$ection' and a$$owin% the pupi$s to discovertheir own country "ro# di""erent points o" view* !he sub7ect was

not intended as an a$ternative to con"essiona$ re$i%ious education*Cu$ture o" Re$i%ion was supposed to be an additiona$ #odu$e to theco##on curricu$u#*

!he %oa$s "or the sub7ect Cu$ture o" Re$i%ion are Know$ed%e o" re$i%ions' with specia$ interest in the re$i%ions

in :osnia and Dere%ovinaO nderstandin% o" the i#portance o" re$i%ion as a "orce in the

deve$op#ent o" di""erent cu$tures and civi$iationsO

Consciousness o" the re$i%ious traditions' the be$ie"s andpractices in society' under$inin% what is re$evant "or :osniaand Dere%ovinaO

!o encoura%e to$erance and deve$op inte$$ectua$ abi$ities "oruniversa$ cu$tura$>re$i%ious va$uesO

!o deve$op dia$o%ue s(i$$s' and to respect peop$e with otherconvictions*

!he idea is "or this to be a co#pu$sory sub7ect "or a$$ pupi$s in

:osnia' as part o" the schoo$ curricu$u#' to be treated and %raded inthe sa#e way as other sub7ects*!he .SCE has o""ered start>up he$p to the schoo$s that wou$d

7oin curricu$u#' te1tboo(s and teacher trainin%* !hey are $oo(in%"or teachers with bac(%rounds in Socio$o%y or 3hi$osophy to teachthis new sub7ect*

It has been di""icu$t to estab$ish this (ind o" sub7ect in theschoo$s o" :osnia and Dere%ovina* !he p$an was to pi$ot the proH7ect in a$$ the cantons in the +ederation and at $east ten schoo$s inRepub$i(a Srps(a* :y the schoo$ year 200?8200F' the sub7ect wasbein% tried out in on$y ei%ht schoo$s in RS' because the other


106/188

A= RE/IBI.N,N-3/R,/ISMINE-C,!I.N

schoo$s re7ected it* !he sub7ect runs in so#e re%ions in the+ederation with a :osnia(8Mus$i# #a7ority* ,ccordin% to Dae#a

Nitovi'=

the Is$a#ic Co##unity is not a%ainst the sub7ect Cu$tureo" Re$i%ion' but sees it as an option "or the "uture* In Catho$ic>do#inated cantons' the non>con"essiona$ sub7ect was in no way $etinto the schoo$s* In the Mostar re%ion' where the re$i%iousco##unities p$ay a si%ni"icant ro$e in a$$ aspects o" education' thesub7ect was re7ected by the re$i%ious co##unities' and it was run by7ust one Mus$i#>do#inated schoo$ in eastern Mostar*A

C$aude Kie""er' who heads the Cu$ture o" Re$i%ion pro%ra# "or

the .SCE' and has been wor(in% with education in :osnia sincecon"essiona$ sub7ect was that they had not

been invited to discuss its content*!he reason "or the particu$ar scepticis# or anta%onis# o" theCatho$ic Church #ay be #i%ht be that the Church is a"raid to $osecontro$ over the schoo$* In Repub$i(a Srps(a' the .rthodo1 Churchhas "u$$ contro$ over the schoo$ syste# in a Guite ho#o%eneous enHtity' and the Is$a#ic Co##unity has a stron% position in the +ederaHtion* !he Catho$ic Church is a$so in"$uentia$ in a$$ schoo$ #atters inthe Catho$ic>do#inated areas' but these areas are $ea(in% peop$e to

Croatia' since the Catho$ics usua$$y a$so have Croatian passports' andconsider the#se$ves a #inority in :osnia Dere%ovina even thou%hthey are in #a7ority in certain cantons' and they are one o" the threeconstituent peop$es&*

It see#s that a$$ the re$i%ious co##unities "ear that the new subH7ect #ay in the "uture wea(en the position o" the con"essiona$ Re$iH%ious Education sub7ect' even thou%h it has been stated very "ir#$y

=* !eacher and author o" re$i%ious te1tboo(s' Is$a#ic 3eda%o%ica$ ,cade#y'

ZenicaO interview with the authors*A* ,ccordin% to Matthew Newton' Dead o" the Mostar education depart#ent'

.SCE*


107/188

RE/IBI.SE-C,!I.NIN:.SNI,,N-DERZEB.IN, AA

that this is not the intention* ,t a con"erence he$d in March 200'


108/188

Neretva and Centra$ :osnia cantons' thou%hthe #a7ority is in Centra$ :osnia Canton* 3o$iticians in Mostar'

as(ed about two curricu$a in one schoo$' as they $i(e to ca$$ it' rep$ythat they are in "avour o" (eepin% the# apart' because P9e had a7oint curricu$u# be"ore' and you can see where that $ead usLto

war*Q.SCE a#bassador -ou%$as -avidson stated in Septe#ber 200F

!he history o" the pheno#enon (nown as two schoo$s under oneroo" o""ers an instructive $esson in unintended conseGuences* [&!hey were seen as a #eans o" encoura%in% return by "a#i$ies with

schoo$>a%e chi$dren to areas in which their nation had beco#e a#inority durin% the war* et' a$thou%h the internationa$ co##unityori%ina$$y b$essed this deve$op#ent' it a$ways had reservations about it*


109/188

RE/IBI.SE-C,!I.NIN:.SNI,,N-DERZEB.IN, e1istent in so#e and #andatory in others*

In the Mus$i#>#a7ority cantons Sara7evo and Zenica>-obo7' thesub7ect o" re$i%ion is optiona$' whereas in no>Sava' !u$a andBorade Canton it is co#pu$sory* !he situation in Repub$i(a Srps(aRS& is #ore ho#o%eneous' "or severa$ reasons it has no cantons'and its non>Serb popu$ation has $ar%e$y been disp$aced to Croatia orthe +ederation' $eavin% a c$ear .rthodo1 #a7ority* ,$so' the Serbian.rthodo1 Church en7oys a privi$e%ed position in RS' where it a$#osthas the status o" a state re$i%ion* In RS' re$i%ious education is


110/188


111/188

RE/IBI.SE-C,!I.NIN:.SNI,,N-DERZEB.IN,


112/188

Ka$e#*

.SCE :iD* 2002* &ducation re#orm4 A Messa)e to the eo!le o# Bosnia and>er'e)ovina, .SCE Mission to :osnia and Dere%ovina' 2< Nove#ber

2002*
http://www.bihfedomb.org/cro/reports/2000childrights.htmhttp://www.bihfedomb.org/cro/reports/2000childrights.htm


113/188

RE/IBI.SE-C,!I.NIN:.SNI,,N-DERZEB.IN, * +i$oo"s(i "a(u$tet u Sara7evu*http88www*soros*or%*ba8docsprava8ustavt1t8pro"dradi$a(reso*doc&

3ain' I* 200?* Za stolom ljubavi i !omirenja4 -a !utu vjere% vjeronau:ni udKa$e#*

RS MoE*


114/188

A80


115/188

3# Religious Education( The Case of &erbia

Zorica Kuburi and Milan $ukomanovi

Con"essiona$ re$i%ious education was introduced in the Serbian pubH$ic schoo$ syste# but not in Montene%rin schoo$s&deno#inationa$ and optiona$ sub7ect by a %overn#enta$ re%u$ation

pub$ished on u$y 2@' 200


116/188

secu$ariation -7ord7evi'


117/188

RE/IBI.SE-C,!I.N !DEC,SE.+SER:I,


118/188


119/188

RE/IBI.SE-C,!I.N !DEC,SE.+SER:I, deno#inationa$ #ode$ o" re$i%ious education that #ay be conductedin pub$ic schoo$s by seven Ptraditiona$Q or Phistorica$Q re$i%iousco##unities the Serbian .rthodo1 Church S.C&' the Ro#anCatho$ic Church' the Is$a#ic Co##unity' the ewish Co##unity'the S$ova( Evan%e$ica$ Church' the Christian Re"or#ed Church and

the Evan%e$ica$ Christian Church in Serbia>o7vodina* Re$i%iousEducation was initia$$y o""ered as an optiona$ sub7ect' with thea$ternative choice o" either Civic Education' or neither o" the twosub7ects' in the "irst %rades o" e$e#entary and hi%h schoo$s* DowHever' in 2002J200' a new re%u$ation #ade the choice o" one o" thetwo sub7ects co#pu$sory* !he decision was ar%ued as a resu$t o" theune1pected$y $ow interest o" schoo$ students in both sub7ects' andespecia$$y in Re$i%ious Education Brede$7 200


120/188

e1pected $aw on re$i%ious or%aniations be passedon the $eve$ o" the state union o" Serbia and Montene%ro' or 7ust on

the repub$ic $eve$ Serbia on$y&!he second set o" concerns was re$ated to the arbitrary se$ectiono" on$y seven re$i%ious co##unities that were per#itted to o""ercon"essiona$ education in pub$ic schoo$s* !he se$ection criteria werebased on the constitution and $aws o" the Kin%do# o" u%os$avia inthe period be"ore 9or$d 9ar II* :ut can the sa#e criteria be app$iedtoday' in the 2ca$$edPhistorica$$y reco%nied re$i%ious co##unitiesQ ,nd' #ost i#portHant$y' are other re$i%ious co##unities in Serbia sti$$ eGua$ be"ore the$aw 9hat wou$d the Constitutiona$ Court o" the Repub$ic o" Serbiasay about that2

,ware o" the potentia$ prob$e#s' so#e or%aniations with

e1perience in the area o" acade#ic re$i%ious studies' such as theCenter "or Re$i%ious Studies CIRE/& o" the :e$%rade .pen Schoo$'

2* , pub$ic debate on this issue was indeed he$d at the Constitutiona$ Courto" the Repub$ic o" Serbia in :e$%rade on une 2?' 200* .ne o" the authors o"this paper' Mi$an u(o#anovi' participated' and this particu$ar case' inc$udin%the ar%u#ents used at the session' wi$$ be discussed be$ow*

* CIRE/ was estab$ished in or%aniation' has operated as an a$ternative educationa$ institution a

sort o" Pinvisib$e co$$e%eQ& since


121/188

RE/IBI.SE-C,!I.N !DEC,SE.+SER:I, con"essiona$ and#u$ti>discip$inary' based on severa$ theoretica$ and #ethodo$o%ica$

princip$es !he acade#ic' non>theo$o%ica$ study o" re$i%ion does not neH

cessari$y i#p$y that students' $ecturers and researchers be$on%to any particu$ar re$i%ious co##unity or a""i$iation*

Such an approach to re$i%ion i#p$ies sensitivity to re$i%iousp$ura$is#*

Methods o" studyin% re$i%ion are co#parative* In this proH%ra#' students were %iven a chance not on$y to $earn about

various theoretica$ #ode$s and #ethods used in research onre$i%ion today' but a$so to study wor$d re$i%ions in their di""erHent historica$' cu$tura$' and socia$ settin%s and aspects*

!here"ore' in order to have a co#p$ete view o" the di""erent asHpects o" re$i%ious pheno#ena' the pro%ra# wou$d enab$e the stuHdents to approach re$i%ion "ro# at $east three di""erent perspectives


122/188


123/188



124/188

si#p$i"ication' reductionis#' bo%us arH

F* P3rihvatan7e vere i veroispovesti J $iWni ibor sva(o% po7edinca'Q olitika'Nove#ber 22' 2000*

6* -ovosti =n#ormativne slu


125/188



126/188


127/188



128/188


129/188

RE/IBI.SE-C,!I.N !DEC,SE.+SER:I, #ievi 200


130/188


131/188


132/188

schoo$ %rade is to deve$op the awareness o" students thatChristianity is a church' a $itur%ica$ co##unity' and to draw the atHtention o" students to the notion o" character as a basic Christianconcept* 9ithout an adeGuate understandin% o" the concept o" charHacter' it is i#possib$e to understand that the Christian be$ie" in Bodis a way o" $i"e' and not an acade#ic doctrine or ideo$o%y Midi'

200 6&*Re$i%ious Education in the second %rade o" hi%h schoo$ e#phasHies Christian onto$o%y' based on the doctrine o" the .ne Bod whois the Do$y !rinity* In the third %rade' the p$an is to convince stuHdents that esus Christ is the Savior o" the created wor$d' whi$e the%oa$ o" the "ourth year is to su%%est to students that history has its%oa$ the created wor$d wi$$ beco#e o" the Kin%do# o" Bod' anddeath wi$$ be overco#e*


133/188



134/188


135/188

RE/IBI.SE-C,!I.N !DEC,SE.+SER:I, Mus$i#s a$so $ive*


136/188


137/188


138/188


139/188

RE/IBI.SE-C,!I.N !DEC,SE.+SER:I, schoo$ chi$dren' and ha$" as #any in hi%h schoo$s' apHp$ied "or Re$i%ious Education* !his de#and was not "u$$y #et' dueto a shorta%e o" sta"" and teachin% #ateria$s* In the second year' acHcordin% to in"or#a$ data' enro$$#ent was ?AX "or the "irst %rade o"the e$e#entary schoo$s*

, 7oint study by the Center "or E#pirica$ Research o" Re$i%ion'Novi Sad' and the Institute "or 3eda%o%ica$ Research' :e$%rade' was

carried out in 200 Kuburi' 200&* !he sa#p$e co#prised F?0parents and 62= hi%h schoo$ students* !he Guestionnaires inc$udin%Guestions re$ated to the "o$$owin% concerns the reasons why parentsand students opted "or a certain sub7ectO the de%ree o" e1pectation"u$"i$$#ent and satis"action with $earnin% a se$ected sub7ectO and the

wi$$in%ness to se$ect the sa#e sub7ect a%ain* !he respondents werea$so as(ed to e1press their opinions about the teachin% contents andteachers' as we$$ as to assess the teachin% e""ects o" the se$ected subH

7ect*!he parents thin( that their chi$dren have positive attitudes toHwards the teachers o" the optiona$ sub7ects* !he parents o" chi$drenattendin% Re$i%ious Education Serbian .rthodo1 Church& "reHGuent$y point out chan%es in chi$drens behavior re$ated to re$i%iousrestrictions* I" one co#pares what the parents and chi$dren sayabout Re$i%ious Education' one #ay conc$ude that positive opinionsprevai$* :oth the parents and students assess #ost "avorab$y thecontent o" this sub7ect* , considerab$e nu#ber o" the# are a$so satHis"ied with the teachin% #ethod' because it di""ers "ro# that o"other sub7ects* +avorab$e assess#ents o" teachers pertain to both


140/188

po$itica$syste#*

Even thou%h it was not co#patib$e with the pro%ra#s and conHtents o" other schoo$ sub7ects' Re$i%ious Education was $aunched inSerbian schoo$s in Nove#ber 200


141/188

RE/IBI.SE-C,!I.N !DEC,SE.+SER:I, cu$tura$'

co#parative Re$i%ious Studies approach have not been accepted*,ccordin% to the data %athered by research that e1a#ined thereasons why students and parents chose re$i%ious education' the #aH7ority o" chi$dren #entioned new (now$ed%e and interest in the subH7ect as their #otives to ta(e this sub7ect* Re$i%ious education hassucceeded in #eetin% parents e1pectations' #ore than the students*

!hrou%hout the twentieth century' re$i%ious education in Serbiare"$ected po$itica$ chan%es "ro# bein% the #ain va$ue syste# carrier

in schoo$s durin% the ti#e o" the Kin%do# o" Serbia and Kin%do#o" u%os$avia&' to bein% an ene#y' who had to be e1pe$$ed to%etherwith teachers who tau%ht it durin% the co##unist period&* +i"tyyears $ater' it was reinsta$$ed in the education syste#s o" the post>co##unist states' in"$uencin% a%ain the #ora$ behavior o" youn%peop$e* E#pirica$ studies show that re$i%ious education is acceptedas the "ree choice o" students* ,ny coercive i#p$e#entation o" sucha sub7ect in pub$ic schoo$s' or state prohibition o" its avai$abi$ity

within re$i%ious co##unities' wou$d not be in a%ree#ent with re$iH%ious ri%hts and "reedo#s o" individua$s and re$i%ious co##unities*


142/188


143/188



144/188

#ievi* 200* Re#erat 'a javnuras!ravu u !redmetima =EFNN2F% =EHFG2H i =EHFV2H, :eo%radstavni sud Repub$i(e Srbi7e*

Radisav$7evi>fipariovi' -ra%ana* 2002* PRe$i%i7a i sva(odnevni ivotveanost $7udi a re$i%i7u i cr(vu u Srbi7i (ra7e# devedesetih*Q In Srbijakrajem milenijuma4 Ra'aranje dru3tva% !romene i svakodnevni


145/188



146/188


147/188

4# Introducing Religious Education in $ace.

donia

Zoran Matevski% &tem A'iri and (oce $elichkovski

!he Guestion o" introducin% re$i%ious education in the educationa$syste# o" the Repub$ic o" Macedonia beca#e re$evant a"ter the "a$$

o" co##unis#' the disso$ution o" Socia$ist u%os$avia' and the esHtab$ish#ent o" Macedonia as an independent state* nti$ then' thesub7ect had been taboo* Re$i%ious education too( p$ace on$y withinthe re$i%ious co##unities' and it was co#p$ete$y separate "ro# pubH$ic education* Even in the curricu$a o" sub7ects such as Distory'Socio$o%y' or Mar1is#' the pheno#enon o" re$i%ion and its "uncHtions in conte#porary society were not discussed* ,t the ti#e' secuH$ariation had i#pacted particu$ar$y on the sphere o" education*

,"ter the "a$$ o" co##unis#' one characteristic o" SoutheastEuropean societies has been the revita$iation o" re$i%ion' which hashad considerab$e i#pact on a$$ spheres o" pub$ic $i"e* !he process o"secu$ariation is in crisis* In Macedonia' an e1tre#e$y c$ose connecHtion was estab$ished between the po$itica$ and the re$i%ious e$ite*!here was even ta$( o" #a

Religijski pluralizam

Documents

Transcript of Religijski pluralizam