New “citizenship”

The teaching of religion “bears fruits for the entire civil society” and is “a valid contribution to citizenship”. This was the leitmotif of the research on the teaching of religion in European school environments presented in Strasbourg on May 4 at the Council of Europe. The research was carried out between January 2005 and November 2007, and was promoted by the Council of the Bishops’ Conferences of Europe (CCEE) with the support of the Italian Bishops’ Conference. The delegates of 33 European Bishops’ Conferences compiled 33 reports (29 reports and 4 fact files) regarding the situation at national levels. Follow some of the findings.The situation in Belarus, Bulgaria and France. In almost every European country some form of Religion Teaching is guaranteed, except Bulgaria, Belarus and most of France (except in Alsace-Moselle). The Report states that in Bulgaria, RT is not part of the school program while some schools envisage the teaching of catechesis as an optional course to be held after school hours. Moreover, there are very few Catholics and therefore it’s very hard to organize a course. In Belarus RT is not envisaged as a school subject, due to the “separation” between religious and secular education. Indeed, the school premises cannot be used for the teaching of religion (even during the summer and on Sundays) or for liturgical celebrations. The Orthodox Church, with the cooperation of the Ministry of Education, is examining the possibility of introducing religious Orthodox education in schools. Also the Catholic Church submitted a program for optional religious courses. In the case of France, the report conveys the findings of Alsace and Moselle, the only districts in France where RT is provided for. Scandinavian Countries. The research highlights that in the rest of Europe the teaching of religion follows two rules: religious education must be placed in the framework of a “Religious Science” course directly managed by the State and of “Religion Teaching with a confessional content” whereby Churches (along with other religious denominations) play an active role. The “Science of Religions” model is very common in Scandinavian countries (Norway, Sweden, Denmark), where the State Religion (i.e. the Lutheran Church), would probably integrate even cultural contents of the biblical-theological kind, in a curriculum that is deeply marked by secularization. In Norway – states the Report – RT is viewed as “Christian religious teaching”. “The approach should be ‘academic’ and ‘neutral’, while secularization is increasingly prevailing”. In Sweden, described as “one of the most secularized Countries in Europe”, RT is placed within the framework of social sciences although it ” fails to meet the youth’s existential needs, and religion is viewed as irrelevant”. When Churches are “active”. Religion Teaching with confessional content is the most widely used model on a European level. In Poland, Religion Teaching with confessional content is optional, and is attended by 95.1% of the pupils. In Belgium, every student aged 6-18 has the right to attend a “course in philosophy”, that is taught by the “recognized confessions or organizations”. 64% of primary school and 32% of Secondary school pupils opt for Catholic RT. In Italy, 91.6% of students avail themselves of RT (figures drop to 85% in II level Secondary school). The paragraph devoted to Italy describes the “attacks” to RT coming from “laicist and radical environments”, which ask for its “suppression”. The case of Germany is especially interesting for the “ecumenical cooperation” between the Catholic and the evangelical Churches, ratified with an agreement in 1998. The agreement “encourages cooperation between teachers, it provides for certain number of hours in common, and envisages the implementation of joint Liturgical Services in schools”. In Romania, RT was reintroduced in 1990 and is provided for in all academic levels. Classes must have at least 10 pupils. However, since Catholic students are a minority in a large number of State schools, the minimum number often is not reached and Orthodox teaching – or a no-class solution- is opted for. As relates to England and Wales, the Report states that “especially after the terror attacks of 2005, there has been greater public-awareness of RT as a factor for social cohesion and mutual understanding”.