RE RE asas

meetingpointmeetingpoint

CoGREECoGREEBerin, 2005Berin, 2005

Pille Valk (Tartu University)Pille Valk (Tartu University)

Living in the Living in the Post-Socialist Society – Post-Socialist Society – Shadows of the Atheist Shadows of the Atheist

Ideology Ideology Almost all people over 3Almost all people over 355 have have

experienceexperiencedd strongly atheistic education: strongly atheistic education:

– Is there something more than crusades, Is there something more than crusades, inquisition and “opium of people”?inquisition and “opium of people”?

Many prejudges & lack of knowledgeMany prejudges & lack of knowledge Religion as only a private matterReligion as only a private matter

Religion as a “missing file”Religion as a “missing file”

Religious landscapes inReligious landscapes in Post-Socialist countries Post-Socialist countries (%)(%)

CatholicsCatholics OrthodoxOrthodox ProtestanProtestantt

Non Non religiousreligious

EstoniaEstonia 0,5 13 14 34LatviaLatvia 2020 2323 2222 28LithuaniaLithuania 7979 4,14,1 0,50,5 9,59,5

PolandPoland 9595 33

HungaryHungary 5555 33 1818 1515

Czech Czech RepRep

3939 22 4,14,1 40

SloveniaSlovenia 5858 2,32,3 11 1010

SlovakiaSlovakia 6969 44 77 1212

4%

96%

Church related no Church relationship

Church membership

2%10%

37%

29%

22%

++ + - -- ?

How important is religion to

you?

Role of religion in student’s life N=618 (SAAR POLL, Estonia 2004)

Specific Specific shapeshape of RE in of RE in EstoniaEstonia

Status of RE - an optionalStatus of RE - an optional, non-confessional, non-confessional subject subject

Attitudes towards RE – general agreement Attitudes towards RE – general agreement about the need for REabout the need for RE,, but also sharp but also sharp discussionsdiscussions

Parents, teachers, principals, sParents, teachers, principals, sttudent teachers udent teachers have no personal experiences from RE classeshave no personal experiences from RE classes – – prejudgesprejudges and and fearsfears

IInsufficient regulationsnsufficient regulations; subjectivity, ; subjectivity, ignoranceignorance

Different possibilities in different schoolsDifferent possibilities in different schools

=> => A GREAT CHALLENGE A GREAT CHALLENGE

Attitudes Attitudes regardingregarding the the nenecessity ofcessity of RE RE P. Valk, O. Raunio-HannulaP. Valk, O. Raunio-Hannula

0%

10%

20%

30%

40%

50%

60%

70%

80%

+ ? -

pupils (N=288)

teachers (N=163)

principals (N=115)

Evaluation of different topics in REEvaluation of different topics in RE (%) (%) by teachers (T) and principals (P)by teachers (T) and principals (P)

P. ValkP. Valk

Very important + important

Don’t know Not important+

useless T P T P T P

Bible studies 75.5 54 18 18 6.5 28

Church history 58 53 25.5 22 16.5 25

World religions 92 91 5 3 3 6

Ethics 95 95 4 3 1 2

Religion and

science

62 76 20 10 18 14

New religions 50 55 30 18 20 27

Religion and

culture

92 81 5 11 3 8

Dogmatics 41 30 25.5 28 33.5 42

How do parents see the impact of How do parents see the impact of RE?RE?Mean on the scale: 1= very much, ...., 5=not at all (P. Valk, Mean on the scale: 1= very much, ...., 5=not at all (P. Valk, 2004)2004)

Teaches to take the others into considerationTeaches to take the others into consideration1,631,63

Broadens one’s outlookBroadens one’s outlook 1,641,64 Helps to distinguish between the good and Helps to distinguish between the good and

evilevil 1,661,66 Teaches about the basic valuesTeaches about the basic values 1,861,86 Supports the moral developmentSupports the moral development 1,881,88 Helps to understand different culturesHelps to understand different cultures 1,881,88 Estimates Estimates the the spiritual valuespiritual valuess 2,052,05

Top-10 of pupils’ favourite topics for Top-10 of pupils’ favourite topics for REREscale: 1 = not at all interested – 5 = very interested (scale: 1 = not at all interested – 5 = very interested (P. Valk, P. Valk, 2004)2004)

Topics

Average evaluation

Love 4,18 Different ways to interpret the world 4,05 Meaning of life 4,0 Sexuality 3,99

World religions 3,95 Happiness 3,94 Destiny 3,94 Natural and supernatural 3,88 Relationships between religions 3,85 Is there afterlife? 3,84

Pupils’ “Bottom-10” RE Pupils’ “Bottom-10” RE topicstopics

scale: 1 = not at all interested – 5 = very interested (scale: 1 = not at all interested – 5 = very interested (P. Valk, P. Valk, 2004)2004)

Church and congregational life Church and congregational life 2,322,32

MissionMission 2,342,34

Christian churches in the WorldChristian churches in the World 2,442,44

Jesus and his lifeJesus and his life 2,472,47

Estonian Church HistoryEstonian Church History 2,492,49

BiblestoriesBiblestories 2,512,51

Owerall Church HistoryOwerall Church History 2,542,54

Bible studiesBible studies 2,582,58

Christian FestivalsChristian Festivals 2,612,61

Prayer and prayingPrayer and praying 2,622,62

RE has to base on ChristianityRE has to base on Christianity

72%

11%

17%-

+

?

48%

15%

37%

+RE -RE

SAAR POLL, 2004. N=618

RE helps to understand other RE helps to understand other culturescultures

4%

91%

5%-

+

?

13%

69%

18%

+RE -RE

SAAR POLL, 2004. N=618

Knowledge about Religions is necessary in Knowledge about Religions is necessary in order to understand the world’s cultural order to understand the world’s cultural

heritageheritage

21%

57%

22%

-

+

?

24%

34%

42%

+RE -RE

SAAR POLL, 2004. N=618

Religious literacy is an important Religious literacy is an important guarantee of religious freedomguarantee of religious freedom

14%

56%

30%

-

+

?24%

33%

43%

+RE -RE

SAAR POLL, 2004. N=618

All Religions All Religions must be treated equally in REmust be treated equally in RE

5%

87%

8%-

+

?

10%

71%

19%

+RE-RE

SA

AR

PO

LL

, 20

04

. N=

61

8

I do exist, I don’t exist…I do exist, I don’t exist…

U. Nemvalts, “Postimees” 1995, 10.05U. Nemvalts, “Postimees” 1995, 10.05

RE - Hot topicRE - Hot topic

Most debated issue in Education Most debated issue in Education during last yearsduring last years

Delfi internet portal comments:Delfi internet portal comments:

Column Topics Column Topics (during 1,5 years)(during 1,5 years)

NN MeanMean number of number of commentscomments

About religion and REAbout religion and RE 7575 23182318(max>8400 in 4 (max>8400 in 4

days!)days!)

All otherAll other 541541 118118

Critical statementsCritical statements Religion and violence: Religion and violence:

– history of Christianity is soaked through with history of Christianity is soaked through with violenceviolence

Religion and Science are in antagonismReligion and Science are in antagonism RE is a violation of human rightsRE is a violation of human rights

– brainwashing, secret plan of the Churchbrainwashing, secret plan of the Church Religion obstructs free development of Religion obstructs free development of

the individualthe individual

Positive statementsPositive statements RE is a guarantee of religious freedomRE is a guarantee of religious freedom RE hRE helps to understand cultureselps to understand cultures Every human being believes into Every human being believes into

somethingsomething

ResearchesResearches::

Teachers Teachers of different subjects (2001)of different subjects (2001)N = 157N = 157From 11 schoolsFrom 11 schools

Upper secondary schoolUpper secondary school pupilspupils (2004) (2004)N = 102N = 102From 3 schools, all studied REFrom 3 schools, all studied RE

Students of HumanitiesStudents of Humanities in the in the University of Tartu before and after the University of Tartu before and after the studies in Christianity (2004)studies in Christianity (2004)N1 = 276N1 = 276N2 = 324N2 = 324

History of Christianity is soaked through History of Christianity is soaked through with violencewith violence

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

++ + ? - --

students before studies(N=276)students after studies(N=324)

+ = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly

P. V

alk

, 2

00

4

Religion has been used as means to Religion has been used as means to coerce working people into obedience coerce working people into obedience

by oligarhy by oligarhy

0%

5%10%15%20%25%30%35%40%45%50%

++ + ? - --

teachers (N=157)

pupils (N=102)

students beforestudies (N=276)

students afterstudies (N=324)

+ = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly

(P. Valk)

Positions of Christianity clash Positions of Christianity clash with contemporary sciencewith contemporary science

0%

5%

10%

15%

20%

25%

30%

35%

40%

++ + ? - --

students before studies(N=276)

students after studies(N=324)

+ = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly

P. Valk, 2004

Religion ostructs the development of Religion ostructs the development of ScienceScience

0%

5%

10%

15%

20%

25%

30%

35%

40%

++ + ? - --

students before studies(N=276)

students after studies(N=324)

+ = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly

P. Valk, 2004

RE is another form of brainwashingRE is another form of brainwashing

0%

10%

20%

30%

40%

50%

60%

++ + ? - --

teachers (N=157)

pupils (N102)

students afterstudies (N=324)

+ = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly

(P. Valk)

Religious literacy is an important Religious literacy is an important guarantee of religious freedomguarantee of religious freedom

0%

10%

20%

30%

40%

50%

60%

++ + ? - --

teachers (N=157)

pupils (N=102)

students before studies(N=276)students after studies(N=324)

+ = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly

(P. Valk)

Knowledge about religions is necessary Knowledge about religions is necessary in order to understand the world’s in order to understand the world’s

cultural heritage cultural heritage

0%

10%

20%

30%

40%

50%

60%

70%

++ + ? - --

teachers (N=157)

pupils (N=102)

students before studies(N=276)students after studies(N=324)

+ = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly

Every human being believes into Every human being believes into somethingsomething

0%

10%

20%

30%

40%

50%

60%

70%

80%

++ + ? - --

students before studies(N=276)

students after studies(N=324)

+ = agree strongly; + = agree; ? = uncertain; - = disagree; -- = disagree strongly

P. Valk, 2004

Some conclusionsSome conclusions- RE has to address RE has to address pupilspupils’ ’ questionsquestions

and probelmsand probelms – so what?!– so what?!

- dialogue and interactiondialogue and interaction as a very as a very nature of RE didacticsnature of RE didactics

- social & cultural environment of social & cultural environment of teachingteaching has to be taken into has to be taken into consideration when teaching RE consideration when teaching RE

=>=>context of REcontext of RE

Model of Contextual Model of Contextual AnalysesAnalyses

Cultural-historical Background

Rel. LandscapeLegislative Framework

Attitudes towards RE

RE in Other Countries

Traditions of RE in ownCountry

RE andNational Curriculum

RE

Perspectives Perspectives

Guarantee and support for REGuarantee and support for RE– Legislative frameworkLegislative framework– Dynamic models for RE, Dynamic models for RE, opennessopenness – European standards – RE as a traditional part European standards – RE as a traditional part

of European educationof European education Religious topics in other subjectsReligious topics in other subjects

– Objective treatmentObjective treatment– In-service teacher trainingIn-service teacher training– Including Religious Studies into teacher Including Religious Studies into teacher

training programstraining programs