The present publication describes the general trends and contemporary situation in religious education in secondary schools and institutions of higher education in contemporary Ukraine from the perspective of religion – state - society relations. Research areas of this study focus on political context, educational problems, and religious character of religious education in Ukrainian society.
Table of Contents
1. Post-Soviet Rehabilitation of Religion and Religious Education in Ukraine: A Political Context
2. Contemporary Problems in Religious Education in Ukraine
3. Religious Character of Religious Education in Ukraine
3.1. Religious Education in Public Secondary Schools in Ukraine
3.2. Religious Education under Different Religious and Denomination Groups in Ukraine
3.2.1. Religious Education under Traditional and Protestant Christian Churches, Denominations, and Religious Organizations
3.2.2. Religious Education under Minor Religious Groups
4. Summary
Objectives and Research Themes
This work examines the complex interplay between religion, the state, and the education system in post-Soviet Ukraine. It focuses on the political and legal challenges surrounding religious education, specifically the lack of state accreditation for religiously affiliated institutions, the struggle to define religious instruction in secular public schools, and the diverse landscape of religious groups seeking to formalize their educational presence.
- The historical and political context of religious rehabilitation in post-Soviet Ukraine.
- Juridical challenges and the status of religious institutions within the state educational system.
- The implementation of religious and moral instruction in public secondary schools.
- The denominational landscape and educational activities of various religious groups.
Excerpt from the Book
Religious Education in Public Secondary Schools in Ukraine
As it is presented in the section above, in the late phase of Soviet Ukraine and after the independence from USSR, religion and religious education have been experiencing revival of its activities in higher and private (private religious or ethnic) areas of education. However, is it also correct regarding the state system of public secondary school education?
It is stated in the law of Ukraine On Education: “Education – is basics of intellectual, cultural, moral, social, economic development of the society and state.” However, in the contemporary society, these basics are severely shaken. With the fall of the Soviet Union, the secondary schools in Ukraine were left without foundation for ideological upbringing; Gennadij Vakulenko, editor of journal Khristianstvo (Christianity), says that the fall of the communist structures deprived the nation of ideology – sense, goal, and understanding of life and society was proven to be not trustworthy. Most of all, this fall affected the philosophy and praxis of education in public sphere of education.
Summary of Chapters
1. Post-Soviet Rehabilitation of Religion and Religious Education in Ukraine: A Political Context: This chapter explores the dramatic shift in attitude toward religion after 1991, noting the transition from atheistic Soviet ideology to an emerging need for a regulated, democratic framework for religious education.
2. Contemporary Problems in Religious Education in Ukraine: This chapter details the primary structural obstacles, specifically the lack of state accreditation for religious educational institutions and the legal tensions created by the secular nature of the Ukrainian education system.
3. Religious Character of Religious Education in Ukraine: This chapter analyzes the practical implementation of religious instruction in schools and the variety of approaches taken by different denominations, from traditional churches to minority religious groups.
4. Summary: The concluding chapter reflects on the progress made since independence, highlighting the ongoing tension between maintaining a secular state and accommodating the polyconfessional reality of modern Ukraine.
Keywords
Ukraine, religion, education, religious education, politics, post-communism, liberal democracy, religious pluralism, secularism, Christian ethics, state accreditation, interfaith dialogue, religious freedom, denominational studies.
Frequently Asked Questions
What is the core focus of this research?
The work examines the development of religious education in Ukraine following the collapse of the Soviet Union, focusing on the legal, political, and social challenges faced by religious organizations operating educational institutions.
What are the primary themes discussed?
Key themes include the rehabilitation of religion in the post-Soviet era, the legal struggle for state accreditation of religious schools, and the debate over integrating religious or moral ethics into the public school curriculum.
What is the central research question?
The study investigates how the Ukrainian state and society navigate the tension between a constitutionally mandated secular education system and the increasing demand for religious education from a diverse, polyconfessional population.
Which methodology is employed?
The author utilizes a descriptive and analytical approach, examining legal documents, government decrees, statistics from the State Committee on Religious Affairs, and insights from various religious educational experts to map the current state of religious education in Ukraine.
What does the main body cover?
The main body covers the political context of post-Soviet religious life, the specific legal obstacles preventing state recognition of religious schools, and a detailed look at the educational activities of various Christian, Jewish, and Islamic communities.
What defines the core terminology used?
The work is characterized by terms such as liberal democracy, religious pluralism, polyconfessionalism, and juridical foundation, reflecting the complex transition from a totalitarian state to a democratic society.
What role does the "Basics of Christian Ethics" course play?
The course serves as a key case study in the debate over religious influence in public schools, illustrating the conflict between proponents who see it as a necessary moral foundation and critics who fear it violates the legal separation of church and state.
How is the "Educational Platform" project described?
The project is presented as a significant, modern public research initiative launched in 2012, aiming to modernize secondary education by aligning it with European democratic values and fostering a pupil-centered approach that respects cultural and religious diversity.
- Quote paper
- Vitaliy Proshak (Author), 2010, Religion and Education in Post-Soviet Ukraine, Munich, GRIN Verlag, https://www.grin.com/document/267251
