Religious education integrates the commitment to quality education inscribed in Goal 4, Agenda 2030, because it is necessary to meet the identity and spiritual formation needs of students and, at the same time, to achieve the socio-educational objectives of intercultural and pluri-religious societies. However, the definition of school religious education models is up to the States and depends mainly on the relationship between religion and society and between law and religion, typical to each individual country at a given time. Within this framework, the article outlines the different models of religious school education used in Europe. It then delves into current evolutionary trends (the return of religious instruction in school curricula and conversely the replacement of denominational courses with non-denominational teachings) and finally the risks associated with the immobility of some systems, such as those in France and Italy.
Benigni, R. (2022). L’OBBIETTIVO 4 DELL’AGENDA 2030 E LE EVOLUZIONI IN CORSO NEI SISTEMI DI EDUCAZIONE RELIGIOSA SCOLASTICA IN EUROPA. IL DIRITTO ECCLESIASTICO(3-4), 581-602.
L’OBBIETTIVO 4 DELL’AGENDA 2030 E LE EVOLUZIONI IN CORSO NEI SISTEMI DI EDUCAZIONE RELIGIOSA SCOLASTICA IN EUROPA
benigni rita
2022-01-01
Abstract
Religious education integrates the commitment to quality education inscribed in Goal 4, Agenda 2030, because it is necessary to meet the identity and spiritual formation needs of students and, at the same time, to achieve the socio-educational objectives of intercultural and pluri-religious societies. However, the definition of school religious education models is up to the States and depends mainly on the relationship between religion and society and between law and religion, typical to each individual country at a given time. Within this framework, the article outlines the different models of religious school education used in Europe. It then delves into current evolutionary trends (the return of religious instruction in school curricula and conversely the replacement of denominational courses with non-denominational teachings) and finally the risks associated with the immobility of some systems, such as those in France and Italy.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
