Is religious education at German state schools in need of reform? Sha's view

Religion can be a touchy subject. It embodies and provokes deep feelings, emotions and beliefs – at least in those who believe. Accordingly, religion in school education has been subject to heated debate. Should religious education be denominational and if so, which religion should it focus on? Or should it be non-denominational? Would it be better to abandon the concept of religious education altogether? What about the introduction of a subject on ethics and values without a specifically religious focus?

The situation in state primary schools throughout Europe varies greatly. For instance, religious education in Belgium, Portugal and Spain allow pupils to choose between religious education and a non-denominational alternative that focuses on more than one religion and includes general values and ethics.[1] Traditionally, there has been a strict separation of church from state in France since 1905. Accordingly, religious education is not offered as a subject in school at all.[2] Finally, there is the situation in Germany, which will be discussed in greater detail here. German state schools offer separate subjects for pupils of different denominations. A similar situation can be found e.g. in Finland, Italy and Austria. The religious subjects offered in Germany are usually aimed at pupils of Christian denomination, either evangelical or catholic. Religious education in Germany is mostly compulsory and codified by the German Basic Law.[3]

The Christian churches had been instrumental in the development of primary schools in Germany. Denominational religious education was formally introduced to the German Basic Law in 1918[4], possibly as a result of the major influence the churches still had on schooling back then. However, the 20th century has seen major changes in society. The influence of the churches has decreased and a large amount of the German population is now distant from church.[5] Apart from that immigration from people of various denominations questions the single authority of the Christian religion.

In the following, it shall be discussed whether the current denominational religious education in Germany’s needs to be reformed or whether the status quo should be kept. The focus shall be on primary schools as the education of young children is considered most important in this respect. Since the influence school can exert on them is still high proper schooling is crucial in the shaping of their future lives. This is especially the case in a subject that is concerned with values and the development of one’s own approach to life.

Advocates of denominational (mostly Christian) religious education emphasise the importance of mediating values to young people. According to the Evangelical Church in Germany (EKD) these values have to be connected to religion. They argue that belief is not based on values but values are the result of belief.[6] This implies that the values of the modern western world were established by religion. However, this argument is blunt and undifferentiated. Certainly, there are some behavioural patterns advocated (or rather their opposite is condemned) in the bible, such as not to kill and not to steal. However, it is impossible to say whether they were actually “invented” by religious believers or whether (in this case the Christian) church simply distributed values that were already there. Furthermore, if values were the result of belief atheists and non-believers would altogether lack moral values. A ridiculous claim that obviously lacks supporting data.

On the other hand, it cannot be denied that religion has had a huge influence on humankind throughout history and consequently on its values and behaviour. Christianity has largely dominated Western thought since the Roman emperor Constantine adopted Christianity as the official religion of the Roman empire.[7] Consequently, religion constitutes a huge part of history. So it should not be dismissed from school education altogether either. Otherwise, a problem not uncommon in France may arise. There, the strictly secular state does not allow for religious education at school at all. However, there have been discussions to introduce elements of religious education into French and history classes. This is a reaction to the findings that many pupils lack general knowledge of religion which is deemed essential to grasp certain historical connections or to interpret literary texts.[8]

But does this religious education have to be denominational as it currently is in Germany? This seems highly doubtful. First of all, the Germany of today is not a homogenously Christian state. There are large communities of people of different denominations such as Moslems (approx. 3.300.000 (2006)[9]), Hindus or Buddhists. For denominational school education either one would have to be chosen over all others or all of them would have to be offered. While the first option is highly unfair, especially if there is a large minority that is disregarded, the second option is hardly feasible.

It is not just these problems that question denominational education to continue. The whole concept is probably obsolete. Let us assume a school actually had the means to offer different denominational religious classes to every religious group present in the class: the Christians would learn about Christianity, the Moslems about Islam and so on. In effect, every group would be entirely separated and only get to know their own religion. How should the pupils learn to be open-minded and tolerant towards different beliefs if they were prevented from getting in touch with them? Furthermore denominational religious classes do not entirely rely on facts but offer faith-based religious truths instead. From the author’s point of view these are the territory of teachers at church not at school. All children should be free to visit religious services and classes within a church community if they wish to. However, religious truths are not to be imposed onto pupils in a class on religion, whether this be a compulsory or optional class. School should educate not indoctrinate.

The only answer to this appears to lie in the introduction of a form of compulsory non-denominational religious education. This subject should combine factual information on the idea of religion itself as well as on the major religions of the world and especially those of the pupils in class. The curriculum should also include lessons on general ethics and values not seen through the perspective of a specific denomination. This could probably be done in a separate ethics and values class. However, it has to be stressed that this class should not substitute non-denominational religious education as often advocated by Humanist organisations.[10] A class on religion is deemed important because of the historical impact of religion and -even more crucial- to introduce children to the origins, ideas and rituals of those denominations that still play a major role in societies of today. This is especially crucial in times like these where naivety about religion is frequently employed to commit atrocities.

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[1] Arnold, Ingun (2005). „Religionsunterricht in Europa.“ Deutsche Welle, 14. April 2005. <http://www.dw-world.de/dw/article/0,2144,1551342,00.htm>, last accessed 21. May 2008. [2] Arnold, Ingun (2005). „Staatsschule ohne Religion.“ Deutsche Welle, 13. April 2005. <http://www.dw-world.de/dw/article/0,2144,1551432,00.htm>, last accessed 21. May 2008.
[3] same source as footnote 1
[4] Hassenforder, David (2007). Die missionarische Dimension des katholischen Religionsunterrichts in Deutschland. München: GRIN Verlag, p. 29.
[5] c.f. the decreasing number of Catholics in Germany: REMID (2008). Religionen in Deutschland – Mitglieder und Anhaenger. Religionswissenschaftlicher Informationsdienst REMID e. V. Marburg, 29. Feb. 2008. <http://www.remid.de/remid_info_zahlen.htm>, accessed 19. May 2008.
[6] Die Welt Online (2006). „Bischof: Konfessioneller Religionsunterricht unverzichtbar.“ Die Welt Online, 5. Oct. 2006. <http://www.welt.de/print-welt/article157412/Bischof_Konfessioneller_Religionsunterricht_unverzichtbar.html>, last accessed 21. May 2008.
[7] Miller, Jonathan (2005). A Rough History of Disbelief, 2 – Noughts and Crosses. BBC 2005.
[8] Arnold, Ingun (2005). „Staatsschule ohne Religion.“ Deutsche Welle, 13. April 2005. <http://www.dw-world.de/dw/article/0,2144,1551432,00.htm>, last accessed 21. May 2008.
[9] REMID (2008). Religionen in Deutschland – Mitglieder und Anhaenger. Religionswissenschaftlicher Informationsdienst REMID e. V. Marburg, 29. Feb. 2008. <http://www.remid.de/remid_info_zahlen.htm>, accessed 19. May 2008.
[10] cf. Humanistischer Verband Deutschlands (2008). Schulfach Humanistische Lebenskunde Homepage.12. Feb. 2008. <http://www.lebenskunde.de/index.htm>, last accessed 19. May 2008.