State Duma Deputy Berulava rejected the presidential aide Medinsky’s proposal to introduce prayer in schools, calling it an unnecessary extreme in contemporary education policy. The clarification came through the remarks of Mikhail Berulava, the first deputy chairman of the State Duma Committee on Education, as quoted by the publication Rise. Berulava’s stance reflects a broader push to balance tradition with a clear focus on modern pedagogical goals rather than incorporating religious rituals into the classroom routine.
Berulava argued for a careful restoration of the strengths of the Soviet-era school system rather than a return to its doctrinal framework. He noted that while the nation once fostered a sense of patriotism, the daily practice did not rely on formal prayer. Instead, he stressed that patriotism was cultivated through the everyday actions of teachers and the character-building experiences provided from the early grades onward. The deputy’s response to Medinsky’s idea highlighted a preference for preserving established educational values that prioritize civic responsibility and critical thinking over ceremonial practices.
Emphasizing the role of teachers, Berulava pointed to the necessity of elevating teacher training so educators can deliver their best work and cultivate dedicated, capable individuals who contribute positively to society. The argument centers on a belief that strong pedagogy and professional development are the foundation for a robust school system, rather than adopting religious routines that may complicate the secular, multiethnic landscape of modern schooling.
Medinsky’s earlier suggestion had drawn attention by proposing that Russian schools educate students about patriotism in a manner reminiscent of some practices in the United States, where the school day is often prefaced with expressions of national identity and symbols. He underscored that for more than a century, communities in the United States begin their day with a reflection on the country, its values, and its institutions. The Interdepartmental Commission on Historical Education reportedly supported the idea, indicating a desire to infuse schools with a deeper sense of national narrative and identity. This debate touched on sensitive questions about secularism, national heritage, and the role of education in shaping civic consciousness among diverse student populations.
In a related development, on March 22, Senator Ekaterina Altabayeva of the Federation Council proposed revising textbooks to reflect contemporary events more accurately. Her proposal suggested a more detailed treatment of the history and culture of the regions inhabited by Russians, Belarusians, and Ukrainians, aiming to present a more nuanced and inclusive account of regional identities. The conversation around curriculum content underscores a broader concern with how history is framed in classrooms and how educators can balance accuracy with sensitivity to varying perspectives within a diverse society.
Across these discussions, the overarching theme is the search for an educational environment that equips students with knowledge, critical thinking, and a sense of social responsibility while respecting the country’s secular framework and pluralistic traditions. Advocates for reform argue that modern schools should prioritize evidence-based teaching methods, classroom inclusivity, and teacher professionalism over ceremonial practices. Critics of the prayer proposal raise questions about the boundaries of state influence in education and the potential impact on students from different faith backgrounds or no faith at all. The dialogue illustrates the ongoing tension between tradition and modernization in public schooling, a tension familiar to many education systems as they navigate cultural diversity, evolving societal needs, and the responsibilities of preparing young people for an interconnected world.
These developments reflect a wider public conversation about how best to prepare the next generation for citizenship in a complex, rapidly changing world. The focus remains on strengthening teachers, updating materials to reflect current realities, and preserving a school culture that promotes respect, inquiry, and resilience. While opinions differ on the role of religious practice in schools, the consensus among many policymakers and educators is clear: the priority is to deliver high-quality education that helps every student develop the skills, knowledge, and values needed to contribute positively to their communities. The ongoing discussions emphasize practical steps such as enhancing teacher training, refining curricula, and ensuring that the school environment supports inclusive learning for all students, regardless of background or belief system. The conversation continues to unfold across legislative, academic, and civic forums as communities seek common ground on how best to educate future generations for a complex, globalized era. These insights are cited from contemporary reporting on educational policy debates and reflect a snapshot of evolving opinions around patriotism, pedagogy, and the purpose of schooling in society.