The proposed changes to religious instruction in schools have sparked pointed objections from catechists affiliated with the Diocese of Koszalin-Kołobrzeg. They contend that the reforms would amount to broad discrimination, segregation, and exclusion of people of different faiths and beliefs from public life. In response, the catechists circulated a letter to the Minister of Education, detailing their concerns and outlining how the changes could affect schools across the system.
These diocesan catechists opposed the public announcements about reforms to religious education, arguing that the plans would redefine how faith is taught and how it is understood inside classrooms.
The concern extends beyond catechists
The letter notes that the issue touches not only on the spiritual, moral, and intellectual development of future generations but also on the professional role of religious instructors who have carried the responsibility for imparting these values in schools for more than thirty years. The writers emphasize that removing a religion grade from the overall average could undervalue the work of religious and ethics teachers and, more importantly, harm students who actively participate in these classes.
According to the catechists, the calculation of grade point averages depends on the number of courses a student takes, and excluding the religion grade would not automatically lower the average for students who do not participate in religious education.
Grading changes and the schedule for religious instruction
Religious teachers also expressed concern about plans to omit the religion grade from the student certificate as part of standardizing credential formats. For years, students have received certificates that include a designation under “religion/ethics,” without clearly indicating the subject being studied, or in some cases, nothing at all. The teachers warned that the proposed change could dampen students’ motivation to learn and could lead to unequal treatment based on the chosen subject.
They argued that placing religious lessons in the earliest and latest hours of the school day would create challenging schedules for teachers, resulting in less favorable class offerings and gaps in the timetable. This situation, they warned, would be seen as an administrative burden on a single catechist in a school with many classes.
From the letter: the rearranged schedule could complicate curricula organization and might push students to drop out, while school principals would face substantial obstacles coordinating a diverse timetable with limited religious instruction staffing.
School catechesis as an element of religious freedom
The writers estimate that reducing school religious hours could lead to the dismissal of several veteran teachers. They note that religious education is currently provided in schools across 23 European Union countries and is widely viewed as a central expression of religious freedom within a pluralistic, democratic society, a principle embedded in national constitutions. The letter highlights that religious education helps students seek meaning, perform acts of kindness toward others, and cultivate virtues such as goodness, responsibility, compassion, patience, forgiveness, and understanding.
The catechists argue that the proposed reforms amount to broad discrimination and exclusion of people of other faiths, and even believers, from public life. They express astonishment that officials within the Ministry of National Education, who frequently champion respect for diverse worldviews and slogans of tolerance and equality, would back policies that seem to contradict those values.
In related discussions, several connected topics were raised, including debates about traditional student retreats and the broader role of religious practice in education. The conversation also touched on how the national education authority responds to changes affecting religious instruction within schools. The overarching theme centers on balancing educational objectives with respect for freedom of belief and pluralism in modern society.
Source tracking indicates that institutional discussions reference various outlets and statements about the topic, reflecting ongoing public discourse and policy considerations surrounding religious education in Poland. (Source: wPolityce)