(Re)vision of Religious Education of Children and Youth in Secularized Polish Society
(Re)vision of Religious Education of Children and Youth in Secularized Polish Society

Summary/Abstract: Rapidly progressing multifaceted secularization processes in Polish society strongly influencethe shape of religious education of children and adolescents in the school environment. They determinea number of dimensions of the social and mental activity of young people. Their effects are visible, es-pecially in the attitudes of children and youth to God, the Church, religious lessons, moral norms, andreligious practices. This situation raises new challenges for the religious education of the young. Readingthis as a “sign of the times,” this article revises religious education in Polish schools. The need to reor-ganize the model of religious education lessons and to introduce changes in the curricular assumptionsof religious education teaching, in student textbooks and methodological guides is pointed out. Pre-evangelization and educational activities, resignation from the mere transfer of religious knowledge, andthe development of preconceived skills and attitudes are considered important. The author emphasizesthe value of providing opportunities for the construction of knowledge and for the student’s own en-gagement during religious education lessons. In this context, much attention is paid to the role of the re-ligious education teacher, who is to be first and foremost a companion on a journey, an educator anda witness of faith, open to new challenges, able to communicate effectively with students, creative, andtolerant. The right personality traits of the religious education teacher and their multiple competencies(including communicative and interpersonal ones) play a key role in religious education. They guaranteethe effectiveness of communication within a group of religious lesson participants. They foster authenticinterpersonal relationships and community-building, thus meeting the natural needs of young people.In practice, they require a paradigm shift in the formation of religious education teachers.

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