Civic Education in Activities of Religious CommunitiesPotental – problems – postulates

<ns3:p>Civic education, understood as a lifelong process of preparing individuals for responsible participation in civil society, is carried out by numerous entities, not only those that are part of the formal education system. Among them, religious communities play a significant role, though their importance in this regard is often underestimated – both as constructive actors in public life and as organizations that at times negatively influence the democratic process. A detailed understanding of activities of churches and other religious associations in the field of education for life in a democracy can help in leveraging the potential of these institutions, as many of them have traditionally contributed to the promotion of knowledge, competencies, and attitudes that support values such as empathy, selflessness, solidarity with the weak and excluded, the safeguarding of social pluralism, and the integration of societies. On the other hand, learning about the actual educational activities of religious denominations concerning democratic state makes it possible to identify the negative approaches of some of them, including the questioning of gender equality, other civil rights, child protection from violence, the secular character of public authorities, as well as the support for nationalism, fundamentalism, cultural exclusivism, dogmatic (uncritical) thinking, and anti-scientific attitudes. Awareness of these risks can encourage prodemocratic dialogue within religious communities, as well as with external partners, especially state institutions. Among issues addressed in this article is the content promoted by religious associations within public institutions, where their authorized representatives operate (public schools, hospitals, correctional facilities, armed forces). In particular, the need to correlate the religious education curriculum in public schools with their public ethos is emphasized, as religion classes should not become an antidemocratic enclave within a public school whose mission is to serve as a microcosm of democracy.</ns3:p>