A brief history

The teaching of catholic religion in Italian schools today refers to the Concordat as it happens in all the countries with a catholic majority. From 1859 to 1929 the teaching of the catholic religion is a “space”, given by the State to the catholic church, with an emphasis on catechism; this “space” was allowed first, then resumed, finally recognized by the Concordat. In 1923 thanks to the Gentile reform the teaching of the catholic religion in the primary school was made compulsory. With the Lateran Pacts in 1929 a class of catholic religion was also introduced into secondary and high schools as “ a basis and completion of state education”.

The constitution of the Italian Republic, dated 1948, acknowledges the 1929 Lateran Pacts, article 7, so the teaching of the catholic religion was ensured in schools up to 1984.

The 1984 new agreement between the Holy Seat and the Italian Republic gives way to a wider religious culture – “ The Italian Republic acknowledges the value of the religious culture and of the principles of Catholicism which are part of the historic legacy of the Italian people; it will maintain, within the mission of the Italian school, the teaching of the catholic religion in the state schools at every level, except for universities”.

There have also been two successive agreements between the Ministry of Education and the Italian bishop conference which have dealt with some more technical aspects.

The teaching of catholic religion in Italy today

Law 121, dated 25th march 1985, is a divide between the teaching of religious education as catechism and the teaching of the subject as cultural value in the education process of students. The following are the reasons for which the teaching of catholic religion in the Italian school system has been introduced:

• The value of the religious culture
• The principles of Catholicism are a historic legacy of the Italian people ( article 9.1 law 121\1985).

The Concordat revision has given way to a double faced re qualification of the religion teachers; a university level background and the skill in devising the teaching of the catholic religion at school.

The new Concordat agreement has made legitimate the teaching of the catholic religion, has inserted it among the school objectives, it has given a cultural, formative dignity equal to other subjects, to let students learn and command their knowledge and skills; it has also recognized the teaching of the catholic religion as more authoritative. The new curricula of the catholic religion, later elaborated, have better explained the role of the catholic religion among the school objectives. In fact it is said that “ it promotes , as well as other subjects, the development of the student personality, adds to a higher level of critical skills and knowledge, encourages an evaluation of the students’ experiences and contributes to find significance to their life , helps them to communicate their basic values, even starting a dialogue with different beliefs and cultures”.

As the teaching of the catholic religion became more authoritative the teachers themselves got a greater awareness of their profession arising the necessity to have a legal status equal to other teachers.

Between 1985 and 1990 there was a strong attack on the teaching of the catholic religion as well as an attempt to put out of the school time table both the teacher and the subject. At the same time the Italian high courts states the legitimacy of the cultural equality of the teaching of the catholic religion with respect to other subjects. In 1990 there was a long controversy as the teacher of the catholic religion should have been allowed the right to express a vote at the final exam session. Different sentences by Italian courts stated however that “ the teachers of catholic religion maintain a decision making character which is part of the majority”; for this reason the vote of the teacher of the catholic religion is valid to determine the student’s failure or pass.

This is the context which sees the birth of Snadir in 1993.Snadir ( National Indipendent Union of the teachers of religious education) is conscious that the teacher of catholic religion is a school worker with his own duties but also with his own rights, not differently from other school workers. The most important result of this union has been the recognition of the legal status for the teachers of religion; from temporary workers to full time status teachers. Between 1944 and 2004 a lot of bills were presented before Parliament in order to define the legal status of the teachers of the catholic religion. After so many meetings, contacts, parliament debates in 2003 a law, n° 186, regarding the legal status of the teachers of catholic religion was approved; one year later the first “concorso” for the admission of the teachers to their new status took place.

Before 2004 all teachers were appointed following a nomination by the bishop’s see to the school principal who usually confirmed it. The appointment was on a yearly basis and the teachers of catholic religion didn’t have their own legal status as other teachers had. The 186 law, dated 18 July 2003, has allowed the appointment of about fifteen thousand teachers ( out of 25 thousand) who are part of the school staff endowment. Since the enforcement of this law it is the responsibility of the regional general school office, in agreement with the bishop’s office, to appoint the teachers of catholic religion for the 70 per cent of the assignments as it happens for all other teachers. The remaining 30 per cent is within the responsibility of the bishop’s see upon the school principal confirmation. The bishop authority however can repeal the teacher’s qualification for some serious reasons, such as didactic incapacity or\and ethic behaviour unfit for the teaching. The “ concorso “ took place in march 2004 and teachers who had a consecutive four years career with at least 12 hours of weekly teaching could participate. Enrolment has taken three steps, the last one being on 30 July 2007.

There is still something to be done; first of all we must find a position for those who didn’t pass the examination or couldn’t be admitted and are part today of the 30 per cent quota with yearly assignments; our union is deeply involved in finding a solution for them

Programs

The revision of the Concordat and the publication of the new programs for the primary school in the middle of the 80’ ha introduced a process of secularization in the school system; this resembles the same process in the Italian society which has changed its habits and ideas since 1968. In the programs of 1985 the teaching of catholic religion is seen in its historical aspect; it was a change of perspective typical of the students of those years who were struggling for a different society. We can say that with the 1985 programs the teaching of catholic religion has undergone a change from strictly religious teaching to a means for a better understanding of the social – historical events. The new programs read that “ the teacher of catholic religion helps the acquirement of a religious culture for the making of man and citizenship and for the knowledge of the principles of Catholicism which is part of the historical heritage of our country”.

The teaching of catholic religion gives means and assets to the students in order to understand the world they live in; it helps the search of truth and meaning of life, it contributes to the building up of a moral conscience and offers principles for responsible choices when confronted to the religious problem. The teachers of catholic religion have their own programs as other teachers have; they are public and approved by the school authorities. Thanks to the school reform signed by the minister Letizia Moratti, specific objectives, school books refer to, have been introduced for the primary school and the junior school.

Agreements with other religious non catholic communities

The State has guaranteed non catholic religious communities “ the right to answer requests coming from students, families or school communities, with reference to religious events and their significance”. Such teaching can be either introduced alternatively to the teaching of the catholic religion or presented to all students. Up to now six religious confessions have implemented this agreement with the state. They are La Tavola Valdese, L’Unione delle chiese Avventiste del settimo giorno, le assemblee di Dio in Italia, L’Unione delle Comunità israelitiche italiane, l’Unione cristiana evangelica battista d’Italia,la chiesa evangelica luterana in Italia. The Union of Israel Communities ensures the study of hebraism. The agreements with the Italian Bhuddist Union and the Jehova’s Witnesses are expected to become law shortly , having been signed in march 2000.

A problem for the Italian school system; the “alternative” class

The question related to students who do not want to follow classes of catholic religion is still to be solved. The renewal of the Concordat states that the teaching of the catholic religion is assured by the State but it MUST be chosen by the student or by his parents at the beginning of every school year. Students have four alternatives if they choose not to follow classes of catholic religion: didactic activities, individual study with the assistance of teachers, free study activity without assistance of teachers, going home earlier.

Official school programs do not give detailed suggestions as to activities to be done instead of the teaching of catholic religion. The alternative lesson, however, can’t be part of the curriculum as “differences could take place in the didactic process of the whole class”. In many cases schools don’t offer valid alternatives so that most students choose to get out of school missing the opportunity of having a cultural subject which should be offered.

Final words

The approval of the legal status of the teachers of catholic religion represents only the first step towards their full equality to other school teachers. We expect further campaigns not only in Italy but in Europe too and we hope that we will be together with other unions of teachers of catholic religion in Eu.

Nowadays Snadir is deeply involved in a campaign in order to ensure that the government, the ministry of education, members of parliament will give proper answers about their future as school workers. The teaching of religion must keep on retaining its cultural qualification as part of a school project which shares intercultural, inter religious, ecumenical values , all over Europe.

Orazio Ruscica
SNADIR

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