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Religious Education in Latvia

About Latvia

The Constitution of Latvia provides for freedom of religion. Latvia is a secular state and it does not profess allegiance to any religion. The Government distinguishes between ‘traditional’ Lutheran, Roman Catholic, Orthodox, Old Believers, Baptists, and Jewish and ‘new’ religions.

All schools in Latvia have a choice to teach non-confessional subject, such as “Christian Faith,” ‘Ethics’ in primary schools. There is also a choice of subjects, such as ‘Ethics’ or ‘Christian Ethics’ in grade 7 (age 11) as an elective subject. The subject “History of Religions” is taught at the secondary school level. Secondary schools usually employ teachers with a University degree in philosophy, history or social science to teach “History of Religions”

All traditional denominations have a legal right to teach religion in the primary schools. Due to the economic crises and the lack of finances, the administrators of the majority of schools choose not to employ teachers of religion. Also, contemporary parents choose ‘Ethics’ rather than ‘Christian faith’ for their children to be taught at the primary school age. Also schools choose not to teach Christian faith to avoid dividing children according to their religious adherence.

Teachers are qualified to teach religion by completing the program of Religious Education in several universities in Latvia or in the Catechetical Institutes. Teachers should belong to one of the traditional churches and should practice religion, as a precondition to get an approval from the Church to teach religion in the state run school. In several academic institutions the students have a choice of the subject ‘Christian faith’ and methods of teaching this in primary schools.

Religious educators in Latvia still adopt a confessional approach towards teaching religion, especially in religiously homogenous regions of the country. Teachers in these regions aim to nurture pupils into their religions. RE syllabus emphasises beliefs, history and practices of a certain faith community. There are some tendencies towards indoctrination and the lack of awareness of alternative religious beliefs.

The teachers argue, children at the primary school haven’t developed their religious identity, therefore, anything that keeps children within one faith community is better than offering them a wide range of alternatives. The most common approach the teachers adopt in the primary school is ‘learning from religion’. This is implemented by choosing a methodology appropriate for children’s age. For example by relating biblical stories to children’s every day life, singing songs, role playing biblical stories.

Still, there is a critical element missing in teaching religion. There is still a tendency to tell children what they ought to believe. Teachers are not willing to suggest the alternative view of science while teaching children different religious topics. Teachers display their inability to comprehend the legitimacy of another point of view and the inability of reflecting critically their own position. Ecumenism continues to be a new concept in the country, and traditional religious believers and the teachers of religion adopt a reserved attitude toward other religious groups.

RE still is not seen as a tool that can contribute to better relations between different ethnic and religious communities. Instead of employing religious educators, many schools choose to integrate intercultural and inter-religious content in the civic education subject, or to integrate it in the upbringing programs in state schools. Civic education in Latvia contributes to the elimination of all forms of intolerance and discrimination based on religion or belief. The content of civic education puts its emphasis on developing pupils' identity in a wider, richer context, characterized by different identities, backgrounds and perspectives. It aims at developing a better understanding of others, fostering inter-religious dialogue, particularly in school, as well as fighting all expression of xenophobia and intolerance. As it is written in the syllabus, the health of sustainable community depends on people being prepared to listen to each other or willing to work together for the common good.

Dzintra Ilisko - May 2009

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