KYRGYZSTAN TODAY Policy briefs on - Department of Geography

Following are some examples of models of religious education offered by religious
pedagogy. Based on these models, an effective curriculum for religious education in
Kyrgyzstan can be developed.
1. The model of religious education based on the principles of a major religious
school. This model is used in countries whose population adheres to one religious school.
Examples of this model are the schools of Germany (Catholic or Protestant model) and
in Iran (Shiite model).
2. The model of religious education not based on the principles of a particular
religious school. This is an interdisciplinary model, based on several religious traditions.
This model can be used in countries whose citizens profess different schools of a
religion.
3. The model of religious education not based on the principles of a particular
religion. This interdisciplinary model is based on the principles of several religions. This
model can be used in countries whose citizens profess different religions. An example
can be the model of religious education in England. Here, students first learn the basics
of their own religion and then explore other religions. This model contributes to the
process of objective learning of society by students and developing respect for other
citizens who profess different religions.
4. The model of religious education based on the phenomena of religions. The term
“Phenomenological religious education” includes the study of phenomena of different
religions in general. The model is used in England. Its founder, John Shepherd, says the
following of the model: “The society of England is a pluralist society, where different
religions and currents exist, there are also atheists and citizens, not practicing religion.
The curriculum of the religious studies course is based on the phenomena; here the
overall phenomenon of each religion is studied. It does not choose some particular
religion. All phenomena are analyzed in an objective manner” [3].
The model used in the U.S.. In this secular state, the issue of religious education
has been clearly settled. Every U.S. citizen has the right to receive religious education.
There are both public schools and private religious schools and colleges. No matter if
it is a public or a private religious school, a student has the opportunity to study all the
required social science courses, approved by the Department of Education of a U.S. state,
as well as to study in detail the basic principles of religion. In public schools, the basics of
religion are taught during the courses of the history of world religions, world literature
and geography. Private religious schools, along with religious courses, are required to
teach all the courses of the general curriculum, approved by the state’s Department of
Education of a state. It should be noted that the standards and quality of education in
private religious schools are much higher than those in public schools. In both cases, the
Department of Education of the United States of America, and of any particular state,
clearly determine the standards and guidelines for teaching religion in schools.
Recommendations
1. The Ministry of Education and Science of the K.R. should establish a department
of religious education. The responsibilities of the working group, headed by a specialist
in religious education, should include analysis and monitoring of programs of religious
education, in accordance with the standards and norms of general educational policy in
Kyrgyzstan.
2. The issue of qualification of “Religious Studies” teachers is no less important,
because teachers are a key element in the process of religious education. The teachers
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