KYRGYZSTAN TODAY Policy briefs on - Department of Geography

of religious studies, both in high schools and universities, should have the necessary
knowledge of pedagogy, psychology and teaching methods. It is very important for a
teacher to be objective; i.e. his teaching method should not violate the law and educational
policy in Kyrgyzstan. It is worth mentioning that today the departments of theology in
the universities of Kyrgyzstan already train teachers of religion who are supposed to
work in high schools and universities.
3. Specialists in religious education must work in the State Agency for Religious
Affairs, in Muftiyats and kazyyats. They will develop and monitor the quality of various
long- and short-term programs offered to various segments of the population.
4. For religious education in secondary and high schools, the experience of the United
States and Turkey should be followed as the most suitable example for the Republic.
In these countries, religious institutions are separated from governmental institutions.
Both in the U.S. and Turkey, the Ministries of Education clearly define the teaching
standards of religious knowledge in public educational institutions. Teachers with an
appropriate license (in the U.S.) and graduates of theological schools (in Turkey) teach
the courses. In both countries, the level of pedagogic training is taken into account.
5. Teaching a course of “Religious studies” should start in secondary school,
rather than primary school. This is most efficient. From fifth to eighth grades, a course
“Introduction to Religious Studies” should be taught. The course should focus on
Islam and Orthodox Christianity, the most widespread religions in Kyrgyzstan. The
curriculum of this three-year course may be developed using the models of Turkey
and Russia. As for the course of “Introduction to Religious Studies: fundamentals of
Islam”, taught in the schools of Kyrgyzstan, the experience of Turkey should be taken as
a model, since the majority of Muslims in Turkey follow the Ahli Sunna val zhamaa of
the Hanafite school. This is a very important context for understanding the culture and
beliefs of Islam. Public schools in the Turkish Republic teach a course of “Morality and
Introduction to religious studies (basics of Islam).”
For the three-year course “Introduction to Religious Studies: basics of Orthodox
Christianity” a special curriculum, developed in Russia, may be taken as a model.
For the students of ninth to eleventh grades, the “Religious studies” course should
be mandatory. The curriculum of this three-year course should include the history of
world religions, basic rituals, concepts, the influence of religion on world history and
literature, etc.
6. All the university departments in the Kyrgyz Republic should introduce a
mandatory course of “Religious studies” that teaches the basics of religion, as well as a
course of “History of World Religions” for students of the first and second years.
In conclusion, I would like to stress the importance of research, examining different
ways to solve the problems related to religious education in Kyrgyzstan. A professional
approach to this issue is very important today.
References
1. Bilgin, Beyza, Eğitim Bilimi ve Din Eğitimi, Gün Yayıncılık, Ankara, 1998.
2. Doğan, R., Tosun, C., Din Kültürü ve Ahlak Öğretimi, Pegem Yayıncılık, 2003.
3. Shepherd, John, (1997) “İngiliz Din Eğitiminin Kişilik Gelişimine Katkısı”, Uluslar arası Din
Eğitimi Sempozyumu (20-21 Kasım 1997), Ankara.
4. Tosun, C., Din Eğitimi Bilimine Giriş, Pegem Yayıncılık, Ankara, 2001.
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