Religious Education in Government--Run Primary and Secondary Schools in Poland and Canada (Ontario and Quebec)--An International Focus.

The purpose of this article is to compare the teaching of religion in government –run primary and secondary educational institutions in Poland and Canada (Ontario and Quebec). The theoretical framework for this work is supplied by the general idea that the school is an organization and social institution. It is concluded that religious instruction in schools is a contentious matter in both Poland and Canada. ___________________________________________________________________ Purpose of the Article The purpose of this article is to compare religious instruction in government-run Polish and Canadian primary and secondary educational institutions. The comparison is limited to the school systems in Canada’s two most populated provinces: Ontario and Quebec. Primary and Secondary Education in Poland and Canada Unlike Poland, Canada does not have a national system of education each province and territory has its own system of schooling. One advantage of having separate school plans in a country as large as Canada is that regional needs are more likely to be dealt with. Conversely, a single system of schooling might strengthen Canadian identity. Polish and Canadian educators are sensitive to the linguistic needs of minority groups. Generally speaking, the language of instruction in Polish schools is Polish, but there are provisions for Slovaks, Ukrainians, Jews, Germans, Byelorussians and Lithuanians to be taught all subjects in their own language (Janowski, 1992, p. 49). Likewise, “minority language education” (English or French) is provided for in Canada (Council of Ministers of Education, Canada). Both Poles and Canadians are committed to the notion of compulsory education and public (state) schooling. Poles start school at age 7 and can leave at age 18; Canadians are expected to begin their studies generally between 5 and 7 years of age depending on the province or territory and remain in school until they are 16 or older (Council of Ministers of Education, Canada). As a matter of fact, there are guarantees in both countries for private schools and special education. Perhaps, the main feature of Polish and Canadian education respectively is: 1) the studying of West European languages at an early age which are of benefit to Poles in the European Union and 2) religious tolerance (Johnson 1968, p. 5). For example, in some Canadian provinces, there are separate school systems based upon religious preference, Ontario and Saskatchewan. Motivation for the Study The motivation for this work is Poland’s deputy education minister’s recent (October, 2006) call for a discussion about the teaching of Darwin’s theory of evolution in Polish schools (http://news.yahoo.com/s/afp/20061014/scafp/polandeducationsciencereligion061014145 504). Mr.Miroslaw Orzechowski is, of the opinion, that the 19 century British scholar’s view is false. His remark underlines the conflict between religious and scientific explanations about the origin of man given to Polish students. The theoretical framework for this work is supplied by the general notion of the school as an organization and social institution. Religious Instruction in Canadian and Polish Schools In Poland, primary and secondary school students receive instruction in faith based religion or ethics (http://www.state.gov/g/drl/rls/irf/2005/51573.htm). Parents can ask for instruction in an any of the legally registered religions, and the instructors are paid by the Polish Government, ( During the Communist Period religious education took place outside of the school system). Given that most Poles are Roman Catholics most of the classes in religion are taught by representatives of the Catholic Church: clergy and non-clergy. Younger learners might find the study of religion difficult because teaching by subject does not take place in Polish schools until junior secondary school (Kucinska, 23, February, 2000). In Ontario, there are publiclyfunded public and Roman Catholic schools. Other Christian denominations and religions do not obtain such financing which is unfair (http://en.wikipedia.org/wiki/Education_in_canada). Government-funded faith based schools ought to be available to all citizens of Ontario, however, it might be difficult for educators to implement such a policy. Furthermore, parents are not required to send their children to Roman Catholic schools, and single faith religious education is denied to learners in public primary and secondary educational institutions (http://christianity.ca/education/christian-schools/2003/06.003.html). An optional “course in ethics or religious culture” will take the place of religious instruction by 2008 That suggests that scientific (and not religious) explanations concerning the origin of man are important to educators in the Province of Quebec. Parents and Roman Catholic Church officials in the Province are understandably upset by the government’ s current program claiming that it undermines Quebec’s Christian heritage. Interestingly, relatively more learners (17%) attend private schools in Quebec than in any other Canadian province (http://www.ourkids.net/quebec-privateschools.php). This suggests that many parents are dissatisfied with their province’s public educational system.

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