ISSUES OF RELIGIOUS EDUCATION IN A SECULAR STATE

Abstract

Since the beginning of the modernization era in the West, the concept of secularism has remained one of the central subjects of academic and public debate. Although secularism is recognized as one of the fundamental principles of modern states, there is no universally accepted definition of the concept. It is interpreted from various theoretical and ideological perspectives, including religious viewpoints, resulting in diverse understandings of its nature and scope.

In academic literature, secularism is commonly associated with the two fundamental concepts of secularism and laicism (laïcité). During the constitutional reform in the Kyrgyz Republic in 2010, no precise Kyrgyz equivalent was found for the terms secular and secularism. Consequently, the secular character of the state was defined in the Constitution through the principle that religion does not interfere in state governance. Different interpretations of secularism have contributed to the ongoing public debate on religious education in the Kyrgyz Republic. Since gaining independence, the country has been seeking an optimal model for balancing secular education with religious knowledge. The question of how religious information should be taught in general education schools remains highly relevant. Various pilot projects have been implemented in this area, and the school curriculum now includes the subject "History of the Development of Religions." However, this subject continues to generate differing opinions among scholars, educators, and the general public. This study analyzes public attitudes toward religious education and the provision of religious information in general education schools of the Kyrgyz Republic based on the results of a sociological survey.