"I Have Come to Know the Truth" (A. Golec), 3/1

A debate over religious education in primary schools has sparked heated discussions among educators, parents, and community members in Slovenia. Two opposing viewpoints have emerged following the publication of two editorials in Dnevnik, a Slovenian newspaper, on July 15th and 17th, 2026. The issue centres on whether religious instruction should be introduced into primary school curricula, with one author arguing against such a move while another supports it as essential for developing critical thinking in children. The first editorial, authored by Milan Januška from Slovenj Gradec, opposes the introduction of religious education in primary schools. He asserts that teaching religion should be left to trained theologians rather than catechists who promote specific faiths, particularly Christianity. His stance is rooted in personal conviction rather than constitutional grounds, as he acknowledges that the constitution does permit religious education. Januška believes that the role of schools is not to instill religious beliefs but to foster intellectual growth through secular knowledge. He argues that the presence of religious instruction could compromise the neutrality of educational institutions and potentially influence students' worldviews in ways that conflict with their individual development. In contrast, the second editorial, written by Majda Koren from Ljubljana, defends the inclusion of religious education in primary schools. She emphasizes that schools must actively cultivate critical thinking in children, which she describes as a skill that requires deliberate effort and guidance. According to Koren, religious education can play a part in this process by encouraging students to explore different belief systems and understand the cultural significance of religion. However, she stresses that this should not involve indoctrination or the promotion of specific doctrines. Instead, she advocates for a more nuanced approach that respects diverse perspectives and encourages open inquiry. Koren’s arguments extend beyond the immediate topic of religious education. She criticizes the broader trend of introducing religious content into school curricula, suggesting that it is misguided and unnecessary. She argues that subjects such as peace studies and intercultural understanding are far more crucial for young learners. She contends that knowledge about gods, particularly Christian or Muslim deities, is less relevant than fostering empathy, cooperation, and respect for others. She also expresses skepticism about the existence of divine beings, stating that if they truly existed, they would not allow the suffering and violence witnessed globally. Both authors agree that religious education should remain within the realm of personal experience and reflection rather than being imposed through formal instruction. However, they differ sharply on how best to achieve this goal. Januška sees the current push for religious education as an inappropriate and harmful initiative, while Koren views it as an opportunity to enrich students’ understanding of the world. Other voices have joined the conversation, including Miloš Šonc from Grosuplje, who echoes Koren’s concerns. Šonc argues that efforts to introduce religious teachings into primary schools are not new and are unlikely to be the last such attempt. He calls for a renewed commitment to science, progress, and development, emphasizing that faith should remain a private matter. He urges educators and policymakers to prioritize the cultivation of independent thought in children, allowing them to form their own beliefs through personal exploration rather than external imposition. As the debate continues, the focus remains on balancing the role of education in shaping young minds. Whether religious instruction will be included in primary schools or not appears to hinge on broader societal values and the evolving priorities of educational reform. For now, the discussion shows no signs of abating, with both sides presenting compelling arguments grounded in their respective philosophies.