THE RELIGION CLASS
Catholic Religious Education (IRC) — or more broadly, education on the religious phenomenon in contemporary schools — is currently undergoing a profound phase of redefinition. While on one hand the classroom reflects the increasing complexity and fragmentation of society, on the other hand, the very nature of this discipline is faced with unprecedented questions.
Behind the institutional transformations of religious education lies a radical philosophical question: what status should be recognized today for the relationship between human nature and the religious phenomenon? Having moved beyond the idea of a linear secularization, we must now grapple with the persistence — or return — of existential, ethical, and metaphysical questions that directly challenge today's youth and, more generally, the structure of the contemporary subject.
Teaching the religious phenomenon thus raises a crucial challenge: is it possible to educate toward these fundamental questions without slipping into mere confessionalism? How can schools welcome the individual's search for meaning within a pluralistic, fragmented, and often disoriented horizon?
This monographic issue intends to explore the current status, practices, and pedagogical developments of the "religion class," offering a multidisciplinary space for reflection (pedagogical, sociological, theological, legal, and psychological) around several crucial nodes.
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