Political and religious power in primary education

Abstract

In this paper there are the results of analysis of the ideological impact of the policy andpresented religions to primary education as well as their mutual correlations in the educated process. In contemporary society politcs and religion have the most organized and powerful ideological power in society, wich is institutionalized and realized throught the mechanisms of legitimate government. At the same time , they express their power through cooperation and conflicts in the process of designing , maintaining and controlling the dominant system of social values that shapes the education and upbringing of young people directing the processes of socialization creating and maintaining the dominant cultural patterns of the predominantly conceptual concept of political and religious culture. In the reforms of education of many post-communist countriesin Europe, in the last three decades, the process of politicization of religion has been expressed in order to reconstruct or create new social identities. Politics and religion have the same goal in education , and this is the effect on the formation of awareness amond young people especially in children whose attitudes and patterns are in intensive formative phase. This impact is achived throught mechanisms of selective access to cultural values, their evaluation and the imposition of a certain politicaland religious views of the world in order to create a desirable society. In a pragmatic sense, it is about educational reforms where redefinition of the goals of the tasks and contents of curricual as well as the way of their realization or methods of teaching. In doing so, special attention is devoted to the design and control of teaching contents in teachingsubjects that are profiled for acquireknowledge of politics (Civil education) and religion (subject Religious) as well as through changes in relevant contents in other subjects (native language, Music education, Art education, The world around us, Nature and society, History, Geography, etc. It is quite clear from this that the teaching material is complement arily defined in the from of explicit or hidden ideological contents in accordiance with the prevaling system of social values, primarily political and religious. Political and religious teaching contents are comprehensive and consistent, and therefore oftenreferred to as political and religious education. This type of educaton is not worth neutral because students are required to learn , accept, and incorporate in their behavior the desired political and religious patterns. So, here is the ideological impact on education, as the dominant form of expressing political and religious power in primary education. In the function of this paper through the case study, it ponts to the manifestation of political and religious power through ideological influences in the first cycle of elementary educationin the Republic of Serbia.