Print section

Ethics and Religious Culture

Introduction

This document is complementary to the program and is designed to help teachers plan their teaching. It provides additional information on the knowledge that students must acquire and use to support the development of the program's three competencies and meet its objectives: the recognition of others and the pursuit of the common good. It is divided into three sections. Each section is preceded by a short text that provides an overview of the learning to be acquired and focuses on the main orientations of the program.

The approach selected for both the ethics component and the religious culture component starts from the immediate realities of students. In Elementary Cycle One, we tackle situations related to family and school. In Cycle Two, we move on to the broader environment of children, i.e. group life and the communities to which people belong, and finally, in Cycle Three, we deal with the realities that affect societies and the world.

The learning in elementary school targets basic elements essential to ethical reflection, understanding the phenomenon of religion and the practice of dialogue. The students progressively construct their understanding of the program concepts by dealing with increasingly complex content. In this way, over the years, students gradually acquire the concepts related to the ethics component of the program, such as value, norm, reference or ethical question, as they tackle ethical issues. As for the religious culture component, by exploring various forms of religious expression in their cultural and social environment, such as celebrations, stories, places of worship and religious norms, students construct their understanding of this concept.

It is important to remember that it is through the practice of dialogue that the Ethics and Religious Culture program aims to form citizens who are able to reflect on ethical questions and understand the phenomenon of religion in a spirit of openness.