##plugins.themes.bootstrap3.article.main##

The purpose of the article is to contribute to the improvement and upgrading the view of the subject of Religious Education nowadays, by studying the way young people experience its teaching and the problems that they face. In the present research, the perceptions of 147 Secondary Education students concerning the necessity of the subject of Religious Education, as well as the role that the teacher plays in the teaching of this subject, are presented. In the following field research, by selecting random sampling, the relationship of students with the value and purpose of religion in general, as well as their perceptions on the nature of the subject of Religious Education in particular, are presented through descriptive analysis and the use of anonymous questionnaires. As presented in detail in the conclusions of the research, the majority of the respondents believe in God, are satisfied with the teaching of this subject and consider the teacher and his/her transmissibility directly responsible for accepting or not the teaching of this subject.

References

  1. Koukounaras-Liagkis, M., (2013). The Religious Lesson today and tomorrow. A point of view based on the pedagogical and didactic of the course. New Education, 146, 123-135.
     Google Scholar
  2. Vagianos, G., (1989). Religious education in primary education, Thessaloniki: Andronaki, p. 389.
     Google Scholar
  3. Giagazoglou, S., (2005). The physiognomy and character of the religious lesson. Religious education in modern multicultural societies. Assembly, 93, 39-52.
     Google Scholar
  4. Stogiannidis, A., (2016). The Course of Religious in Public Education: a Course of Positions, Meditation and Interpretation. Synthesis, 5 (1), 41-67.
     Google Scholar
  5. Sotirelis, G., (1993). Religion and Education. Athens: Ant. N. Sakkoulas.
     Google Scholar
  6. Pontikas M. (2015). Climax, Purple Squirrel, Athens 2015.
     Google Scholar
  7. Debre (2004) The Teaching of Religion in the Neutral Religious School, trans. G. Karabelas, published by Estia, Athens , pp. 68-132.
     Google Scholar
  8. Portelanos, S., (1999). Didactics of the Religious Lesson: An approach through philosophical reflection and the Neptic tradition. Athens: Grigori.
     Google Scholar
  9. Micheloudakis, S., & Pepes, E., (2014). The course of Religious Studies, Thessaloniki, Proceedings of the Panhellenic Scientific Conference, pp. 151-160.
     Google Scholar
  10. Delikonstantis, K., (2009). The school religious education. Between pedagogy and theology. Athens: Concept.
     Google Scholar
  11. Boyer P., (2013). And man created the gods, Ed. Vanias, Thessaloniki, p.52
     Google Scholar
  12. Giannaras, Ch., (2004). Ontology of the relationship. Athens: Icarus.
     Google Scholar
  13. Kogoulis, I., (2019). The so-called Religious Studies course as a course of authentic education and Greek Orthodox heritage. Society Magazine, 60 (1), 116-125.
     Google Scholar
  14. Cohen, L., Manion, L., & Morrison, K., (2008).Research methods in education (S. Kiranakis, Μ. Mavraki, Ch. Μitsopoulou, P. Bithara, & Μ. Filopoulou, trans.). Athens, Greece: Metaixmio.
     Google Scholar
  15. Creswell, J. W., (2011). Research Designs: Qualitative, Quantitative, and Mixed Methods Research. USA: Texas Publications.
     Google Scholar
  16. Robson, C., (2011). Real world research, A Resource for Social Scientists and Practitioner-Researchers, Second Edition. Oxford: Blackwell Publishing, 3-387.
     Google Scholar