RELIGIOUS COMPETENCE IN THE SECONDARY SCHOOLS: URGENCY, GENETICS, COMPONENTS

Abstract

In the article, religion expertise was theoretically grounded in its genetic connection with historical and religious competencein in accordance with the competence based approach, which is leading in the modern Ukrainian education. The historical subject competency involves mastering the following competencies: chronological, spatial, logical, informational, axiological ones. Given the structure of academic religion, we can trace a direct correlation to the allocation under the historical subject (in the secondary schools) religion competence: chronological competency is a strating point for the history of religions; space competency - for geography of religions; logical and informational - for the sociology and the psychology of religion; axiological competency - for the philosophy and phenomenology of religion. We define religion competence in secondary schools as a part of the religion of competence, which is based on historical subject competence, has identical main components, and is the strating point for the further expansion in this area. Based on the analysis of the current state of history teaching in the secondary schools of Ukraine, we underscore that the educational and methodical support of the subjects oriented at social science (especially history) in the secondary schools should apply the potential of the formation of theological competence more thoroughly, because it is not only a requirement of legislation and regulations, but also the urgent need for the complex activity of the modern man in all spheres of their lives, which currently requires the special consideration of the complex knowledge of behavioral acts and axiological conclusions; they are in essence taking into account the religious component (culture, politics, medicine, interpersonal relations, etc.).