Centre for Civic Education (CCE), in response to the statement by the Deputy Prime Minister for Education, Science and Relations with Religious Communities, Budimir Aleksić, that the Church has no influence over the Government, as well as his claim that religious education would have long since been introduced in schools “if the Church had any say,” finds it important to highlight several key facts.
The introduction of religious education into the formal education system cannot be viewed outside the broader social context in which this idea is currently being strongly promoted in Montenegro. It is particularly concerning that its most vocal proponents are government officials closely aligned with the Serbian Orthodox Church (SOC), whose public conduct often departs from the values they claim to uphold. CCE recalls ceremonies involving the SOC, including newly introduced practices such as swimming for the Epiphany cross, during which young people, with the support of some religious authorities, sang nationalist songs and glorified war criminals. Such developments inevitably raise the question: what message does this send to children and young people, especially those from other religious and ethnic communities?
Furthermore, claims that religious education would contribute to reducing peer violence are unfounded. Relevant research on peer violence shows that such violence is prevented through the development of socio-emotional skills, empathy, a safe and inclusive school environment, as well as responsible and consistent institutional action—not through the introduction of confessional content into public education.
It is also concerning that religious education is being advocated by political actors who simultaneously downplay war crimes, promote ideologically driven historical revisionism, disregard basic principles of accountability, and contribute to the deepening of social divisions. A government that demonstrates a lack of accountability and disregard for institutional constraints cannot credibly claim to shape the values of younger generations.
CCE warns that in Montenegrin society, where ties between politics and religious communities are already too strong, introducing religious education into the formal education system carries additional risks. It reflects a dangerous pattern of mutual appeasement, in which power is pursued and consolidated through reciprocal support, placing authority above truth and interests above principles. This creates a real risk that education could become a space for indoctrination, rather than a space for free, critical, and pluralistic thinking.
Therefore, public education must remain secular. Secularism is not a negation of faith, but a foundation that ensures that the education system remains universal, science-based, and equal for all, regardless of differences in belief. It is the framework that enables the development of openness, creativity, innovation, and respect for diversity.
If there is to be discussion about mandatory subjects that shape the values of young people, then that subject should be civic education. Montenegro is, according to its Constitution, a civic state, and its education system should reflect the values of equality, human rights, and social inclusion.
Religious education should remain within religious communities, as a personal and voluntary choice, in accordance with laws and public policies that ensure that the exercise of this freedom does not infringe upon the rights and freedoms of others. Its introduction into formal education would not contribute to inclusion, but would instead open space for new divisions between believers and atheists, as well as among children of different national backgrounds, identities, and personal beliefs, including those of different sexual orientations.
CCE also expresses concern over the growing organised resistance to fundamental human rights in Montenegro – from the denial of the rights of LGBTIQ+ persons to opposition to Pride parades, alongside the promotion of nationalism and chauvinism. In such an environment, religious education in schools would not be a neutral part of the curriculum, but rather a potential channel for deepening discrimination and intolerance.
CCE believes that Montenegro today does not need another structurally embedded mechanism of division. What it needs is an education system that overcomes such divisions – secular, inclusive, and based on science – one that protects universal values and equips young people for life in a pluralistic and democratic society.
Petar Đukanović, Programme Director