In the theoretical part of the thesis I introduce the current education legislation related to the subject of religious education. Religion is a part of the educational process and has a fixed position in the curriculum. This subject must be taught by a specialist with a pedagogical and theological training who has the double role of an instructor and a person providing value orientation for his/her pupils. The role of the teacher is not making children "swot" the most important themes, but introducing them to the essential principles and ideas of Christianity. The educational process is thus superior to the actual contents, i.e. instructing children in a Christian way is the concrete objective of every catechist. Orienting children towards a moral life is a very difficult challenge. A number of motivational elements and educational tools can facilitate the process of instruction. Arguably, the single most important tool since the introduction of comprehensive educational systems has been the textbook. Textbooks have been the subject of research and this research has by now become an established scholarly discipline. The theoretical part informs about the structure of textbooks, their functions and practical use. An essential chapter of the thesis is the didactic analysis of selected textbooks, in...

The main topic of this work is an effort to answer the question, whether confessional teaching of religion is the right way to approach pupils from secular environment. In the first part of my work I follow up the definition of catechesis and its history. Next I compare confessional and unconfessional way of teaching religion, and as an alternative to it, I propose the teaching focused on cultural context. I also give attention to the term ?secular society? and consequences from that in religion teaching. I look for goals and contents of religion teaching in individual church documents with consideration to non-religious pupils. In the last section of this work I pay attention to developmental psychology, development of religious judgment and the character of educator. In the very end I try to find solutions to teachings focused on cultural context.