Abstract

The formation of a civil community takes place in the process of statehood formation and involves the development of a system of communication between communities and social groups that have different characteristics of economic, ethnic, linguistic, confessional, settlement, and demographic plans. In the light of the above, one of the most important functions of the state is to promote the formation of a civil discourse that is understandable to all social groups without exception. Depending on the characteristics of the community, the civil discourse can coincide with the national, confessional discourse or represent a supra-corporate, supra-group integral. Since the 2000s, in Kazakhstan (which also reflects the global trend), concepts that set the principles of orientation of modern man in the post – secular world-a world in which a large-scale return of religion to everyday life and the practices of individuals, social communities and institutions began to actively penetrate into civil discourse. To fully participate in the communications conditioned by the discourse of this type, individuals need religious literacy. The request for its formation is received by the education system, which acts as an instinct for the socialization of individuals. The article examines the transformation of Kazakhstan’s civil discourse from the point of view of the presence in it of concepts reflecting the principles of state-confessional relations at various stages of Kazakhstan’s development over the years of independence. The authors undertake a special analysis of what challenges the education system faces and how it solves them in the context of the formation of civil discourse.

Key words: state-confessional relations, civil discourse, communications, consolidation, independence of Kazakhstan, religion literacy, religion education, religious education.