Abstract
In French public schools, the project of teaching about religions is being made possible thanks to various recent ministerial reports and pedagogical reforms. The latter put an emphasis on positive liberty, because they contain the view that pupils should commit to a way of self-realization. On the contrary, Polish laws on textbooks put an emphasis on negative liberty. This article is an attempt to evaluate the advantages and limits of enhancing each of these kinds of liberty, as far as pupils' own freedom to believe or not to believe is concerned.
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