another step towards strengthening the epistemological status of IRC 
Publish the new national guidelines
have been published in the Official Gazette directions to the achievement of goals for the development of skills (TSC) and learning objectives (OA) for the IRC. This stage represents an important step in the process of definition of the epistemological status Catholic religious education. The big news is not so much the content but the methodological and communicative signs placed in the path of renewal of the Italian school, represented by the law on school autonomy, but also by the whole process of reform of the Italian school . So a scheme aimed at local, European and global economy that takes account of the cultural and educational levels within which the signs were made with a specific focus on educational and training needs of the school situation. In the design of lesson plans, autonomy is the compass for guidance to navigate in the sea of \u200b\u200bcomplexity in education and training which is now our school. The new guidelines do not have a prescriptive system, but policy, this means that you need to understand the spirit in which it was made. Just read the introductory paragraph of the directions for the school and immediately intuit background in which we have to move, " activities in order to teach the Catholic religion, for those who invoke it, they offer opportunities for development Full of personality of children, opening up to the religious dimension and value, promote reflection on their wealth of experience and helping to meet the need of meaning as they too are carriers. " From this it follows that the IRC is placed within the aims of the school and fits in as a discipline that, together with others, contributes to the development of the whole person, from childhood to students by the students of upper secondary in an educational process aimed at enhancing the religious dimension, cultural, educational. In other words, the IRC is required to give meaning and significance to all that the student does, to their choices, their own life plan, its very existence. In light of the NI changes the mode of instructional design, it must, necessarily, switch the Skinner's behavioral matrix, a kind of cognitive. The TSC and OA are indicative of the nuclei around which to design their own instructional design, why not refer to individuai abstract, but real people who live here and now in the throes of life and expect the prospect of horizons of meaning and significance . In the planning phase can not be ignored by some key parameters:
Ø Working for skills
Ø Warning the educational
Ø Autonomy
Ø Cooperation
Working for skills: mean abandoning the logic of a transmission-centered teaching discipline and teaching, to take a teaching of ' pupil-centered learning-centered, therefore, the teacher's task will be to help the student to "learn to learn." attention to education: means to restore dignity to the school, to rediscover and enhance its purpose, which is not primarily education and training, but education. In other words, education and training are integral to the growth of the human person. The growth is the result of an educational process through which knowledge is to develop skills and competence. All this can only happen within a relationship between teacher and student education. It is through discipline that the school teaches, in this case, the IRC does this through its specificity, attending to the religious dimension of pupils. So, to become competent in the field of religion means acquiring the knowledge, skills, the language of the Catholic religion, to understand, interpret, interact, how to respond, to be able to choose responsible and aware. Proficiency in the religious dimension can see, with hope, past and question what lies beyond the immediate. The religious powers gives the opportunity to interpret human existence in view of the future that goes beyond its own human history, opening the person to the transcendent and infinite. The religious jurisdiction shall provide the person the tools to read and interpret the socio-cultural society in which we live. The competence to understand the religious experience of faith of many men, it helps to understand their and others' religion, but also to be able to give an account of this faith, without falling into a petty and biased apology. The new information is a guideline that the IDR must be able to handle to activate a process of education to cultural, religious and civil.
Each person poses fundamental questions about their own and others' human condition. Today it is not easy to establish sincere and authentic relationships. Often we see atrophy in relations between people, a consequence of these biases that develop in men because of untoward experiences in the fundamental relationships of daily life: family, school, workplace, in groups. We wonder, often, who are we? Where we come from? We're just form or substance. We are also only a matter or spirit. We are people! We have a soul, a spirit and a body! We are relational beings, created to enter into a relationship. It is the sincere and authentic relationship with others makes us happy! The celebration of Christmas is the holiday that reminds us of the relationship between God and man. At Christmas, we must be aware the importance of the relationship between people, we are called to ask how we deal with others in a genuine and sincere or hypocrisy and double purpose? Others expect from us authenticity and sincerity, we are not always ready. Christmas can be an opportunity to shift to authentic relationships and sincere, because "CHRISTMAS CAN BE ..." (click here) 
