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International Education and the Chinese Learner$
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Janette Ryan and Gordon Slethaug

Print publication date: 2010

Print ISBN-13: 9789888028450

Published to Hong Kong Scholarship Online: September 2011

DOI: 10.5790/hongkong/9789888028450.001.0001

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Educating Chinese Learners for Social Conscience in Hong Kong:An International School Perspective

Educating Chinese Learners for Social Conscience in Hong Kong:An International School Perspective

Chapter:
(p.89) 5 Educating Chinese Learners for Social Conscience in Hong Kong:An International School Perspective
Source:
International Education and the Chinese Learner
Author(s):

Martin Schmidt

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789888028450.003.0006

The theoretical perspectives explored in this book have been helpful frameworks in understanding how and why students come to care about the material they study in class, care about their fellow classmates, and care about their society. The Chinese learner seeks to understand herself in the context of the whole. The frameworks proposed in this chapter encourage an integral approach to education—seeing the parts in connection to the whole. The definition of social conscience as self-understanding and social awareness accommodates a synergy of the traditional Chinese emphasis on self-cultivation with study of the most relevant contemporary issues of the day. Teaching for social conscience, therefore, offers a strategy by which Hong Kong's bold education reforms can “reassert humanity into a previously technicist system.” This integrated, self-society dynamic offers a meaningful approach to meet the needs of Chinese and non-Chinese learners in the twenty-first century.

Keywords:   Chinese learner, social conscience, self-cultivation, Hong Kong, education reforms, self-understanding, social awareness

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