HKBU--YB Leung (EDUC)1 The future undergraduates: some ideas for Cultural and History programmes in university study Yinbing LEUNG (Ph.D.) (Dept. of Education Studies, Hong Kong Baptist University)

HKBU--YB Leung (EDUC)2 Preparation The BIG question: How are we going to prepare programmes related to culture and history for our undergraduates from 2012 onwards?

HKBU--YB Leung (EDUC)3 Our students after 2012 What kinds of students are we going to meet? The characteristics of the iGeneration (digital generation, more indulged and anti-social or strong social conscience and work ethic ??) Their academic journey: Knowledge (cognitive development) Of themselves (self discovery, personal development) Of the others (socializing, communicative, aware of social changes and community development) Of the World (self and the World, politics and wars, environment, globalization) Skills Psychomotor skills, learning skills

HKBU--YB Leung (EDUC)4 Learning experiences in mainstream Hong Kong schools Cultural subjects: Nil in either primary or secondary education curriculum Cultural learning is integrated in different subjects. Chinese History, History Not as independent subjects in primary education, but both are two independent subjects or can be one subject in secondary education

HKBU--YB Leung (EDUC)5 Cultural Studies Primary education Integrated into Chinese language learning Seed projects ( ) in primary: 中華文化和品德情意：小學中國語文課程教學策略探索 (Refer to School-based Ch Language curriculum of St. Anthony’s School Slide 9)

HKBU--YB Leung (EDUC)6 Cultural Studies (cont.) Secondary education Junior secondary education: Integrated into Chinese language learning, or as project learning

HKBU--YB Leung (EDUC)7 Cultural Studies (cont.) Senior secondary education: AS Level—Chinese Language and Cultural Studies (it will fade out in 2012) Six master pieces to begin with. Followed by discussions, case analysis, reflection. (Authors of the pieces had / have strong background of Confucianism. They had some deep provoking thought on traditional Chinese culture and how it reacts to the challenges from Western influence.) New Senior Secondary Curriculum: No longer a specific subject, but as a unit in Ch Language learning. Teachers are free to develop any topic / theme related to one cultural phenomenon. (Refer to examplars of CDI)

HKBU--YB Leung (EDUC)8 Chinese History and History Belong to key learning area of Personal, Social and Humanities Education (PSHE). Primary education: know as General Studies, which includes PSHE, Science education, Technology Junior secondary Under PSHE, areas of study include: Ch. History, Civic education, Economic and Public Affairs, Geography, History, Religious Education, Social Studies.

HKBU--YB Leung (EDUC)9 Chinese History and History (cont.) Independent subjects or not independent? Depending on individual schools to develop their own school-based curriculum of PSHE learning, e.g.: Life Education, Integrated Humanities, History and Culture Some schools have two separate subjects of Ch. History and History, advocating the traditional syllabi, esp. Ch History with longitudinal study. Some schools combine Ch. History and History. Characteristics: focus on events, particular system / structure, historical figures. Advocate project- based.

HKBU--YB Leung (EDUC)10 Chinese History and History (cont.) In new senior secondary education curriculum New subject: Liberal Studies (with six suggested learning areas: Personal growth, Hong Kong Today, Modern China, Globalization, Public Health, Energy Technology and Environment), not really focusing on cultural and history studies. Ch History and History are two electives.

HKBU--YB Leung (EDUC)11 Ch History 89% schools indicated offering Ch. History in senior secondary forms. Subject Guide (P.5): Construction of knowledge in History Development of skills in learning History, such as: analytical skills, enquiry skills, critical mind, methods in handling data Positive attitudes and value

HKBU--YB Leung (EDUC)12 Our undergraduates after 2012 Learning outcomes after New Senior Secondary: Read extensively (print, electronic data, images,…) Broad-based knowledge Have developed different learning skills, such as: analytical skills, problem-solving ability,… Able to conduct small group projects I.T. literacy is better than many professors Aware of different aspects of Chinese culture and historical events

HKBU--YB Leung (EDUC)13 Our undergraduates after 2012 (cont.) BUT Knowledge-content: sporadic (food, festivals, family, twelve Earthly Branches, four-character idioms, love, Chinese righteousness, Yin and Yang etc.) Broad-based knowledge, but how about depth? For example: 1. Their reflective ability or critical analysis of Ch Culture on China today? 2. On filial piety: Why is it deep-rooted in the mind of Chinese people? Yet, why are there cases that people abandon their parents in hospitals and homes? 3. How to compare Hong Kong cultures with the Chinese CULTURE? 4. In Ch. History: Shift to cross-sectional studies, but students may lack a holistic view of how history in China evolves or repeats itself. Can students think objectively and critically of certain historical events without knowing the development or background thoroughly?

HKBU--YB Leung (EDUC)14 How should we prepare future cultural / history programmes for the students? 1. To understand the inadequacy in our school curriculum in terms of knowledge, skills and attitudes or values 2. To keep surveying the expectation of our iGeneration. (Making impact, different modes of communication, flexible)

HKBU--YB Leung (EDUC)15 Some ideas An integrated programme of cultural studies, jointly developed by different departments, rather than a sporadic manner. This may include comparison of Eastern and Western cultures, such as: early philosophical thoughts, Chinese cultural impacts on neighbouring areas, (or vice-versa), local cultures, aesthetic culture, sports culture etc. Do we need a course on understanding the longitudinal study of Ch History / History ( 通史教育 ) before students proceed to the study of a particular period / system / event/ historical figure? How to enhance the learning of Chinese culture and history to a higher level rather than focusing on unrelated events or phenomena?