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Why patriotism should be taught to high school students

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發表於 2012-9-9 02:42:02 | 顯示全部樓層 |閱讀模式
The introduction of moral and national education in schools by the Hong Kong government, which started as an educational issue, has now led to a confrontation between the government and those opposed to the national education subject. A strong sense of political conflict is in the air.

It is the government that is to blame for the politicisation of the national education issue. In May last year, the Education Bureau published the Moral and National Education Curriculum Guide Consultation Draft. Quite a number of people pointed out after studying the draft that the part about national education placed too much emphasis on emotional attachment, which smacked of brainwashing, and it was highly inappropriate to evaluate students' performance by observing their display of the required emotions.

However, these very sensitive parts of the consultation draft are left unrevised in the Moral and National Education Curriculum Guide published in April this year. And then the Education Bureau was found to have subsidised the publication of brainwashing teaching materials and drawn up a "Patriotism Evaluation" questionnaire demanding blind patriotism. All this has convinced the public that the government is carrying out a political task.

In my opinion, there are many reasons why patriotism should be taught to high school but not to those elementary students . Patriotism helps to unify a group of people for the best interest of a country. Students that are patriotic are often more involved in the political and social needs of their community. This means that the students will be more likely to be active decision-makers in the world around them when they have the ability to vote as adults. This is beneficial to everyone because when students are supportive of their country, they are more likely to be interested in how current day events affect the entire world.

Students that are patriotic are less likely to feel isolated from the rest of the student body. The group mentality is beneficial because most students are searching for something to be a part of. If a student understands the history of the country that they live in, they will be more likely to take an active role in shaping the country’s future. Having pride in the country that a student lives in is also important because it will help them to understand the sacrifices that soldiers in that country’s military have made in previous generations as well as in their generation.

Patriotic students are more likely to be respectful of tradition and often appreciate the diversity in their country. Patriotism has been shown in some research studies to reduce violent crime because the students will feel like everyone that is in their country is part of the community. If a person is not patriotic, then many times they will be likely to be isolated from other group activities. This mentality is not good for the community as a whole because isolation leads to feeling that the student is the only person with the right answers.

Students who feel connected to the heritage of the country are more willing to serve in the military and assist other citizens of the nation in times of need. If a student is not comfortable with being patriotic, they should not be forced into it. False patriotism is not something that anyone needs because it is an insult to the sacrifices that have made for any nation throughout the nation’s history. Students should be encouraged to feel that their voice matters in important social issues. When a student feels that they can make a difference in their nation, positive changes happen more regularly. This is often in the best interest of the people in a nation as a whole because the younger generation will eventually be the leaders of the nation.

發表於 2012-9-9 04:23:36 | 顯示全部樓層
德育, 是我國傳統教育德,智,體,群,美五育之首. 我個人看不到反對的理由.

國民教育, 主要是要國民認識自己國家和歷史, 在世界各國是極為普遍. 我記憶中, 我小學三年級時巳有(他是一間國民党人興辦的中小學, 現巳結業). 從那裡我開始認識到中國. 香港基於歷史原因, 刻意淡化中國歷史, 這也是能理解的. 我少年時付笈英國七年, 深深感受到無國之無奈(我須從香港長大, 但沒歸化,所以一直是無國藉身份), 同學間閒聊, 都為自己國家驕傲, 而我.....

香港這次因愛國教育引起的風波, 筆者因去國多年, 未能詳解, 似是怕洗腦而拒絕. 為六四事件死咬不放. 個人認為, 六四事件絕對是一個悲劇, 當日我閱報時是泣不成聲. 但究其原因, 則不是簡單的答案, 有在政者的權鬥, 學生的愚昧, 外國勢力的參與, 社會治安的整頓..... 至今我還沒看到一個國家能容忍百萬群眾在首都示威超過一百日(可比較佔領華爾街)而不整頓. 六四事件, 最終亦必要有一個交代, 但不必急於一時. 美國歧視華人法律, 在一百年後, 在趙月心議員不斷爭取下, 今年才通過道歉法案.

大家今天為什麼不能求同存異, 減少香港內耗, 放眼明天.
發表於 2012-9-9 11:40:35 | 顯示全部樓層
本帖最後由 noetic 於 2012-9-9 11:45 AM 編輯

Good to see u back.. Its been a long time, hope everything is fine with you...

"If a student is not comfortable with being patriotic, they should not be forced into it. False patriotism is not something that anyone needs because it is an insult to the sacrifices that have made for any nation throughout the nation’s history.".... Couldn't agree more.
發表於 2012-9-9 17:08:39 | 顯示全部樓層
何時才是適當時候推行「國民教育」科?

香港當局企圖透過教學來達至洗腦的效果,讓(逼迫)下一代擁戴一個正常人在正常情況下不會擁戴的政權,這動機我深信是有的。可是,洗腦是否真有可能?假若是在一個資訊完全封閉的環境中(如北韓、改革開放前的中國),政府要向國民進行洗腦,未必沒此可能。但以現今香港的情況,任老師在課堂上如何向學生們吹噓祖國的驕人成就、如何表揚前任和現任國家領導人的偉大貢獻、如何對那執政集團歌功頌德、文過飾非,當學生們一回家,打開報紙、按著電視、扭開收音機或接上互聯網,那一大堆有關祖國或那執政集團的醜事和暴行自會一覽無遺、盡入眼簾,公道自在人心,只要那學生是心智正常,自會作出人性的判斷,成功洗腦的機會微乎其微。

儘管如此,我還是極力反對香港推行「國民教育」科,不是怕它洗腦,只是這一科不論在課程指引、教材還是實際教學上仍有很多含糊不清、耐人尋味、可圈可點的地方,課程的目標本就是一個極大謬誤,加之強迫學生對祖國歌頌讚揚和由衷愛載,其執政集團又偏生不長進,幾十年來劣跡斑斑,老師們若要達到課程指引的目標,「隱惡揚善」這一招無可避免,那是最低消費──雖非說謊,教的卻也肯定不是事實之全部,既然這一科從一開始制訂時其教學目標就已犯了嚴重的毛病,將來亦極有可能教得含含糊糊、不盡不實,令學生接收到錯誤或偏頗的訊息和觀念,這樣一個科目,根本不需要存在。

其實,國家不一定要強大富裕,不需要成為全球最強的經濟體系、不需要在奧運會稱王稱霸,也不需要在太空探索上跑贏別國,只要正常健康,有道理可講,有公義可尋,有人生可言,國民自會愛戴,人心自會靠攏。

然則,何時才是適當時候推行「國民教育」科?當有一天,大陸孕婦不再來港闖急證室冒險產子,背後原因不過是為了一張香港身份證(甚至乎反過來,是香港孕婦硬闖深圳第一人民醫院的急證室分娩,為的只是一張祖國身份證);當有一天,香港人可以在頭上綑著一條寫有「毋忘六四」的絲帶昂首闊步橫過深圳河的關卡而不被公安攔截扣查;當有一天,我們的國家主席是由全中國十多億選民一人一票投票選出,屆時政府若不設立「國民教育」科,香港市民可能反會強烈反對,甚至組織遊行,舉旗吶喊,反過來要求政府推行「國民教育」科,讓下一代認識文明而健康的祖國,因為,那時「中國人」這三字代表的再不是苦命、坎坷、橫蠻、丟架、羞恥、沒教養和沒文化,而是一個四海之內亦能引以自豪的身份。

但在這日來臨之前,實在沒有必要設立「國民教育」科。

教授. 我們一直很想念你, 很高慶再次見到你回來!!
發表於 2012-9-9 17:41:36 | 顯示全部樓層
個人意見, 國民教育應是讓國民對自己國家文化, 民族, 發明, 貢獻, 偉人多加認識, 從而產生認同感, 國民教育淪為政治服務, 本人絕不苟同. 國民教育絕對可以不從現代政治出發, 也做得很好. 個人認為, 本論壇很多帖子, 都可構成國民教育一部份, 無需預設立場, 讓讀者們用自己思考.

正如Loralok小姐說, 最高興還是見到教授回來. 遙祝教授一切安好.
發表於 2012-9-9 19:26:05 | 顯示全部樓層
大陸的愛國主義教育,主要對象也是青少年,
設立國民教育科是處心積慮的, 如今香港有如國內的翻版。
可以接受國民教育,但不能接受參考教材部分內容是偏頗,
不排除涉及模糊因素等等,這樣怎可以盲目愛國 呢?
我擔心的不只是仍是學生們,而更包括了下一代。

http://www.youtube.com/watch?v=8HuVM9M9Ni4


謝謝馬教授   
發表於 2012-9-10 15:31:56 | 顯示全部樓層
本帖最後由 FeiFei 於 2012-9-10 03:33 PM 編輯

推行「德育及國民教育」科的目標是什麼?目標分為五個範疇,分別是個人、家庭、社群、國家和世界。其中在國家範疇中,提升學生對國民身份的認同,理解國民的角色、權利與義務,孕育家國情懷,主動了解國情……樂意為國家發展及國民福祉作出承擔及貢獻──一言以蔽之,那是為了培養學生們愛國愛黨的情緒。

我們又看看1949年後至今天,在這個黨管治下的新中國發生過什麼事──三反五反、大躍進、文革、六四、一孩政策、拐賣兒童、偷渡潮、山區學童、豆腐渣工程、毒奶粉、地溝油、高鐵追撞、販賣內臟、自成一史的礦難、無處不在的假貨、劉曉波事件、李旺陽事件、小悅悅事件,還有無數來自全國各地上京替親朋戚友擊鼓鳴冤的民眾……

凡此種種,不管是政治還是民生、是社會問題還是個別事件,當中都是在一黨專政和貪腐極度嚴重之下衍生出來的產物。

  
假若「國民教育」不是「洗腦教育」或「謊言教育」,以上「國情」,在「國民教育」的課堂上向一眾中小學生如實披露,我深信,一個心智健全的小朋友,絕不可能會對這個執政集團生出絲毫好感,而他們的感覺,只會是對這個執政集團極度厭惡、害怕、甚或痛恨……結果只會是──學生們越有良知越有血性,便越愛國,越愛國便必然越不愛黨!因為正正就是這個執政集團把國家弄得烏煙瘴氣、貪官遍地;正正就是這個執政集團,令得國家的發展比西方落後了幾十年。

  
一個可能是全球最大的貪污官僚系統、一個派軍隊派坦克屠殺人民的殘忍政府、一個怙惡不悛、無法無天的專制政權,就像一名犯案纍纍、視人命如草芥的積犯,怎麼可能讓人喜愛?怎麼可能得到別人的尊重和認同?

  
好,還原基本步,返回起點再問一遍:推行「國民教育」的目的是什麼?那是為了培養學生們愛國愛黨的情緒。但推行「國民教育」的結果,非但未能達至原先設定的目的,而且恰恰相反(或者是一半相反──愛國可以,愛黨卻絕不可能),若硬要推行,而又必須達至預設的「愛國愛黨」的教學目標,那就唯有在教學過程中隱惡揚善,左遮右掩,對這個臭名遠播、壞事做盡的執政集團歌功頌德,指鹿為馬……唯有將一名大壞蛋說成是大善人大聖人,方能讓人對他尊重和愛載──教育工作者、家長和學生們的擔心,絕非無因。

教授. 在你不在時, 我們每天都在想念你。
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