CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Interdisciplinary social science education in Hong Kong: An early attempt
Tác giả
Yung B.; Tsang C.; Dowejko M.
Năm xuất bản
2007
Source title
International Journal of Interdisciplinary Social Sciences
Số trích dẫn
0
DOI
10.18848/1833-1882/cgp/v01i04/52944
Liên kết
Tóm tắt
The Hong Kong education system is characterized by 'insularity' here understood as the practice of streamlining and specialization in the Arts or Science streams in senior secondary school. This practice is further followed at the university level where the focus is on disciplinary research and teaching, without much cross-disciplinary integration. Two factors may explain why 'insularity' compounds the system. First, the Confucian tradition with its unquestioned respect for authority fosters the non-critical evaluation of educational 'norms' or practices. Second, the effort of teachers and students to cope with long and difficult syllabuses set during the colonial period as, arguably, a strategy used by the British colonial government to facilitate its rule in Hong Kong, fosters specialization and memorization as means of survival in the education system, indirectly discouraging integration of knowledge. In recent years, there have been incremental remedial measures to improve this, with the introduction of 'broadening' courses and 'general education' courses at secondary schools and universities. To further pursue this goal, the Faculty of Social Sciences of the University of Hong Kong initiated the Multi-disciplinary Programme (MDP) in 2002. This paper explores the experience of the Faculty so far, evaluates its limitations and difficulties and provides a good foundation for deciding the future development of inter-disciplinary education and research both within and outside this University. © Common Ground, Betty Yung, Cecilia Tsang, Marta Dowejko.
Từ khóa
Colonial rule; Confucian tradition; Insularity; Liberal arts; Multi-disciplinary education
Tài liệu tham khảo
Casey B.A., The administration and governance of interdisciplinary programs, Interdisciplinary Studies Today, 58, (1994); Choi P.-K., The best students will learn english: Ultra-utilitarianism and lingusitic imperialism in education in post-1997 Hong Kong, Education Reform and the Quest for Excellence, (2005); Cornwell G.H., Stoddard E.W., Towards an interdisciplinary epistemology: Faculty culture and institutional change, Reinventing Ourselves, (2001); Kavaloski V.C., Interdisciplinary education and humanistic aspiration: A critical reflection, Interdisciplinarity and Higher Education, (1979); Kockelmans J.J., Interdisciplinarity and Higher Education, (1997); Leung M.C., Choi C.W., An outline of general education in different universities in Hong Kong, University General Education Bulletin, 1, pp. 63-90, (2006); Mintzberg H., Mintzberg on Management: Inside our Strange World of Organizations, (1989); Morris P., Scott I., Education reform and policy implementation in Hong Kong, Education Reform and the Quest for Excellence, (2005); Nissani M., Fruits, salads, and smoothies: A working definition of interdisciplinarity, Journal of Educational Thought, 29, 2, pp. 121-128, (1995); Sarkela S.J., Alternative ways of organising: The importance of organisational culture. A case study of interdisciplinary curricula at SUNY potsdam, Innovations in Interdisciplinary Teaching, (2002); Scott R.L., Personal and institutional problems in being interdisciplinary, Interdisciplinarity and Higher Education, (1979); Shen J., Confucius, Fifty Major Thinkers on Education, (2001); Sherif M., Crossdisciplinary coordination in the social sciences, Interdisciplinarity and Higher Education, (1979); Squires G., Simon H., Darkett M., Becher T., Interdisciplinarity, (1975); Sweitzer H.F., King M.A., The Successful Internship-Transformation and Empowerment in Experiential Learning, (2004)
Nơi xuất bản
Common Ground Research Networks
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus