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The conclusion of the inaugural Diploma of Secondary Education examination for the citizenship and social development subject was a significant milestone that should prompt some reflection.
Before the exam, candidates seemed reluctant to engage in comprehensive preparation. From social media posts, it’s apparent that many believed that a superficial display of patriotism, such as echoing slogans like “I love China” or quoting figures like Mao Zedong or Chinese President Xi Jinping, would suffice. Consequently, during the two-hour exam, several students completed their assessments hastily, some even going off together for breakfast in about an hour.
Hong Kong, akin to other places influenced by Confucian principles such as Korea and mainland China, maintains a tradition deeply entrenched in examination-focused education. Given that citizenship and social development has been designated as one of four core subjects, the sight of candidates treating this vital examination with casual disregard was surprising.
In the letter, “Hong Kong schools: why pass-fail system is no way to deepen patriotic feelings” (December 8, 2020), I posited that the binary grading framework might undermine the subject’s ability to nurture patriotism. Regrettably, three years into its implementation, my apprehensions have been validated.
A Form 4 student told me that many of his peers were reluctant to make much of an effort to craft thoughtful responses to questions during assessments and assignments. Additionally, teachers seemed hesitant to address instances of disengagement, such as students dozing off in class, as long as the students did not overtly challenge the curriculum.
For educators committed to cultivating patriotism and disheartened by such occurrences, the limitations of the pass-fail grading system for the subject bear much of the responsibility. Figures such as Professor Lau Chi-pang, chairman of the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority’s Committee on Citizenship and Social Development, have supported this binary grading system to reduce the pressure on students, who may be grateful. However, without meaningful academic pressure, the subject has not been accorded the seriousness it deserves.
Henry Wong, Kennedy Town
Classrooms rich in reprimands hinder student well-being
Teachers are duty-bound to ensure their classrooms operate in an orderly manner. However, viewing classroom management through a managerial lens often leads to a situation where any deviation from the norm is seen as problematic. This approach overlooks the essence of education and fails to reckon with increasing concerns about students’ mental health. Are we, as educators, flexible enough to foster a more humanistic approach rather than one that is strictly administrative?
Consider late submission of assignments. Traditionally, teachers might view the late submission of assignments with a judgmental eye, interpreting it as a sign of laziness. This approach, however, misses an opportunity for meaningful communication to understand the underlying hardships students might be facing. Rather than jumping to conclusions, an empathetic and non-judgmental dialogue can reveal the reasons behind a late submission. Through such understanding, educators can better align their expectations with their students’ realities, genuinely helping them.
The psychological argument for adopting a humanistic approach to education revolves around the developmental needs of students. Their school years are a crucial period for forming trusting and affective relationships with both peers and adults. A classroom environment that’s rich in reprimands and disciplinary actions serves more as a barrier than a bridge to learning and emotional well-being.
Students are incredibly sensitive to the speech and behaviour of their teachers, magnifying the importance of every interaction. Embracing caution and empathy is not just advisable but necessary.
However, achieving a balance between maintaining classroom order and nurturing a supportive environment is easier said than done. Classrooms lie at the juncture between government policies, school administration, students, parents and teachers.
It’s challenging for humanistic educators to navigate between complying with government and school policies, and being compassionate and understanding to youngsters. Ultimately, it’s for us educators to choose whether to embrace a more humanistic approach or to lean towards administrative rigour. But it’s the students who live with the echoes of our decisions.
Will Chan, Kai Tak