The development of full potentials of students so that they can play a positive role in community life has been highlighted as a fundamental aim in school education in Hong Kong in the 1990's. The aim points to the need for personal and social education for students in schools. The emphasis on personal and social development of students was marked by the compilation of relevant of teaching materials circulated to all Junior Secondary Schools in 1996. Apparently, whole person development of students is not a new concept to Hong Kong schools. Traditional Chinese values towards an all round education of a child include moral, intellectual, physical, social and aesthetic developments. However, keen academic competition has led to an unbalanced emphasis on intellectual development at the expense of other developments. This paper attempts to trace the development of personal and social education in Hong Kong schools. It examines the wave of official guidelines in moral education, civic education, sex education, environmental education, and guidance and counselling already in circulation from the 1980's. The paper studies what additional concepts are expounded in the call to develop personal and social education in schools in the 1990's. The author further attempts to raise issues concerning conceptual frameworks, approaches and ways and means to accomplish them. Finally, the implications on teacher training will also be discussed.
|Publication status||Published - 1997|