Hong Kong Civic Education Policy from 1984 to 2014： An Historical Comparative Analysis

This paper aims to the analysis of civic education policy of the two govemments of Hong Kong, the British Colony before 1997 and the Chinese Special Administrative Region after 1997. Hong Kong people own questionable identities, neither British citizens nor Chinese subjects. Basically, the decolonization showed that the policy of domestication was implemented during the transition period of Hong Kong where the government patronized and empowered the Hong Kong people through enhancing human rights and developing political democratization. After handing over of sovereignty, the education policy made the contents of civic education more patriotic, cultural hegemonic and national ideological. The intentions were quite obviously presented in policy documents and responded in the historical contexts. The historical comparison intends to get the expandable interpretation of the scenario of education policy in this period ofHong Kong.

Nationalist-Religious Ideology and Civic Education:The Israeli Case

Are we riding the fourth wave of democracy,as predicted by Toffler(1984)and Huntington(1991),a post-capitalist,post-global wave?Western liberal democracy is currently responding to the dramatic change in the economic system after capitalism,the coronavirus pandemic,and the growing power of nationalist and fundamentalist ideologies.Does this process indicates a change in Western democracy or is it the end of democracy and what is the role of civic education within it?In Israel,as in other Western countries,the nationalist and fundamentalist ideologies(gained strength,undermining liberalism)threaten the conception of global citizenship and strive to shape a model of an illiberal democracy.In Israel,contrary to other Western countries,they also threaten civic equality and the very existence of the democratic rule.In the absence of a constitution and consensus,Israel is experiencing culture and religious war over values,identity and the concept of“citizenship”as a legal,political,and social framework.Thus,the struggle over civic education reflects the struggle over educational hegemony,as well as over national hegemony.In this process,nationalists and fundamentalists initiate anti-democratic legislation,violate human rights,obstruct government supervisory mechanisms,and expand ideological education in order to change Israel‟s character to a Jewish state rather than a Jewish and democratic state.

Exploration of the Construction of the Civic and Political Education in Engineering Geology Course

The purpose of this paper is to discuss the integration of the elements of civic and political education into the engineering geology course to improve students’ideological and moral qualities.It is proposed that by integrating elements of civic and political education,students are guided to form a positive attitude toward engineering practice as well as correct values and ethics.With regard to the teaching design and implementation of the course,the implementation paths of teacher team building,careful teaching design,innovative teaching methods,and the integration of civic and politics in practical teaching are proposed to summarize the significance of integrating the elements of civic and political education in the construction of the engineering geology course.It is pointed out that this integration not only improves the quality of the course,but also provides a reference for the civic and political education of other similar professional courses.This integration not only focuses on the teaching of professional knowledge,but also pays more attention to the cultivation of students’ideology and morality,which provides a model and guidance for shaping new talents with all-round development.

Increasing Civics Learning Achievement by Applying Cooperative Learning： Team Game Tournament Method

The most important goal in civics education is to ensure that each citizen has a good understanding of ethics and moral behavior, and thus stresses the constant link between knowledge and practice. In this context, to increase understanding of civics education for being able to create the best generation and condition in the future life, study on this issue is becoming a very crucial manner. In general, methods like discussion and dialogue are used to allow students to express themselves. However, cooperative learning in particular addresses many of the needs and concerns facing by educational systems and Team Game Tournament （TGT） method is one of the preferable methods of cooperative learning. This study was aiming to increase civics learning achievements by using cooperative learning based on TGT method on secondary school students of Jatisari of Indonesia. The action research procedure was also used so as to be able to evaluate the influent, impact, and result of TGT. Accordingly, cooperative learning with TGT method has successfully given positive contribution to increasing student learning civics achievement.

A Critical Review of Chinese Theoretical Research on Moral Education Since 2000

Purpose:The purpose of this article is to summarize and reflect Chinese theoretical research on moral education in the context of globalization and value pluralism since 2000 and to propose possible directions for the future research.Design/Approach/Methods:The research methods in this article are primarily literature review.Those papers which met the following criteria were selected and included in this review:(1)Papers published from 2000 to 2014 were included if they were cited by at least one other published article and(2)papers published from 2015 to 2017 were included if they were presented in a core research journal.Based on that,speculative thinking and critical thinking are also embodied in this research.Findings:Based on the features of“a man of virtue,”the article identifies the four dimensions that have influenced Chinese thinking about moral education:(1)Kantian and Enlightenment philosophy,(2)emotion and life experience,(3)social rights,and(4)the culture-value dimension.The four dimensions ofmoral education theory are related and complement,rather than contradict,eachother.The author argues that the research scopes underlying current moral education theories are fairly narrow.Amore comprehensive,interdisciplinary approach is needed to improve theoretical research and to enhance the effectiveness of moral education practice in schools and universities.Originality/Value:The article provides a latest overview and critical insights to consolidate the foundation of moral education in an era of societal transformation by comparing moral education research between China and the West and proposing realizing a deep integration between theory and practice.

Caged Bodies and Women’s Citizenship in(Post-)Colonial Jordan:An Analysis of Civic Studies Textbooks

This paper focuses on female political socialisation in postcolonial Jordan,exploring the role of religion and patriarchy in shaping women’s citizenship identity and the manner in which school civic and national studies curriculum portrays women’s rights and their citizenship status.Based on the analysis,there are three types of social class citizens,one for the rulers,one for men,and one for women.Further,the findings suggest that the emphasis in these school textbooks is on loyalty to the monarchy and attachment to the nation.Women’s rights as citizens remain overwhelmed by patriarchy,religion,and by contradictory state policies and laws,partially drawn from the universal principles of citizenship.Theoretically,this study adds another facet to the understanding of the complex forces which contribute to the formation of contemporary citizenship identity in the nation-state system.Postcolonial states,in particular,are interesting cases due to the impact of their colonial heritage,tradition,and their attempts to advance partial modernisation amenable with universal human rights.