The ambiguity of the term 'spiritual' in Hong Kong educational discourse: Rhetoric and substance

The ambiguity of the term 'spiritual' in Hong Kong educational discourse: Rhetoric and substance

• Ho, Wong Ping Dept. of Educational Psychology, Counselling and Learning Needs, Hong Kong Institute of Education

International Journal of Children's Spirituality, 10(3), 243-261, 2005

Routledge

2005

• P Social Context of Education
  • PF Religion & Education; Philosophy & Education ; Educational Thought
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts

Foreign Countries Parochial Schools Religious Factors Disclosure Institutional Mission Educational Policy Connected Discourse Rhetoric Context Effect Religious Education Theory Practice Relationship Teacher Effectiveness Institutional Autonomy Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

At the turn of the millennium, the term 'spiritual' began to gain more prominence in the educational discourse in Hong Kong, both in official policy documents and in religious schools' descriptions of their own mission. Addressing each of these two cases in turn, a description of the context in which the increased use of the term has occurred leads on to the question of the extent to which this increased rhetorical emphasis on the spiritual is matched by the actual substance of education policy and the reality of religious education. It is found that the match is much less than perfect, and the reasons for this are explored.
[Copyright of International Journal of Children's Spirituality is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13644360500347359]

• English

Journal Articles

• 1364436X

• 10.1080/13644360500347359

https://bibliography.lib.eduhk.hk/bibs/baa4e1fa

2010-09-27