Sustainability is a world issue. Sustainability Education needs not be monopolized by the paradigm posited or tacitly assumed by the rational scientific approach to the environment. This Chapter aims to outline the logic and relevance of how sustainability could better be taught in school curriculums with the inclusion of principles from Laozi (The Book of Logo and Virtues), an influential ancient Chinese classic. We will first set in proper historical and philosophical perspective what teachings there are in Laozi. Its curriculum data and pedagogical coverage in the contemporary tertiary educational setting in Hong Kong will be examined. The authorial aim is to underpin the Logoist holistic and coherent perspective of Nature and Humanity. On the basis of these observations, advice on the use of Laozi for future Sustainability Education will be made. In a nutshell, Laozi - the philosopher - is not a national thinker. His thoughts have logic and values that transcend time and boundaries. His Logoist perspective, at the very least, provides a cogent and holistic counter-framework for the educational purposes of Value Clarification and of challenging the misconceived Human-Nature relations. This alone will be a great service to the world's tertiary education, facilitating mutual understanding across cultures.

在香港的回歸線上，檢討後殖民地教育下的德育政策和對中國文化的反思，饒有歷史的意義。強迫教育分別由一九七一年和一九七八年起在小學及初中實施迄今，所帶來的仍是精英主義下「名校」的競逐；學能的訓練厄殺學生的自學、自覺精神，「德育」居首的位置被「智育」所取代。當董建華先生強調重視儒家思想時，這份研究報告提供一些準則，期望德育教育的重整，與現今課程改革的新路向平衡發展。 研究者設計了一份綜合問卷，用作詢問中小學教師對孔子思想和德育的態度。前者基於大量孔學的文獻和部份其他哲學思想，條列出思想項目共六十題，其中三十二題釐清為孔子思想的範疇。同一項目分開測試其認識、認同和實踐的正反兩面，結合成系數。後者參照泰勒 (Tyler, 1949) 課程評鑑的架構，就目的、內容、施教策略和評估四方面列出三十五題有關德育的問題，測試教師們相對的重視程度。有關德育的問題則採取特羅根 (Straughan, 1982) 對學校德育的觀點和《學校公民教育指引》(CDI, 1996) 的內容。 考慮到中文科的教師對孔子較為認識，問卷的初步測試對象以他們為主。在成功收回六十二份已完成的問卷中，分別來自全港十四間小學及九間中學，其中有效的五十份問卷依數據進行計算分析，採用回歸分析法，設「教師的孔子思想」為自變項，及「教師的德育態度」為依變項，研究的結果，發現AdjustedRSquare=0.07211，F值為4.81，p<0.05；Beta系數為0.30；已達顯著正關連程度。 教育應是均衡發展及質量並重的，強迫教育不能偏離德育的課題，對學生端正教化，實應加強文化的課程和師資的德性培訓，雖然中國文化以孔子的影響最為深遠，但我們對他的擔子是加以捨棄還是繼續應用於德育上？仍待進一步研究。

The Catholic Church, the largest school-sponsoring body in Hong Kong, is a major provider of religious schools and educational programmes. In 2006, the Catholic Diocese released its first centralised and comprehensive curricular document concerning religious and moral education (RME) in Catholic schools. Taking this programme as a reflection of the Church's response to the challenges of a changing social milieu, severed church–state relations and shortcomings in Catholic education in post-1997 Hong Kong, this article reviews the framework and principles of the new curriculum. While retaining strong religious elements in its curriculum, the Catholic Church has widened and re-oriented its programme, and re-designed the contents and pedagogical methods. The new programme is characterised by adjustment and differentiation, upholding Christian faith, and selective absorption of Chinese culture. This article also discusses problems in the implementation of the new programme, including organisational compartmentalisation and an underdeveloped political dimension in the content.
[Copyright of Journal of Beliefs & Values: Studies in Religion & Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13617672.2015.1099940]