作者指出因九七回歸，香港人的國民身份因而得到重新界定，但似乎不少青少年仍覺得自己是香港人多於中國人。作為一個欠缺政治實体的殖民地，港人只有「子民」而無「公民」的身份，教育方面則重視「子民教育」而輕「公民教育」。文章先就教育與政治發展的關係進行分析，並對青年人的社會及參與意識作出描述，從而總結出一些公民教育發展的方向。
As a result of the reunification of Hong Kong with China, the national identity of Hong Kong citizens is needed to be redefined. However, due to more than one hundred and fifty years of colonial rule which foster an "alien subject education" and the culture of "bureaucratic politics" is enhanced. Hong Kong people, as a Chinese are unable to build up a sense of nationalism, though local schools had already conducted "civics" as a separate subject in the 1930s. This subject was revised several times in content until it was renamed to EPA in 1965. However, the syllabus is very much emphasized on the knowledge of Government policy instead of promoting political participation. In fact, the Government has exercised tight control on the syllabus and curricula taught in schools. Until 1985, Education Department proposed the first "Guidelines on Civic Education in Schools" which recommended schools to deliver civic education through hidden curriculum. Effects are subject to queries. Research findings confirm that young people are a group of idealistic observers who have inadequate knowledge and skills to involve in public affairs. However, democratization and de-colonization processes are further speed up, especially during the late transition period, Hong Kong people were able to directly elect their representatives in the three-tier political structure. These mass political campaigns and mobilization could further promote a sense of social consciousness among the younger generation. In fact, political participation is the best form of political education. The author proposes that the focus of civic education should be on both nationalistic and democratice themes. Besides, as participatory-oriented approach should be adopted so that young people could be provided with ample opportunities to participate in the decision
