不少關心兒童心靈教育的學者提倡以生命教育的方法去加強兒童的品德和價值教育；在香港課程發展處張永雄總課程發展主任曾提出以「認識生命、愛惜生命、尊重生命和探索生命」四個學習層次去培育學生的靈性教育。為了了解香港和深圳小學在推行生命教育的異同，本文將用一個試驗性的小型問卷，了解兩地小學師生看生命價值的看法；加上相關文獻和兩地小學生命教育的質性訪談個案資料，嘗試勾劃不同的社會制度和文化中，港深兩地小學生命教育的情況，並就兩地兒童心靈教育的發展作出討論、分析和建議。

近年美國學者鼓勵教育界活用漫畫於教學工作。其實，日本早已廣泛運用漫畫於教學活動，並得到老師、學生和家長的肯定。在香港，2009年秋開始實施的「新高中課程」以「通識科」為必修學科，宗旨為培養批判性思考力和創造力，以欣賞和尊重多元社會中的文化和觀點，並學習處理相互衝突的價值觀。漫畫是香港學生最為歡迎的讀物，藉此活用於課堂，應該是一個很有發展潛力的教學策略。可惜，香港教育界仍未廣泛應用，何以如此？日本和香港都被視為儒家文化圈的一分子。日本漫畫帶動全球熱潮，影響全球的動漫文化與工業；香港漫畫亦風行一時，漫畫家屢獲殊榮。可是，漫畫在兩地的課堂教學上被運用的情況卻有很大差異。本文就漫畫文化史，教育及相關社會體制的一些處境和習俗，比較分析漫畫教學在日本盛行而在香港卻未成氣候的原因。

An important feature of Hong Kong’ education reform over the past decade has been the articulation of the “no loser principle”. It was meant to signal that all students are valuable and will benefit from both basic and senior secondary education. Yet barriers remain for the 2.9% of students under age 15 who can be classified as ethnic minorities. The educational needs of these students also remained invisible in the school system until the 2008 Racial Discrimination Ordinance and the implementation of inclusive education policy in 2002 (Education Bureau 2010, 2011). The paper examines the policy context in which provisions for ethnic minority students have been made in Hong Kong schools and also classroom practices that operationalize these policies on a daily basis. It then reports the findings of an interview study into 32 teachers’ views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students and how the diverse learning needs of these students are being addressed. This study shows that teachers struggle to conceptualize a new rationale for responding to cultural diversity. They develop a sense of inter-cultural sensitivity, promote cultural responsiveness to diversity, and strengthen the home-school connection. Finally, a framework for the creation of culturally responsive classrooms, based upon the teachers’ new rationale of cultural responsiveness, is proposed.

The paper reports the results of a comparative study of the decision making process undertaken by students in Hong Kong and Guangzhou, China about a socio-scientific issue affecting both places.

Teacher Professional Development” (aka teacher PD) has garnered research attention in recent years. Scholars seek to understand the teacher PD process, while practitioners are interested in deriving policies to facilitate teacher PD. The consensus emerging from the pool of literature is that teacher PD should be “individualized”: more focused on fostering teachers’ personal growth instead of enforcing “standard practices”. The Anglosphere has been leading in the domain of teacher PD, causing many regions to imitate its practices. Using documentary analysis, this paper reviews teacher PD policies in Hong Kong over the past forty years and compares them with practices typically adopted in the Anglosphere. The paper suggests that the PD policies of Hong Kong progressed from ‘solely teacher training’, to ‘emphasis on generic skills’, to ‘lifelong learning’. The concept of ‘Confucian Heritage Culture’ is used to explain the differences between the Angloshpere and Hong Kong in terms of PD practices. Implications for adapting teacher PD practices cross-culturally are discussed.
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