香港社會經濟成功轉型，不能單靠勤儉努力的傳統，還須發展鼓勵創意而持續發展的進取型社會。鼓勵純學術型的學校教育，已不能迎合急速社會發展的需要。多元智能的學校教育是新世紀時代當務之急。本文借鑑美國學者致力研究「創意新貴」，及研究發展「未來社會」創意社區的意念，藉此檢視發展本地創意社區的可能性。藝術教育對培育創意想像力及多元智能成效顯著，因此推動藝術教育而著重宏觀的青年政策，才有利建設「創意城市」，同時亦有助發展本港社會轉型的創意經濟，及建設具文化氣息優質社區的環境。
The successful restructuring of Hong Kong's economy does not merely rely on the traditional Chinese virtues of diligence and thrifty habits, it also needs to nurture a proactive society that treasures creativity and sustainable development. A school education emphasizing academic ability alone can no longer keep up with the ever-rising needs for social development. Conversely, school education emphasizing multiple-intelligences is to be acclaimed in the new millennium. This article makes reference to the latest research studies and ideas both on the Rise of the Creative Class in the U.S. and the development of a creative community for the future society to explore the possible development of a creative local community. The efficacy of Arts education on nurturing creativity, imagination and multiple intelligences is very apparent. Thus, it is of paramount importance to promote Arts education and a macro-perspective youth policy in order to construct a creative city which is also conducive to the transformation of the Hong Kong economy towards a creative economy, as well as a quality and cultural-rich community.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

非殖民地化和回歸中國的政治變遷為本港的公民教育帶來新挑戰。可是八十年代以來的公民教育運動卻未能為本港學生的「公民角色」和1997年以後的政治變化作好準備。本文檢討近年公民教育計劃的目標、內容和正規和非正規課推行情況，並質疑其對本地學生在學習社會政治取向的效果。最後討論有關日後本地學校公民教育計劃措施和策略的一些重要課題。
The political changes of decolonization and reintegration with mainland China pose new challenges of civic education for Hong Kong schools, but the civic education movement in the mid-1980s onwards was problematic to fulfil the mission of preparing Hong Kong students for citizenship and the political change after 1997. This paper evaluates the recent objectives, contents and implementation of civic education in the formal and informal curriculums; and questions their impacts on local students' learning of social-political orientation. Finally, this paper discusses important issues concerning the strategies and policies of future civic education programmes in local schools.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

現代公民的發展，重視公民的積極民生參與，學校公民教育亦逐漸以主動公民取代被動公民的教育。香港回歸後的學校公民教育政策，開展公民積極參與的學習環境和機會，學校開始重視有選擇性參與的學生會活動。本文嘗試從探討學校學生會選舉，了解香港學校「參與性公民」教育的發展，並指出其中困難所在。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

「孝」是中國傳統文化中重要道德價值，而宣揚孝道義理的典籍文獻，不勝枚舉。傳統中國社會的蒙學教材，同樣標榜孝道。直至現今香港幼稚園的公民教育，依然強調孝道，可見孝道義理是幼兒教育的重要一環。本文嘗試探討幼兒學習孝道義理的價值，然後分析香港幼兒教育融入孝道義理的策略，並提出其限制與改善建議，以求優化香港幼兒教育學與的成效。
Filial piety is one of the important moral values of Chinese traditional culture and there are many classical writings related to this theme. Filial piety has been stressed in the initiatory text of traditional Chinese society. At present, it is also being emphasized in civic education of Hong Kong kindergarten education. Therefore, filial piety is a vital part of early childhood education. This paper attempts to explore the worth of learning filial piety among children, it then analyzes the strategies of incorporating filial piety in Hong Kong early childhood education. Both limitations and suggestions for improvement will be made in order to improve the learning and teaching of early childhood education in Hong Kong.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

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