Use and misuse of affective approach in nationalistic education within the context of civic education

Use and misuse of affective approach in nationalistic education within the context of civic education

• Leung, Yan Wing The Hong Kong Institute of Education

Pacific-Asian Education, 15(1), 6-24, 2003

Pacific Circle Consortium

2003

• P 香港教育各層面與外地之比較
  • PC 社會與教育
• P 香港教育各層面與外地之比較
  • PE 法律與教育；政治與教育

Theory and Practice of Teaching and Learning Secondary Education

• Hong Kong

• 1997.7 onwards

• 中學教育

In Hong Kong, the Guidelines on Civic Education for Schools (1996) recommended nationalistic education as one of the five aspects of civic educatioin. As an aspect of civic education, nationalistic education should serve both a cognitive mission of "preparing critical thinking, responsible, participating, multidimensional citizens" and an affective mission of "instilling the sense of national identity, love and loyalty to the nation state and patriotism". These two missions are in potential conflict. In order to achieve both missions, an appropriate balance between cognitive and affective teaching approaches is necessary. Two commonly adopted affective approaches used for the affective function are positive and negative approaches. This paper is an exploratory report of case studies on the use and misuse of affective approaches in nationalistic edcuation by some civic educators in Hong Kong secondary schools. It was found that in-depth and systematic reflection was needed to balance the two potential conflicting missions. Moreover, it was also found that if handled inappropriately, a positive approach might lead to bias and indoctrination while the extreme manifestation of a negative approach might even lead to 'education for hatred'. Both are contradictory to the cognitive function of preparing critical thinking citizens.
[Copyright © 2003 Pacific Circle Consortium for Education.]

• 英文

期刊論文

• 10198725

https://bibliography.lib.eduhk.hk/tc/bibs/7cd6f95e

2015-03-26