背景：「小班教學」已於2009年9月開始分階段實施。 有教育同工反對這項改革，認為「小班教學」只會製造一種假像。亦有社會人士期望老師可以有多些時間，照顧學生的個別差異和成長；而學生家長也會期望老師可以有多些時間照顧學生的需要。學生、家長及其他社會人士對老師的期望提高了。但老師是否真的可以有多些時間去照顧學生的需要和成長呢？本文作者嘗試跟進教育同工們的關注，提出有關教育目的及關顧「心靈教育」的討論，特別是近年大陸學者所關注的「生命化教育」、「回歸生命教育」等，盼望能拋磚引玉，擦出進深探究教育使命的火花來。
討論焦點：本文嘗試從教育理念入手，闡釋小班教學計劃推行的主要精神應是在於「教學以學生為本，照顧個別學生的需要」。作者跟著提出兩個重要的課題去思考，即是：(一) 心靈教育是甚麼？ 及 (二) 如何推行心靈教育？。在跟進的討論中，作者進一步闡釋三個基本的問題，分別是：(一) 心靈是甚麼？；(二) 心靈成長需要怎樣的空間？；(三) 心靈成長需要甚麼元素？。
建議： 盼望教育當局在推行小班教學的同時能加強關注及投放更多資源去推動關顧學生心靈的教育；從事教育工作者今後亦應更多地關注學生的心靈、並能更有效地推動關顧學生心靈的教育。
總結：教育工作者的重要任務之一是要關注學生心靈的成長，小班教學的推行正是一個大好機會提醒前線教育工作者照顧個別學生的需要、包括幫助他們心靈的成長。心靈教育也就是生命化教育，須幫助學生認識自己、肯定生命的價值、發揮自我的潛能，建立更正面、更積極的人生觀。
Background: Hong Kong Education Bureau has been promoting small-class teaching in primary schools, reducing the number of pupils per class from 30 to 25. However, education frontiers were complaining that it would only create a mirage. While the society and the parents are expecting teachers to have more time and space to care for the students' individual needs in small class, the teachers in fact do not have much time for their students. It is indeed the proper time for us to re-think our educational mission underlying the small class provision and the present paper is doing precisely this fine job. Hence, it is proposed that alongside with the implementation of small class policy, more effort should be made for the concern of spirituality education in schools of Hong Kong today.
Aims or focus of discussion: It is made clear that the educational mission of small class teaching would be aimed at the caring for the students' individual needs and spiritual growth. Two issues will be raised and discussed in this paper, namely: (a) what is spirituality education?; and (b) how to promote spirituality education in schools today? The author moves on to elaborate three basic concerns for the promotion of spirituality education in schools, namely: (a) what is meant by 'spirituality'? ; (b) the kind of space needed

Background: "Spirituality Education" of children has gained more concern in recent years, but there is a lack of consensus for its meaning. Some literatures regard Spirituality Education as Religious Education, while quite many literatures have shown a close relationship between Spirituality Education and Humanistic Education, which could be unrelated with Religious Education. What is the meaning of "Spirituality Education" being mentioned by the ECE reformers after all? Is it the former or the later? The Guide to the Pre-primary Curriculum (2006) proposed "Lifelong learning" and "Holistic Learning", affirming the need of child-centredness (Humanistic Education) in curriculum. If so, there is a likelihood that "Spirituality Education"has a closer connection with humanistic education than with religious education. It is therefore vital to clarify the meaning of "Spirituality Education"for fostering the current early childhood educational reform. This paper seeks to explore if Spirituality Education has been misunderstood by the early childhood education practitioners with a result that hindering the implementation of educational reform.
Focus of Discussion: Through literatures review and the author's interpretation, this paper attempts to demonstrate that Spirituality Education is actually closely related with Humanistic Education and Holistic Education. Spirituality Education shares similar elements with that of liberal studies, in which the concerned areas and aspects of knowledge are widespread. Hence, it is not limited in promoting Religious Education. And pedagogies adopted in Spirituality Education mainly emphasize diversified and critical thinking. The rationales behind Spirituality Education are closely related with that of Humanistic Education and Holistic Education. Spirituality Education has no direct relation with Religious Education which emphasizes direct transmission of religious dogma.
Suggestion: In view of the importance of the role of Spirituality

背景： 教育界同工近年積極鼓吹小班教學，建議將小班人數由30 人減至25 人，目的之一是要讓老師有更有效地提升學生在智慧、情意和通用能力各方面的發展。香港教育學院近年亦推出『教大理想』(即成為教育大學的理想)、提升優質的教育，前年更設立『宗教教育與心靈教育中心』，提倡教育工作者應多關顧有關心靈教育的問題。這所中心是八間大專院校中獨一無二、也是香港教育學院在教育研究及理論實踐上最為突出的一個教育中心。因此，這也該是時候認真地反思教育的使命，本文作者提出一個關顧心靈教育的芻議，盼望能拋磚引玉，擦出進深探究教 育使命的火花來。
討論焦點： 本文嘗試從理念入手，按三個分題去思考，分別是：(一) 心靈教育是甚麼？；(二) 為甚麼需要關顧心靈的教育？；(三) 怎樣推行關顧心靈的教育？。筆者特別提出三個推行關顧心靈教育的方法作為芻議，分別是：(一) 觸動學生的心靈； (二) 創造學生心靈的空間； 和(三) 從時間上、空間上及素質上三方面提升學生心靈的境界。
建議： 盼望教育當局投放更多資源推動關顧學生心靈的教育；從事教育工作者今後亦更多地關注學生的心靈、並能更有效地推動關顧學生心靈的教育。
總結：教育工作者重要任務之一是要喚醒受教者向善的心靈、幫助他們活出更美好的生活、尋求積極性的自我超越。心靈教育的目的就是要幫助學生認識自己、肯定生命的價值、發揮自我的潛能，建立更正面、更積極的人生觀。
Background: Hong Kong Educators have been proposing small-class teaching, reducing the number of pupils per class from 30 to 25. One reason for the change is to provide more space for teachers so that they can care more about the pupils’ individual needs. Whereas Hong Kong Institute of Education has been promoting its reposition to University of Education which enhances its wider concern for quality and holistic ideals, the institute has also established a Centre for Religious and Spirituality Education in order to demonstrate such a concern and to strengthen its commitment to holistic and spirituality education. It is indeed the proper time for us to re-think educational mission of schools and the present paper is doing precisely this fine job and a proposal is made for the implementation of spirituality education in schools of Hong Kong today.
Aims or focus of discussion: Three questions will be raised and discussed in this paper, namely: (a) what is spirituality education?; (b) why is spirituality education needed in school education today?; and (c) how to promote spirituality education in schools today? The author is going to suggest three ways for the promotion of spirituality education in schools, namely: (a) touching the soul/spirit of the pupils; (b) creating more space for spiritual growth; and (c) lifting up the spirits of the pupils by cultivating