Objects to move

• 1) On the other hand, the introduction of the National Education courses was halted due to strong opposition by the teaching federation and the general public. Massive protests staged for weeks in 2012 put a halt to the courses introduction.
• 2) My principal motive for siding with the opposition to the plan stems, firstly, from the belief that it amounts to a mode of political manipulation and stands in contrast to the general international trend of replacing heavily patriotic education with more fact-based and critical training, which encourages independent thinking. Secondly, I consider a high degree of free thought as essential in a diverse, cosmopolitan and affluent metropolis that acts as a service centre for Asia-Pacific region and the global community, rather than merely China. Thirdly, my position is that ideologically-inspired education is unproductive and lacks credibility in the internet era. Lastly, historical evidence repeatedly shows the majority of Hong Kong people are patriotic and care about their nation.
• 3) Government funding used for the National Education programs should instead be used to reform its current education system. The education system is lagging greatly behind the other G20 countries because of it undeveloped curriculum. In Hong Kong the curriculum is based too heavily on written examinations. There needs to be more innovative and distinctive solutions to help improve the learning methodology of students instead of being train to become robots doing only ‘mechanical and meaningless homework’.
• 4) My unambiguous conclusion is that the National Education plan in its present form should be shelved indefinitely.
• 5) By contrast, proponents of National Education argue that it is important to inculcate a sense of national identity in order to enhance social cohesion, both in Hong Kong and throughout Greater China. They claim that without such a national focus communities are devoid of a broader purpose and become fragmented. I reject such assertions because social cohesion and national identity can be promoted in a variety of effective and non-coercive ways, without resorting to large scale pressure tactics. Moreover, these types of methods in fact may reinforce discord within the community.
• 6) In a word, it is imperative that the Hong Kong government and education authorities come up with a sound system whereby students can increase their sense of nationhood. The National Education courses must first be revamped and acknowledged before it is introduced.
• 7) Firstly, since 2007 the Hong Kong government has been pushing to introduce National Education courses into primary and secondary schools in a bid to nurture and strengthen students’ patriotism toward China and increase their awareness of national identity. However, the program has been met with strong opposition as the citizens see this as an attempt by the China Communist Party to brainwash school children.
• 8) The debate about the introduction of National Education in Hong Kong has been intense and divisive, involving a profound conflict between opposing political viewpoints. I am of the opinion that National Education constitutes unhealthy indoctrination.