Abstract:

Shengming education (hereafter: life education) as an educational model of moral (character) education is widely accepted in the Chinese speaking communities, namely, China, Hong Kong, Macau and Taiwan, since late 1990s. It is chiefly addressed to primary and secondary education. Although the theory and the content of life education are commonly criticized for its diversities and inclusiveness, the diversities of life education can be seen as an advantage, for it rejects the fragmentation of mainstream education. Based on the Hong Kong secondary education context, the purpose of this paper is to investigate the background of the emergence of life education, to compare it with the model of holistic education with particular reference to the Confucian legacy, and to review the current practice of life education. This paper notes that life education is more or less a kind of supplementary to the fragmentation and instrumentalism of mainstream education than a challenge to it. Despite this, this paper still considers life education is possible to serve as a paradigm for quality in education, on the condition that first, it resists not to be formalized, and remains diversified; second, it offers a critical perspective on instrumental values of education reflected in education policy, school structure and teachers-students relationship; third, it transforms the traditional approach to learning by giving attention to psycho-socio and interpersonal skills used in every day interactions that includes self-awareness, co-operation, and community-based learning; and fourth, it is committed to life skills and praxis that attempt to enhance assertion and refusal skills, goal setting, decision making and coping skills, but not just about vocational skills.

Keywords:

Life education, moral education, value education.