趙志裕教授
Prof. Chiu Chi Yue

香港中文大學 社會科學院院長 卓敏心理學講座教授 Dean of Social Science, Choh-Ming Li Professor of Psychology, The Chinese University of Hong Kong

    趙志裕教授現任香港中文大學社會科學院院長、卓敏心理學講座教授,於美國紐約哥倫比亞大學取得博士學位。曾任香港大學社會科學院副院長、心理學系主任,美國伊利諾大學教授、新加坡南洋理工大學教授、文化研究所所長。研究領域為教育社會心理學、文化心理、動機科學和社群關係。加入香港中文大學後,創立了正向社會科學中心,得到香港賽馬會和北山堂的資助,在香港開展科學、系統及創新的正向教育研究與應用。

    Prof. Chiu Chi Yue is currently Dean of Social Science and Choh-Ming Li Professor of Psychology at The Chinese University of Hong Kong. He received his PhD from Columbia University (New York), and was previously Associate Dean of Social Sciences and Head of Psychology at The University of Hong Kong, and Professor of Psychology at The University of Illinois, and Professor of Management and Marketing and Director of the Cultural Science Institute at Nanyang Technological University. Prof. Chiu’s research covers the social psychology of education, culture and psychology, human motivation and intergroup dynamics. After joining The Chinese University of Hong Kong, he established the Center for Positive Social Science. With sponsorships from the Hong Kong Jockey Club and Bei Shan Tang Foundation, he started to promote systematic, innovative and science-informed positive education in the primary and secondary schools in Hong Kong.

     

     

    Keynote   主題演講     (Day 1 / 22.11.2018 / 09:00-12:20 )

    從美美與共到有教無類:理論、證據與實踐

    A Mindset-Based Positive Education Model for Inclusive Education in Hong Kong and Beyond: Research Evidence and Implementation Strategies

    In Cantonese       以廣東話進行

     

    要建設大同社會,必先能做到有教無類;要做到有教無類,必先擁有美美與共的心態。「各美其美,美人之美,美美與共,天下大同。」費孝通先生在1990年提出的16字箴言,一語道破了要做到有教無類必須持有的心態。三人行必有我師,能與文化或稟賦不同的群體交往,可以讓自己更能洞悉其他群體的特點,瞭解他們的知情意行,並師其所長,藉此啟迪妙思。但與非我族類的同學接觸,或會加深對異類的成見,削弱自己的親和力,甚至導致排擠異類,令人心不正、意不誠。研究指出:同室教導文化或稟賦不同的學生就像一刀兩刃。要得其利而無其咎,必須持守美美與共的心態,並附之以正向教育的策略。文化稟賦不同的學生雖然素求各異,但仍能因材施教,對各類型學生的需要如應斯響,幫助學生將睿智、仁愛、勇毅 、恭和、公正、不器等涵養發揮在講信修睦上。若能如此,心誠求之,離有教無類,雖不中,亦不遠矣。

     

    Inclusive education assumes that all children can learn and have equal rights to an education in their locality. Inclusive education acknowledges and respects group differences. It demands that education structures, systems and methodologies be enabled to meet the needs of all children, and that cultures, policies and practices in schools be restructured so that they respond to the needs of diverse students in their locality. Inclusive education is part of a wider strategy to promote an inclusive society. However, how can education be inclusive? In this presentation, I will review the evidence for the benefits of exposure to student diversity, which include increase in intergroup sensitivity, intergroup understanding, intergroup learning and creativity. However, exposure to student diversity can also reinforce group stereotypes, decrease prosocial behaviors, increase exclusion of outgroups and dishonest behaviors. I will argue with research evidence and local examples how a positive education based on a polyculturalist (vs. culturalist) mindset as well as its attendant strategies (e.g. culturally responsive classroom management, character strengths such as humanity, wisdom, justice, modesty, self-transcendence, and courage) lays the foundation for an inclusive education in Hong Kong and beyond.