Teaching classics as moral and civic education: The impact of core curriculum at The Chinese university of Hong Kong

Abstract

Purpose

In light of the concerns of declining value education in higher education and the debates on the role of general education in current university setting, the purpose of this paper is to discuss the relation between general education and moral and civic education by examining the effectiveness of a compulsory classics reading general education program in cultivating civic literacy in Asia-Pacific context.

Design/methodology/approach

Mixed-method approach in the form of survey assessment and focus group studies was employed to examine the degree of students’ development in abilities and virtues relevant to civic literacy in the course.

Findings

Data analyses reveal a promising development on students’ civic literacy in the classics reading general education course. Statistical analysis on surveys indicated students experienced a significant development on democratic skills and critical thinking, acquisition of civic knowledge and cultivation of democratic virtues after taking the course. Focus group analysis illustrated a relation between classics reading and students’ acquisition of knowledge of socio-political institutions, cultivation of open-mindedness and sense of tolerance for diversity and willingness of seeking reasonableness and engaging in social debates.

Originality/value

This paper discusses the successful experience of a newly formulated General Education program in Hong Kong. The program is the first attempt in East Asia to launch values education through the teaching and learning of classics in Asia-Pacific context. This could be an example of launching values education at the level of undergraduate education for other local universities.

Citation

Leung, C.-H. and Chan, H.Y. (2019), "Teaching classics as moral and civic education: The impact of core curriculum at The Chinese university of Hong Kong", Asian Education and Development Studies, Vol. 8 No. 2, pp. 217-232. https://doi.org/10.1108/AEDS-03-2017-0023