Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/8948
Title: The influence of religious education on Hong Kong & Taiwanese students’ civic and social values development
Authors: Cheung, Chris Hin Wah 
Kennedy, Kerry John 
Prof. HUE Ming Tak 
Leung, Chi Hung 
Issue Date: 2017
Source: Cheung, Hin Wah Chris, Kennedy, Kerry John, Hue, Ming Tak & Leung, Chi Hung (2017 Nov). The influence of religious education on Hong Kong & Taiwanese students’ civic and social values development. WERA-HKERA 2017, Hong Kong.
Conference: WERA Focal Meeting & HKERA International Conference 2017 = 世界教育研究學會會議暨香港教育研究學會國際研討會2017 
Abstract: The major characteristic of religious education is to equip students with a set of values with reference to its religious doctrines. Vermeer (2010) pointed out that religious education may influence students with some basic democratic values like equality, tolerance and non-discrimination. Various Western literature highlights the influence of religion on students’ civic and social values development (see Grundel and Maliepaard, 2012; Pike, 2008; Vermeer, 2010; Gates 2006). However, the study of this topic in Chinese contexts is quite limited (Zhai & Woodberry, 2011; Cheung et al., 2016). Hong Kong and Taiwan are part of East Asia with similar set of values (Cho & Kim, 2013; Karsten et al., 2002). Religious bodies like Buddhist organizations and Christian churches play a significant role in both Hong Kong and Taiwan education development (Cheung et al., 2016; Zhai & Woodberry, 2011). They operate various secondary and primary schools. Religious education is part of their curriculum and makes these schools different from secular schools. This paper aims to explore the influence of religion on secondary students’ civic and social values development in both societies. By making use of the focus group interview, this study collected data from schools with four different types of religious background, including Buddhism, Catholicism, Protestantism and Atheism (no religious affiliation) and making comparison between Hong Kong and Taiwanese students. The findings provide a better understanding about the influence of religion on Chinese students’ citizenship development in both societies but the results differ from those found in Western studies. The implications of these results for theory building and policy are discussed. Copyright © 2017 The Education University of Hong Kong.
Type: Conference Paper
URI: http://hdl.handle.net/20.500.11861/8948
Appears in Collections:Counselling and Psychology - Publication

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