DOCSLIB.ORG

Rediscover Your City

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Rediscover Your City HONG KONG Rediscover Your香 City Dec 14 - 18, 2020 Prepared for Hong Kong 港Academy HKA MS/HS WINTER CAMP | PROPOSAL | HONG KONG 2 Destination Hong Kong With its towering skyscrapers, colonial landmarks and verdant mountains, Hong Kong is one of the world’s most iconic cities. Internationally known as the global financial hub where East meets West, Hong Kong has also a vibrant natural landscape, rich with volcanic rock formations, subtropical plants and wildlife, where rugged mountain peaks overlook lush forests and secluded bays. From sea to sky, a destination of endless beauty and thrilling complexity, Hong Kong is packed with opportunities for outdoor activities and discovery. It provides an abundant natural environment with nearly 40 percent of its territory consisting of protected country parks. The Hutong is offering a Hong Kong Winter Camp specifically for the HKA community, designed for learners to rediscover the city we call home. Over five days, we will not only experience the thrills of outdoor wilderness activities, but香 will also explore different aspects of Hong Kong’s history and cultural heritage, and will engage with community members who are striving to make the city a better place for all. 港 HKA MS/HS WINTER CAMP | PROPOSAL | HONG KONG 3 What you’ll be working on Key Concepts CULTURAL IMMERSION TEAMWORK & COLLABORATION BUILDING SELF-CONFIDENCE How will our experiences help us better How will our experiences help students How will our experiences help students understand Hong Kong’s history and its hone their collaboration skills and build intrapersonal and interpersonal cultural heritage? increase solidarity of the HKA community? skills? 香Whether following in the footsteps of World There are many opportunities throughout Students will engage in activities geared War II soldiers or navigating one of our the week for conquering challenges to help them develop a stronger sense trademark Chill Challenges through Wong together as a team, as well as chances of self. They will collectively define their Tai Sin Temple, interacting with vibrant for students to step up and take on more own values. They will align expectations local culture will allow students to bring responsibility within a smaller group setting. and behaviours through various problem- the great mosaic of Hong Kong’s illustrious Our customized team building activities will solving activities and challenges. They will past to life and discover the rich heritage of help facilitate the development of positive be asked to seek challenge, approaching it this cosmopolitan city. communication and collaboration skills. with an open mind, all the while having lots 港 of fun. HKA MS/HS WINTER CAMP | PROPOSAL | HONG KONG 4 Our principles Hutong Core Values BE A GOOD EGG EMBRACE DIVERSITY LIGHT A SPARK Throughout our programs, we challenge We are honest, respectful We learn from others and We love what we do and students to not only push their boundaries and 100% reliable. We’re broaden our minds by seeking are eager to share our and explore their surrounding culture, but a basket full of good out different perspectives enthusiasm. Our passion we encourage them to take responsibility for their actions through embracing sustainable eggs. and proactively embracing lights a spark travel, making good decisions and supporting diversity. their classmates. These notions are born out of our six Hutong 香Core Values. GO THE EXTRA ‘LI’ SEEK CHALLENGE SMILE MORE (MILE) We view obstacles as We have fun, laugh a lot Our dedication leads opportunities to work and always make time to us to deliver more than together, step outside of play. That’s why we smile expected and always go our comfort zones, and more! the extra (li). grow. 港 里 Itinerary Program Overview The following pages describe your itinerary, from meeting The Hutong staff in the morning on campus, up to the moment your group leaves to get dropped off. We’ve broken down the key structure of each day and included summaries of the 香program’s daily highlights. 港 HKA MS/HS WINTER CAMP | PROPOSAL | HONG KONG 6 Module 1 Module 2 Paddle and History and Pans Philosophy Meals: Lunch, Snack Meals: Lunch, Snack Morning Morning • Meet on campus • Meet on campus • Walk to Sha Ha Beach • Bus transfer to Chi Lin Nunnery • Introduction, break into pairs • Rotational Activities at Chi Lin Nunnery: • Kayak skills and safety workshop • Chi Lin guided tour • Kayak to Yim Tin Tsai Island • Tang Dynasty poetry slam • Miniature temple design workshop Afternoon • Nan Lian Gardens sketching • Local lunch at Yim Tin Tsai • Rotational exploration activities: Afternoon • Salt making (if possible) • Buddhist Lunch at Chi Lin Nunnery • Heritage Scavenger Hunt • Walk to Wong Tai Sin Temple (30 min) • Photography Challenge • Wong Tai Sin Temple Chill Challenge 香• Kayak back to Sai Kung • Wrap up and debrief • Walk to HKA to change • Transfer back and pick up at HKA • Wrap up and debrief 港• Pick up at HKA HKA MS/HS WINTER CAMP | PROPOSAL | HONG KONG 7 Module 3 Module 4 Hike through Hearts, Hands, History Minds Meals: Lunch, Snack Meals: Lunch, Snack Morning Morning • Meet on campus • Meet on campus • Bus transfer to Shing Mun hike start • On campus briefing and workshop • Welcome introduction • Transfer to Lai Chi Kok • Begin hike, with historical stops • Dialogue Experience Rotation #1 • Silence experience (Group 1) Afternoon • Dark experience (Group 2) • Packed lunch • Historical storytelling Afternoon • Continue Shing Mun hike • Lunch around the area in small groups • Wrap up and debrief • Dialogue Experience Rotation #2: • Transfer back and pick up at HKA • Silence experience (Group 2) • Dark experience (Group 1) 香• Wrap up and debrief 港• Transfer back and pick up at HKA 8 Module 5 Farm to Table Meals: Lunch, Snack Morning • Meet on campus • Bus transfer to Organic Farm (New Territories) • Welcome Introduction • Farm Rotational Activities: • Organic Farm Tour • Harvesting and Cooking • Get your hands dirty: Planting • Compost making Afternoon • Farm to Table Lunch 香• Rotational Activities (continued) • Wrap up and Debrief 港• Transfer back and pick up at HKA HKA MS/HS WINTER CAMP | PROPOSAL | HONG KONG 9 Kayaking out to Yim Tin Tsai Module 1 This module will take students out to the azure waters of Sai Kung’s Port Shelter. Here, Port Shelter students will pick up their paddles and kayak out to Yim Tin Tsai Island, site of an abandoned 香 Hakka village and of relics of Hong Kong’s formerly flourishing salt industry. Paddle and Settled in the 19th century by members of the Chan Hakka clan from Shenzhen, this little island was once home to between 500 to 1,200 people who farmed, fished and produced salt Pans here. Abandoned in the early 20th century, the island, whose name means “little salt pan”, earned the nickname “Ghost Island” on account of its ruins. After a delicious lunch, we will take time to explore and learn about the rich cultural heritage of the island, as well as recent efforts to preserve it. 港 We’ll round off the day challenging ourselves by kayaking back to Sha Ha Beach. HKA MS/HS WINTER CAMP | PROPOSAL | HONG KONG 10 Module 2 Chi Lin nunnery, a tranquil oasis in busy Kowloon and a retreat for Buddhist nuns since the 1930s, will host the beginning of this module. The halls were rebuilt in the 1990s with Dynastic traditional Tang Dynasty construction techniques and without using even a single nail. Cypress beams all interlock perfectly, making it the world’s largest ‘handmade’ wooden building, and the only one of its kind in Hong Kong. At the nunnery and nearby Nan Lian Gardens, students History and will partake in a water calligraphy exercise, learn more about traditional Chinese architecture, Chinese and complete a design challenge, before enjoying a delicious vegetarian Buddhist lunch. In the afternoon, we will walk to nearby Wong Tai Sin temple, where students will learn about Taoism and also examine how Taoism and Buddhism have coexisted for centuries. Here, they Philosophy will take part in some of The Hutong’s temple activities, including a sketching activity and a “Chill Challenge” scavenger hunt. HKA MS/HS WINTER CAMP | PROPOSAL | HONG KONG 11 Seeking challenge and learning history along the route Module 3 On the morning of the Pearl Harbor attacks, the U.S.A. was not alone in feeling the might of Hike Through the Japanese Imperial Armed Forces. As the American fleet was bombarded thousands of miles away, across the Pacific, the British Crown Colony of Hong Kong found itself confronted History with a massive invading force. 香 Allied forces would bravely hold the city over 18 days of onslaught before relinquishing control of Hong Kong on Christmas day 1941, surrendering the colony to 3 years and 8 months of Japanese rule. In this module, we will investigate this unique and often overlooked chapter of Hong Kong’s modern history as we hike through the hills where soldiers sheltered from artillery bombardments, taking in spectacular views over a city much changed since then. Along the way, we will trace the stories of three individuals from different backgrounds, 港 depicting what life might have been like for the residents of a Hong Kong under siege. HKA MS/HS WINTER CAMP | PROPOSAL | HONG KONG 12 This module focuses on helping students build empathy by approaching and seeking to Module 4 understand some of the issues facing people with disabilities in Hong Kong. This series of experiential activities and discussions will involve venturing into local communities and Hearts, Hands, engaging with community partners who work with and advocate for people with disabilities. Using the Sustainable Development Goals as a framework for engagement, we will join the Minds team at The Dialogue Experience for a day of immersive activities including their “dark” experience and “silence” experience.
Load more

Recommended publications
  • Behind the Scenes
    ©Lonely Planet Publications Pty Ltd 1037 Behind the Scenes SEND US YOUR FEEDBACK We love to hear from travellers – your comments keep us on our toes and help make our books better. Our well travelled team reads every word on what you loved or loathed about this book. Although we cannot reply individually to your submissions, we always guarantee that your feed- back goes straight to the appropriate authors, in time for the next edition. Each person who sends us information is thanked in the next edition – the most useful submissions are rewarded with a selection of digital PDF chapters. Visit lonelyplanet.com/contact to submit your updates and suggestions or to ask for help. Our award-winning website also features inspirational travel stories, news and discussions. Note: We may edit, reproduce and incorporate your comments in Lonely Planet products such as guidebooks, websites and digital products, so let us know if you don’t want your comments reproduced or your name acknowledged. For a copy of our privacy policy visit lonelyplanet.com/ privacy. OUR READERS WRITER THANKS Many thanks to the travellers who used Damian Harper the last edition and wrote to us with help- Much gratitude to Xiao Xue, Mr Zhang, Jason, ful hints, useful advice and interesting Li Chengyuan, Grace, Kathy with the perfect anecdotes: English, Margaux, Alvin, Dai Min, Ann Harper, A Alexander Luijt, Alexandra Coley, Alistair Ba and Ma, the lovely couple who befriended Hayes, Andrew Smith, Anne Agersted B Brian and helped me on the bus outside Datong and Favell C Cedric Schelfhaut, Charlotte Toolan, all the countless offers of help and guidance Chris Purslow, Christoph Messmer, Ciriaco from one of the friendliest nations on this Vicente- Mazariegos, Constantin Berger planet.
    [Show full text]
  • IBCJBS Vol.1, 2019
    IBC Journal of Buddhist Studies IBCJBS Volume 1 2019 International Buddhist College, Thailand IBC Journal of Buddhist Studies IBCJBS Advisory Board Venerable Dr Wei Wu Venerable Professor Dr K.L. Dhammajoti Professor Dr Y. Karunadasa Professor Dr Charles Willemen Editor in Chief Kapila Abhayawansa International Buddhist College, Thailand Editorial Board Porntipha Bantomsin, Srinakharinwirot University, Thailand Petrina Coventry, Adelaide University, Australia Toshiichi Endo, University of Hong Kong, Hong Kong Somparn Promta, Chulalongkorn University, Thailand Tavivat Puntarigvivat, Mahidol University, Thailand Fa Qing, International Buddhist College, Thailand G. A. Somarathne, University of Hong Kong, Hong Kong Guang Xing, University of Hong Kong, Hong Kong Peer-Review Board Kapila Abhayawansa, International Buddhist College, Thailand Ãnandajoti Bhikkhu, International Buddhist College, Thailand Pathompong Bodhiprasiddhinand, Mahidol University, Thailand. Petrina Coventry, Adelaide University, Australia Tilak Kariyawasam, International Buddhist College, Thailand Fa Qing, International Buddhist College, Thailand Mattia Salvini, Mahidol University, Thailand Charles Willemen, International Buddhist College, Thailand Editor’s note It is a great pleasure to announce the issuing of the first volume of IBC Journal of Buddhist Studies (IBCJBS), the official Journal of International Buddhist College, on the occasion of the commemoration of its 15th anniversary. The journal aims at the enhancing of research on the wide range of academic disciplines of Buddhist studies such as doctrine, history, culture, ethics, logic, social philosophy and textual and comparative studies pertaining to all Buddhist traditions. International Buddhist College was established 15 years ago with the intention of promoting Buddhist studies paying equal emphasis on all the Buddhist traditions on a non-sectarian basis for the good of many (bahūnam vata atthāya).
    [Show full text]
  • MBS Course Outline 20-21 (Updated on August 13, 2020) 1
    MBS Course Outline 20-21 (Updated on August 13, 2020) Centre of Buddhist Studies The University of Hong Kong Master of Buddhist Studies Course Outline 2020-2021 (Course details laid out in this course outline is only for reference. Please refer to the version provided by the teachers in class for confirmation.) Total Foundation Course Elective Course Capstone Programme requirements Credits (9 credits each) (6 credits each) experience Students admitted in 2019 or after 60 2 courses 5 courses 12 credits Students admitted in 2018 or before 63 2 courses 6 courses 9 credits Contents Part I Foundation Courses ....................................................................................... 2 BSTC6079 Early Buddhism: a doctrinal exposition .............................................. 2 BSTC6002 Mahayana Buddhism .......................................................................... 12 Part II Elective Courses .......................................................................................... 14 BSTC6006 Counselling and pastoral practice ...................................................... 14 BSTC6011 Buddhist mediation ............................................................................ 16 BSTC6012 Japanese Buddhism: history and doctrines ........................................ 19 BSTC6013 Buddhism in Tibetan contexts: history and doctrines ....................... 21 BSTC6032 History of Indian Buddhism: a general survey ................................. 27 BSTC6044 History of Chinese Buddhism ...........................................................
    [Show full text]
  • BGC February 2016
    Bowral Garden Club Inc. (Established in 1963) Affiliated with Garden Clubs of Australia Inc ADDRESS: PO BOX 910, BOWRAL NSW 2576 Patrons: Chris & Charlotte Webb OAM NEWSLETTER FEBRUARY 2016 Friendship through Gardening For your diary: February From the President Monday 8 February 2.00pm: Club meeting: Speaker: Oh it is so wonderful to hear the rain. The Highlands was Paul Kirkpatrick- “Le Potage- Encore”. Plus a range of looking so brown rather than the lush green we delight in garden tools for sale. seeing. Our own patch was so dry with brown areas in Monday 15 February 10.30am: Potting Morning spite of our watering. So for a while at least I’m let off with Les Musgrave at Noelene and Bob Bailey’s home: getting up early to alternate the sprinklers to water the garden and lawns. I have also been driven inside to 16 Harley Street, Bowral. undertake jobs that had been relegated to the bottom of Monday 29 February 10.30am: Morning Tea and ‘my ‘To-Do’ list. Given a choice, I’d much prefer to be out garden visit to Jonquil Temple’s 16 Applegate Close in the garden than sitting at the computer or doing Mittagong. household tasks. But the time has come… This year Pat and I have relished having a quiet Christmas and New Year. The first in a very long time. Though For your diary: March January is going to be our busy month for family get Monday 14 March 2.00pm: Club meeting: Speaker: togethers, it has been so enjoyable for us, that after Dean Wilson- “The Art of Bonsai”.
    [Show full text]
  • A Magazine for the Women of Hong Kong • March 2017 the EXPERTS in INTERNATIONAL BACCALAUREATE OPENING SEPTEMBER 2017
    A Magazine for the Women of Hong Kong • March 2017 THE EXPERTS IN INTERNATIONAL BACCALAUREATE OPENING SEPTEMBER 2017 DAILY OR BILINGUAL STANDARDIZED ACADEMIC STEMinn CHINESE MAP® TESTING PROGRAM OPEN HOUSE | MARCH 18, 22, 23 & 25 We are pleased to launch a new campus in Hong Kong, September 2017, following our huge success at Stamford American International School in Singapore, which today has over 3,000 students from 70 nationalities. We offer a rigorous standards-based curriculum for students from 5 to 18 years, graduating students with the International Baccalaureate Diploma* to 1st tier universities worldwide. Contact Us [email protected] +852 2500 8688 www.sais.edu.hk *Stamford American School Hong Kong will apply to the International Baccalaureate for program candidacy in December 2017. Individualized Learning Plans from Age 5 Secondary and readies them for their future careers as ST scientists, engineers and business leaders. PUTTING YOUR CHILD 1 Stamford’s Outstanding Results Our students at our Singapore campus consistently ACHIEVING MORE THAN THEY BELIEVE THEY CAN achieve above the U.S. benchmark in their MAP® assessments. In Elementary, our students’ scores in Reading and Math are greater than the benchmark by one year CAMPUS OPENING on average. Progressing to Secondary, Stamford students perform above the benchmark in Math and Reading by two SEPTEMBER 2017! or more years on average. In fact, the average Stamford For students 5 to 18 years old Grade 6 student performs above the benchmark for Grade Every student at Stamford undergoes standardized 10 students in Reading, four grade levels above the norm. Measures of Academic Progress® (MAP®) assessments These outstanding MAP® results combined with the in Reading, Math and Science twice a year, allowing International Baccalaureate Diploma Program have led us to measure their academic growth throughout 90% of our graduates from Stamford’s Singapore campus to the school year and from year to year.
    [Show full text]
  • Print This Article
    Journal of Global Buddhism 2020, Vol.21 223–239 DOI: 10.5281/zenodo.4147504 www.globalbuddhism.org ISSN: 1527-6457 (online) © The author(s) Special Focus: Bad Buddhism In this paper, I present Hong Kong Buddhism as a construct of modernity, particularly and paradoxically in its emphasis on tradition. 'Modern Buddhism' shapes how Buddhists in Hong Kong reflect on their religion and their being in the world. The latter is seen in how Hong Kong Buddhists responded to the 2014 Umbrella Movement. Although the Umbrella Movement was in essence a political movement seeking universal suffrage, it indirectly highlighted the importance of religion in the everyday lives of Hong Kong middle-class residents. While some Buddhists went to the protest sites, others stayed at home to meditate, and many decided to disengage from the protests altogether. While differing in terms of civic engagement, there is significant similarity in these narratives regarding the perception of how to act as ‘good’ Buddhists. Keywords: Hong Kong; modern Buddhism; Umbrella Movement; lived religion; ethnography; anthropology of religion rom 28 September to mid-December 2014, everyday life in the city of Hong Kong was under the spell of the so-called Umbrella Movement: large-scale protests initiated by the Hong Kong Federation of Students, Scholarism (a pro-democracy student activist group), and the Occupy FCentral with Love and Peace movement. The protests were a result of increasing tensions between the political systems of the Hong Kong Special Administrative Region and the People’s Republic of China. Even though the protests were primarily political in nature, they laid bare more than just political dissatisfactions.
    [Show full text]
  • Religion and Custom
    360 Chapter 18 Religion and Custom Hong Kong people follow a wide range of spiritual beliefs and religious customs. They pray regularly in temples, churches, mosques and synagogues across the city, debunking a common belief their busy lifestyles prevent them from doing so. Religion is practised freely in Hong Kong, a freedom enshrined in the Basic Law. Hong Kong enjoys religious freedom under the Basic Law and relevant legislation. Religions practised in Hong Kong include Buddhism, Taoism, Confucianism, Christianity, Islam, Hinduism, Sikhism and Judaism. Some religious bodies also run schools, and health and welfare facilities. Buddhism and Taoism are the dominant religions in Hong Kong, this being a Chinese city. Traditional Festivals The Lunar New Year is the most important date in the Chinese festival calendar. It is celebrated during the days of the first new moon of the year, an auspicious time for friends and relatives to visit each other and to exchange gifts while children and unmarried adults receive lai see, or ‘lucky’ money in red packets. The Dragon Boat Festival is celebrated on the fifth day of the fifth lunar month to honour an ancient Chinese poet, Qu Yuan, who killed himself by jumping into a river rather than compromise his honour. Dragon boat races and the eating of rice dumplings, wrapped in bamboo leaves, are the highlights of this festival. For the Mid-Autumn Festival, on the 15th day of the eighth lunar month, grown- ups and children gather under the full moon with colourful lanterns and eat mooncakes, a traditional festival delicacy. The Ching Ming Festival in spring and the Chung Yeung Festival in autumn are marked by visits to ancestral graves.
    [Show full text]
  • Religion and Custom
    Chapter 21 Religion and Custom Hong Kong’s Basic Law guarantees religious freedom, allowing a diversity of faiths to coexist harmoniously. Of these, Buddhism and Taoism have the most followers. Celebrations of religious holidays form an anticipated part of the social calendar alongside traditional Chinese festivals. Traditional Festivals The Lunar New Year is the most important festival in the Chinese calendar. It marks the first new moon of the year, considered an auspicious time for friends and relatives to visit one another and to exchange gifts while children and unmarried adults receive lai see, or ‘lucky’ money, in red packets. This is followed by the Dragon Boat Festival on the fifth day of the fifth lunar month to honour ancient Chinese poet Qu Yuan, who chose death over compromising his honour by jumping into a river. Dragon boat races and rice dumplings wrapped in bamboo leaves are highlights of this festival. Next comes the Mid-Autumn Festival on the 15th day of the eighth lunar month, when families and friends gather under the full moon with colourful lanterns and eat mooncakes, a traditional festival delicacy. Apart from these celebrations, the Chinese visit their ancestral graves during the Ching Ming Festival in spring and the Chung Yeung Festival in autumn. They climb hills at Chung Yeung to remember one family’s flight up a mountain in ancient times to escape a plague. Buddhism Buddhism was introduced into China from India more than 2,000 years ago. It is one of the main religions practised in Hong Kong, with around one million followers and over 400 temples, some dating back more than 700 years.
    [Show full text]
  • Concierge Newsletter See & Do
    CONCIERGE NEWSLETTER SEE & DO HONG KONG ISLAND VICTORIA PEAK Riding the Peak Tram is a visual experience in its own right and has been in operation since 1888. Located at the Lower Terminus, a historical gallery tells the story of its heritage and the history of Hong Kong, including 130 years of change. Today, e Peak is the highest point on Hong Kong Island where you can appreciate the views of Victoria Harbour and the city’s famous skyline. LI YUEN STREET - EAST AND WEST In a city of contrasts, the colour and vibrancy are best represented on Li Yuen Street East and Li Yuen Street West. Otherwise known as ‘the Lanes of Central’, this area is jam-packed with shops selling clothing and accessories. From ready-to-wear to tailored garments, leather goods to silk, the world of the ancient bazaar is in the midst of downtown Central. SEE & DO POTTINGER STREET e Chinese name of Pottinger Street translates as ‘Stone Slab Street’ - and it’s easy to see why. e original section was built on a steep slope, and is composed of granite steps. e English name derives from Hong Kong’s rst governor, Sir Henry Pottinger. e street is a popular place to nd souvenirs, accessories, and fancy-dress costumes. HOLLYWOOD ROAD AND CAT STREET e second oldest street in Hong Kong, Hollywood Road runs between Central and Sheung Wan. It is lled with art galleries and antique shops of all kinds: from Chinese furniture and porcelain ware, to Ming dynasty ceramic horsemen and kitsch Maoist memorabilia.
    [Show full text]
  • Building Professional Partnerships – Capacity Building, Coupled with a Well-Defined Focus, Purpose and Meaning, Is the Key
    Building professional partnerships – capacity building, coupled with a well-defined focus, purpose and meaning, is the key When asked if people are the most important asset in an With respect to realising students’ potential, we can barely organisation, few would argue otherwise. That said, as bring about the expected curriculum and pedagogical change educational professionals, we know we need a shared and simply by putting in place the said programmes, projects and strong commitment to developing our students and ourselves competitions. We need informed and dedicated professionals into life-long learners in order that we can all be a true asset. working in partnership to make the change. To this end, we need to create conditions that promote collaboration The theme of our last issue, “Realising Our Students’ with and among our teachers to explore, develop and trial Potential”, provides a different lens through which to see strategies, and to share, examine and reflect on practice, learner diversity. It is a challenge that requires not only successful or otherwise. We have been promoting this kind commitment from each of us, but also collaboration among of collaboration through the introduction of a professional ourselves to build knowledge and to share practice that helps development cycle as an integral part of our school our students to make the best possible achievement. In this support service. It comprises the provision of professional partnership, we are learning by doing – by exploring, applying input through centralised and school-based professional and sharing an array of approaches to help our students to be development programmes, collaborative lesson planning their very best.
    [Show full text]
  • International Forum on Gender and Religion in China: a Dialogue Between Texts and Contexts
    International Forum on Gender and Religion in China: A Dialogue between Texts and Contexts December 18-19, 2015 (Fri to Sat) 國際學術研討會：性別與中國宗教—文本與處境的對話 2015 年 12 月 18 日至 19 日 (五至六) Venue: Room 220, Faculty Board Room, Fung King Hey Building, Faculty of Arts, the Chinese University of Hong Kong 地點：香港中文大學文學院 馮景禧樓二樓學術會議室 The Conference will be conducted in English 會議將以英文進行 International Forum on Gender and Religion in China: A Dialogue between Texts and Contexts 2015, CUHK P. 1 Forum Schedule Day 1 : 18 December, 2015 (Friday) 09:00-9:30 Registration 09:30-9:35 Opening Remarks Session 1: State, Women and Religion Moderator and discussant: Prof. Wai Ching Angela WONG, Chinese University of Hong Kong 1.1 Women’s rights, Nationalism and Religion in Republican China (20 mins) 09:35-10:35 Elena VALUSSI, Loyola University Chicago 1.2 Female Sexuality in Communist Anti-Superstition Propaganda, 1944 - 1945 (20 mins) Xiaofei KANG, George Washington University Discussant (5 mins) Open Discussion (15 mins) 10:35-11:00 ~~~ TEA BREAK ~~~ Session 2: Women’s Sphere/Space & Agency Moderator and discussant: Dr. CHOW Wai Yin, Chinese University of Hong Kong 2.1 Beyond the Boundary of Home: Religion, Space and Women in Hong Kong (20 mins) 11:00~12: 00 Wai Ching Angela WONG, Chinese University of Hong Kong 2.2 The Silent Hat: Islam, Female Labour, and the Political Economy of the “Headscarf Debate” (20 mins) Guangtian HA, University of London Discussant (5 mins) Open Discussion (15 mins) 12:00-12:25 Photo-taking (Entrance of Fung King Hey Building) ~~~ LUNCH ~~~ 12:30-13:40 Venue: Benjamin Franklin Centre Staff Canteen 范克廉樓教職員餐廳 Session 3: Marriage and Family Moderator and discussant: Prof.
    [Show full text]
  • Thomas Tse, the Chinese University
    Thomas Tse, The Chinese University of Hong Kong ([email protected]) and Elsa Lau, The Education University of Hong Kong ([email protected]) 2019 Annual meeting of the Religious Education Association, 1-3 November, 2019, in Toronto, Ontario Title: Principles and Practices of Buddhicized Education in Hong Kong: The case of the Hong Kong Buddhist Association Abstract: Buddhism is a prosperous religion in Hong Kong, and a number of Buddhist bodies run schools with government subsidies. This article takes the Hong Kong Buddhist Association’s current Buddhicized education programme as an example and reviews its principles and practices. The Association sees the local social environment as unhealthy and considers it urgently necessary to foster in students a proper philosophy of life and moral values by strengthening their life and spiritual education with a Buddhist orientation. While keeping Buddhist doctrines as the major source of values and resources in its programme, the Association has expanded its coverage to include current issues related to students’ daily lives. It has also revamped its teaching materials and pedagogy and has sought to provide diverse learning experiences beyond regular lessons. Contemplative education and green education have also been given more emphasis. This article also discusses the problems and prospects of implementing the programme. Keywords: Buddhism, Buddhicized education, Hong Kong, Life education, Values Education 1 Introduction With Hong Kong’s historical background as a British colony, religious schools and religious education continue to have a salient presence. In this special schooling system, religious education plays a crucial role in instilling students with the proper personal, moral, civic and spiritual values.
    [Show full text]