Letters | Why it’s wrong to blame Hong Kong’s protest crisis on teachers and liberal studies

It does not come as a surprise that the causes of the unprecedented social movement in Hong Kong have been traced to deep-rooted issues, but to make education, in particular, liberal studies, a scapegoat takes this line of argument too far.

Characterising the movement as a contest of different ideologies, pundits accuse schools of not doing enough to instil the right values in students, and teachers of using inappropriate teaching materials. The government tightening its grip on schools is, therefore, prescribed as the solution for the thorny problems plaguing the city.

Not only does this reflect an outmoded way of thinking about education, it is also a brutal attack on the professionalism of the local teaching community (“Thousands stage teachers’ rally against handling of protest-linked complaints”, January 3).

This is particularly essential as far as civil, moral and national education is concerned, because we live in an era of information overload. Teachers can, of course, brainwash students into subscribing to patriotic doctrines, but the outcome would be short-lived. This is because, without active thinking, students are not likely to internalise these ideas. When exposed to the sea of information on the internet, they can be easily brainwashed otherwise no less effectively.

Besides, values education involves affective education, which focuses on developing belief systems, emotions and attitudes. Unlike knowledge, which can be acquired, identity can only be fostered through appreciating the values of the culture.