踢走人權公義的《更新人文教育學習領域課程指引》講座 國際特赦組織香港分會 教育專業人員協會 日期：2016年3月10日 (星期四) 梁恩榮 香港教育學院教育 政策與領導學系 客席副教授 管治與公民研究中心 聯席總監

(I) Civic education –Typology of citizenship (II) 和平教育- 暴力與和平 內容： (I) Civic education –Typology of citizenship (II) 和平教育- 暴力與和平 (III)公義與人權 (IV) 結論 References: Banks, J. (2008). Diversity, group identity and citizenship education in a global age. Educational Researcher, 37(3), 129-139. Galtung, J. (1969). Violence, peace and peace research. Journal of Peace Research, 6(3), 167-191. Leung, Y.W., Yuen, W.W. & Ngai, S.K. (2014). Personal Responsible, Participatory or Justice-oriented Citizen: The case of Hong Kong. Citizenship Teaching and Learning, 9 (3), 279-295. Westheimer, J. and Kahne, J. (2004), ‘What Kind of Citizen? The Politics of Education for Democracy’, American Educational Research Journal, 41: 2, pp. 237–269.

(I) Civic education – Typology of citizenship (Westheimer & Kahne, 2004: Leung, Yuen and Ngai, 2014) 1. Personally responsible citizen : Act responsibly; works and pay taxes; obey laws; volunteers to lend a hand, emphasis on charity and service not politics . Associated civic virtues: honesty, integrity, self-discipline, responsible and obedience. 2. Participatory citizen: Active member of the community; organize community actions; know how government works and how to adopt appropriate strategies to accomplish collective tasks; act within the boundary of law and convention. As compared to a personally responsible citizen, a participatory citizen is a leader. Associated civic virtues: trust, active participation, and community collaboration.

Both type 1 and 2 tend to keep status quo. 3. Justice-oriented citizen: Critically assesses social, economic and political structures; seeks to address structural injustice critically; know how to use political mobilization to achieve systemic change; emphasis on social transformation, may confront the boundary of law and convention (civil disobedience). Associated civic virtues: justice, fairness, participation Unlike type 1 and 2, this type of citizen has a social transformative attribute and is similar to “transformative citizen” in Bank (2008)’s typology. The civic education in HK, both policy and implementation in schools, are just wandering to and fro between the Personal Responsible Citizen and Participatory Citizen, responding to the context but rarely attaining Justice-oriented Citizen. Since there are many types of injustice, political, social, economical, all over the world, including Hong Kong, many youth adopt various forms of traditional and non-traditional, means, including civil disobedience, both non-violent and violent, to fight against the injustice. That is they are some how behaving as justice-oriented citizens. Hence, there is a big gap between the youth’s civic behavior and the civic education programme. The civic education for the cultivating Justice –Oriented Citizen is urgently needed.

(II) 和平教育- 暴力與和平(Galtung, 1969) 定義為任何對個人實際肉體和思想潛力的不合理控制，以致個人的實 際情況遠離其潛力可達至的情況，因而造成不同情況的傷害。 直接暴力(direct violence/ physical):主體施行有意圖的行為，受 體可能因此受到身體或精神上的傷害。直接暴力是顯露的。 結構性暴力(structural violence):與直接暴力相比，結構性暴力强 調暴力的主體難以確定，但同直接暴力給人類造成的痛苦是一樣的。 結構性暴力主要是基於社會、經濟、制度、政治、法律、文化等傳統 因素對人的潛力的限制和傷害，具體包括：專制政體，不合理的經濟 制度、經濟和政治權力的不平等關係、社會歧視等方面。結構性暴力 是隱藏的。有時被稱為社會不公義。 文化暴力(cultural violence):指的是藉著思想、宗教、意識形態等 來合法化、合理化、常規化結構性暴力，使結構性暴力成為“正確 的”，或者至少是沒有錯的。 有解讀認為有些直接暴力是可諒解的，因為這些暴力是人民在結構性 暴力長期壓抑下，訴求經年累月得不到回應的自然反彈。

要達到和平 (正面 + 負面) ，一定要處理直接暴力 +結構性暴力 +文化暴力。 換句話說， 必需處理社會的不公義。 只處理直接暴力，而不處理結構性暴力和文化暴力所得的和平並不是真和平。 沒有公義的和平是假和平。

(III)公義與人權 以世界人權的公的作為檢视公義的標準。 政治公義 《世界人權宣言》+ 《公民權利和政治權利國際公約》 的相關條文。 例 「真 普 選」 ， 可參《公民權利和政治權利國際公約》25條。 http://www.hkhrm.org.hk/database/1c1.html 經濟、社會公義 《世界人權宣言》+ 《經濟、社會、文化權利國際公約》的相關條文。 http://www.hkhrm.org.hk/database/1b1.html (IV) 結論 一個不處理公義和世界人權標準的《人文教育學習領域課程指引》 是 不合格的課程政策文件， 無助於建構公義與和平的社會。 完