Bulletin Number Two 1986

knowledge and skill to the younger generation. Socio-political changes and developments in the spheres of learning and technology will always produce new source material for education and touch off new social problems which directly affect the orientation ， subject-matter and quality of education. In fact, the School of Education is constantly modifying, revising and strength ening its programmes in order to reflect social needs and cope with academic and cultural developments. Q: Among the many schools o f educational thought now current, which do you find most relevant? A: There are as many schools of educational thought in China as there are in the West. We should study their ideas carefully and give various theories enough reflection, integration and experimentation before applying them for achieving effective education. All theories have spatio-temporal limitations, and none can be regarded as absolutely correct. I would rather pursue whatever knowledge may serve my purpose than confine myself to one particular school. I hope our graduates are open-minded and reflective in their learning and exploration of new ideas. If they are, then, they will be able to acquire flexible and sound educational ideas and methods. Q: Many o f our educational researchers were trained overseas. The educational theories they have learnt are all based on Western culture. Can you comment on localization in education? A: The decline of traditional Chinese education has inevitably caused Hong Kong to develop an educational system based on Western theories. In a cosmopolitan city like Hong Kong, it is natural that its educational theories and methods are derived mainly from those in the West. After several decades of introduction, emulation andadaptation,wehave in our society anew generation of educatorswhohave received rather adequate academic training. In general, however, the present generation is still unable to transcend the limits of Western concepts and theories, and there is a general tendency to ignore the characteristics of our own society and its specific needs in education. Foreign theories are put into practice without suitable modification and thus the desired educational results remain unattainable. Certainly, there should not be any discrimination in the sphere of learning. There is every reason for us to borrow Western experience since the West has been ahead of usin moderneducation. However, in the process of learning and borrowing, we must try to lay a solid foundation for learning and research in our own society. It is therefore necessary for us to strengthen our research in education. Education is a process of socialization and therefore its theories cover a wide scope of activities. Apart from certain general theories based on common human experiences, an edu­ cational theory embodies salient features derived from its own culture, and reflects also the edu cational traditions and problems of the society from which it originates. It is the product of a specific background and origin. As a result, the application of an educational theory means not only accepting the aimsandmethods it specifies, but also recognizing its various basic concepts. Applying a theory also entails unceasing experi mentation, review, modification andadaptation. Consequently, how we can turn a theory into practical use becomes the greatest challenge in education. Under the present circumstances, for the development of education in aChinese society, Western theories and methods may be used as a basis, but they must go through the process of adaptation as much as possible for local use. To achieve this goal, it is necessary for educa tors to embark on a thorough, reflective and critical study of foreign theories, so as to allow for further interpretations, trials and modifi cations. Using localized theories as a tool, edu cators will be able to interpret local educational phenomena and solve relevant problems. They will then gradually develop, through practical classroom application, educational theories and methods in line with the requirements of their own culture. I think teachers andscholarswho are teaching or conducting research at higher institutes of learnings should display initiative and practice what they profess. Those who have cultural awareness and asense of academic responsibility should make innovations within their own pro fessions. To begin with, they should always upgrade their academic standards and uphold academic integrity. Researchfindings andpapers should be compiled in their native language and presented in journals published in their own society. More effort should be made to translate, introduce and review important RECENT DEVELOPMENTS 19