Bulletin Spring‧Summer 2003

Student Union Activities Interest in the student union too has been waning in recent years, he said. The figures say it all: in the few years preceding 2003, for example, not more than 20 students showed any interest in running for executive committee posts of the CU Student Press, and the number o f those who eventually filled such posts seldom exceeded 10 each year for the last five years. ‘Students couldn't care less about their student union. This is evident f r om the response to the seminars we organized and contributions to the CU student magazine. Yet the minute we slip, they pounce on us because they feel their interest is at stake. Has the student union's functions weakened to the extent that it has zero appeal? Have students lost all interest in the student union? I believe the two are mutually reinforcing,' Tak-lap commented. These phenomena are a sign of the times. From the early days through the 80s, he said, university students saw it their mission to change society and society lent them its ear. That was what the student movement was essentially about. Now the voices of university students, much weaker than before, are further drowned out by other economically-driven agendas. Not surprisingly the student union has lost its attraction for idealists and enthusiasts. So why does he still fight this seemingly lost battle? ‘We hope to make a difference although we know we can't turn the tide. We only hope to promote values we deem essential f o r u n i v e r s i ty students t h r o u gh our publications,' he said. Orientation Camps The o ' camp controversy last year provoked Tak-lap and other Student Press membe rs to d i g up ma t e r i al on the development of o'camp culture at CUHK. They found that though o'camps have always included pranks, slogans and games, the focus has changed over the years. In the 70s the themes revolved around ‘ ca r i ng for society and k n ow i ng your c o u n t r y' whereas the 80s advoca t ed i ndependent t h i n k i n g. Student u n i on members from the 70s would criticize their successors for lacking a clear direction while the latter would accuse the former of forcing ideas down people's throats in the name of idealism. 'Coming to the 90s, does anyone still remember any of the o'camp themes?' Tak-lap remarked. The nature of the games has also changed, he observed. Un l i ke the ones now, the situational games in the 70s and 80s often went beyond having a good time to test the new entrants' critical faculty and righteousness. Curriculum Structure and Institutional Integration The University is reviewing the past 40 years to prepare for the future. Tak-lap hopes that it w i ll keep its credit unit system, which he praises for its flexibility. The only catch, he said, is the three-year curriculum. ‘Under the current system, students tend to choose subjects to fulfil credit requirements or to boost their grade point average. They also have to start making career decisions quite early on. A four-year curriculum allows more room for all- round development. It is also more compatible with the University's ideal of the whole-person approach to education,' he said. As the University begins to have a solid history and a significant alumni network, Tak-lap said, it should take care to keep its own identity and values while seeking to expand, possibly by integrating with another institution. ‘The University must ask itself how the integration would help it realize its educational goals; it must present clear arguments and statistical support for its decisions. Only in so doing can any move it decides to make be c o n v i n c i n g ,' he concluded. Recounting Their Experiences at CUHK 15