Title

Author(s)

Critical thinking and knowledge in liberal studies: ways of

seeing

Leung, Hai-ka, Elaine.; .

Citation

Issued Date

URL

Rights

2010

http://hdl.handle.net/10722/177230

The author retains all proprietary rights, (such as patent rights)

and the right to use in future works.

Critical Thinking and Knowledge in

Liberal Studies:
Ways of Seeing

Elaine Leung Hai Ka

(2008875425)

Dissertation presented in partial fulfillment of the requirements of the degree

of Master of Education, the University of Hong Kong
August 2010

Declaration

I hereby declare that this dissertation represents my own work and that is has
not been previously submitted to this University or any other institution in
application for admission to a degree, diploma or other qualifications.

August 2010

II

Acknowledgements
I express my deepest gratitude and warmest appreciation to my supervisors, Prof
Cheng Kai Ming and Dr Ki Wing Wah for their valuable time and intellectual
contributions to this dissertation, as well as their continuous support and
encouragement.

I thank Prof. Cheng for his inspiring advice and being a role model as a profound
scholar. It is has been a privilege to learn from Prof. Cheng, who has provided
insight into academic research as well as life more generally.

I thank Dr. Ki for his open-mindedness, help, support and patience. Dr. Ki is a
superb teacher and motivator who helped me be more proactive and creative.

Their expertise helped me complete the dissertation, as well as become a more

rounded person and critical thinker.

Special thanks also to the participants in this research. Thank you all for
valuable time and for sharing information and insights.

Lastly, I heartily thank my wonderful parents, beloved one, and friends for their
encouragement and support during the work. This dissertation would not have
been possible without the help of so many people, in so many ways.

III

Content
Chapter 1
1.1 Introduction
1.2 Research focuses
1.3 Guiding questions

P.1
P.2
P.3

Chapter 2 Literature review

2. 1 Definitions of critical thinking
2. 2 Dispositions of critical thinking
2.3 Habits of mind
2.4 Importance attitude for thinking
2.5 The importance of critical thinking in Liberal
Studies
2.6 Critical thinking and daily life
2.7 Subjects and critical thinking
2.8 High level thinking
2.9 Expert and novice in high order thinking
2.10 Pedagogy of high level thinking
2.11 Assessing critical thinking
2.12 Critical thinking as educational capital
2.13 Ideal critical thinker
2.14 Critical thinking and democratic society
2.15 Subject knowledge in Liberal Studies
2.16 Knowledge, truth and power
2.17 Schooling and the ownership
2.18 Pedagogy of the oppressed in Liberal Studies

IV

P.4
P.10
P.13
P.16
P. 17
P.19
P.20
P.21
P.22
P. 23
P.25
P.30
P.30
P.31
P.33
P.34
P.37
P.41

Chapter 3 Methodology
3.1 Interviews
3.2 Interview Settings
3.3 Stages of interviews
3.4 Let informants lead
3.5 Participants
3.6 Profile of each participant

P.44
P.45
P.45
P.51
P.52
P.53

Chapter 4 Findings
4.1 Case Study of Participant A
4.2 Observations and analysis of Participant A
4.3 Case Study of Participant B
4.4 Observations and analysis of Participant B
4.5 Case study of Participant C
4.6 Observations and analysis of Participant C
4.7 Case Study of Participant D
4.8 Observation and analysis of Participant D
4.9 Case Study of Participant E
4.10 Observations and analysis of Participant E
4.11 Case study of Participant F
4.12 Observations and analysis of Participant F
4.13 Case study of Participant G
4.14 Observation and analysis of Participant G

P. 59
P. 66
P. 69
P. 91
P. 95
P. 109
P. 112
P. 128
P. 132
P. 158
P. 162
P. 146
P. 175
P. 200

Chapter 5 Summary of the Findings

5.1 Table 5
5.2 Table 6.
5.3 Table 7.
5.4 Table 8.

Focus and nature of Liberal Studies

Interpretation of critical thinking
Interpretation of knowledge in Liberal
Studies
Correlation of critical thinking and
knowledge
V

P. 204
P. 207
P. 210
P. 213

5.5 Table 9.
5.6 Table 10.
5.7 Table 11.
5.8 Table 12.
5.9 Table 13.

Own ways/approach of teaching Critical

thinking
Issues of teaching critical thinking
Constrains and difficulties of teaching
critical thinking in Liberal Studies
Can Liberal Studies liberate?

P. 215
P. 218
P. 219
P. 220
P. 221

Chapter 6
6.1 Nature of Liberal Studies
6.1.1 Interpretation of knowledge in Liberal Studies
6.1.2 Critical thinking
6.1.3 Correlation of critical thinking and knowledge
6.2.1 Pedagogy of critical thinking
6.2.2 Critical thinking and Liberal Studies assessment
6.3 Difficulties and constraints of teaching critical thinking
in Liberal Studies
6.4 Liberal studies: prospects and suggestions
6.4.1 Teachers attitude
6.4.2 Discussion in class

P. 223
P. 224
P. 228
P. 232
P. 233
P. 236
P. 238
P. 240
P. 240

6.4.3 Non-written tasks for critical thinking

P. 241
P. 241

6.4.4 Asking questions and arguing

P. 242

6.4.5 Critical thinking: data and materials

P. 243

6.4.6 Critical thinking in the young

P. 243

6.4.7 Critical thinking in Liberal Studies assessment

P. 245

6.4.8 Marking the exam

P. 245

6.4.9 Rubrics and complexity of critical thinking

P. 246

6.5 Can Liberal Studies liberate?

P. 247

VI

P. 249

Chapter 7 Conclusion
Chapter 8 Limitations and further study

P. 254
P. 256

References
Appendices
Appendix 1 The Holistic critical thinking scoring rubric
Appendix 2 Sample Transcripts 1
Appendix 3 Sample Transcripts 2
Appendix 4 Sample Transcripts 3
Appendix 5-7 News article about critical thinking in
Liberal Studies

VII

P. 271
P. 272
P. 297
P. 310
P. 325
- 340

List of Illustrations

Figures
Figure 1
Liberal Studies and the Three-year Senior Secondary Curriculum
Figure 2
Picture of the illustration of Liberal Studies drew by participant D
Tables
Table 1
Dimensions of Habits of Mind
Table 2
Critical thinking Habits of Mind
Table 3
The Dimensions, Types, and Categories of Higher-Level Thinking

Table 4
Summary of the background of participants
Table 5
Focus and nature of Liberal Studies
Table 6
Interpretation of critical thinking
Table 7
Interpretation of knowledge in Liberal Studies
Table 8
Correlation of critical thinking and knowledge

VIII

Table 9
Own ways/approach of teaching critical thinking
Table 10
Issues of teaching critical thinking
Table 11
Constrains and difficulties of teaching critical thinking in Liberal
Studies
Table 12
Subject is best at developing critical thinking
Table 13
Can Liberal Studies liberate?
Table 14
Comparison of the elements of critical thinking
Table 15
Ultimate desirable goals of critical thinking

IX

Abstract
The study explores perceptions of critical thinking and knowledge by New Senior
Secondary Liberal Studies teachers in Hong Kong. The insights in this study have
implications for the curriculum development and pedagogy, particularly regarding
how we can improve the teachers training of critical thinking.

Seven Liberal Studies teachers (with various levels of teaching experience and
differing backgrounds) were invited to in-depth interviews about their experience
teaching Liberal Studies, and particularly regarding critical thinking and
knowledge, as well as their pedagogies and views of this subject.

Factors such as work experience, personality, school training, and cultural identity
affect

ways of seeing critical thinking and knowledge. Also, these interviews

provide insights into a better pedagogy in high order thinking. We can gain
understanding of the difficulties and constraints of teaching critical thinking in
Liberal Studies. The research is also a critical thinking process, which is explored
in conversations with participants. The study asked them to reflect on what they
thought and had experienced. The participants gave useful insights and
suggestions.

Chapter 1
1.1 Introduction
In this post-modern age of unprecedented change and expansion, new information
multiplies as old information becomes obsolete. Constant and accelerating shifts
in information require all members of society to be equipped with the skills
necessary to assess and evaluate knowledge(Geertsen, 2003).We need to have a
critical mind to face this sea of information.

Liberal Studies is a compulsory subject in NSS which emphasizes thinking skills.

It is a hot issue because of its nature and focus and also because of the design of
the curriculum and assessment. Critical thinking is mentioned 19 times in the
Liberal Studies Curriculum and Assessment Guide. However, it does not discuss
what critical thinking actually is. Liberal Studies is flexible, as mentioned in the
guide. Scholars and experts might have different definitions of critical thinking or
even liberal studies. Teachers are actually the ones who deliver the curriculum and
their interpretation is important.
Most research into critical thinking focuses on definition, deposition, and the
relationship between epistemological beliefs from the educational psychology
approach rather than the ethnographic approach. It is worth understanding how
teachers interpret critical thinking and knowledge and how other factors play a
role, such as personality, school training, life experience, and cultural identity.
With this approach, we can understand more about the pedagogy, and the
constraints and difficulties involved in teaching critical thinking, so as to gain
more insights into improving curriculum planning and teacher training.
1

1.2 Research focuses

This research focuses on critical thinking and knowledge in Liberal Studies
from the perspective of teachers, and their interpretation of the correlation
between the two.

Through interviews, influential factors that affect ways of seeing critical thinking
and knowledge can be explored, such as work experience, personality, and
school training,

Also, by exploring critical thinking, this study examines better pedagogy in high
order thinking. In discussing Liberal Studies, we can understand more about the
difficulties and constraints involved in teaching critical thinking in Liberal Studies.
My work as the researcher involved interpreting participants views of critical
thinking and knowledge in Liberal Studies, and included a critical thinking
process through conversations with the participants. They were asked to reflect on
what they thought and what they had achieved. Finally, by sharing these
experiences, we can explore how Liberal Studies can liberate students and
teachers.

1.3 Guiding questions

1. How can teachers interpret critical thinking, knowledge and the

relationship between them in Liberal Studies?
2. How do personal working experiences, cultural identity, and school training
affect interpretations of critical thinking and knowledge?
3. How can pedagogy be improved so as to teach critical thinking in Liberal
Studies?
4. Are there any difficulties or constraints in teaching critical thinking in
Liberal Studies?
5. Are there any suggestions as to how to improve Liberal Studies particularly
regarding critical thinking and the teaching of high order thinking?
6. Can Liberal Studies liberate students and teachers?

Chapter 2
Literature review
In the last quarter of the Twentieth Century, there are intensified efforts to define
and measure Critical thinking. (Kurfiss, 1988; Norris & Ennis, 1989; Jones, 1993)

2. 1 Definitions of critical thinking

There are different definitions of Critical thinking abound from different
disciplines. (Facione, 2007) In fact, critical thinking was characterized as merely
an assortment of techniques before rather than as complex, thoughtful, purposeful
process of forming judgments using reason and evidence. (Paul, 1990)
The ambiguous meaning of critical thinking is because there is lack of conceptual
clarity clearly towards this topic. A number of teachers and experts confused about
what critical thinking means. (Geertsen, 2003)
That is why Beyer (1987) advocates a more specialized meaning for critical
thinking:
John Dewey (1910) as one of the most influential educator was the first one who
applied the concept of reflective thinking to delineate critical thinking as active,
persistent, and careful consideration of any belief or supposed form of knowledge
in the light of the grounds that support it, and the further conclusions to which it
tends (Dewey, 1910:6)
Cognitive scientists traditionally defined thinking as problem solving. (Geertsen,
2003)There were numerous definitions of critical thinking were quite divergent
and depended on individual understandings of research needs. To define critical
thinking broadly, thinking was seen as the cognitive processes and strategies
4

involved in decision making, problem solving, or inquiry. A narrow down

definition of critical thinking would be an essential element of general cognitive
processes, such as problem solving or decision making, but was not synonymous
with them. (Alazzi, 2008)
Edward M. Glaser (1942) was one of those experts tried to define critical thinking.
He defined that there are three components of critical thinking, which are still
used as general standards today.
Those are as followings:
1. An attitude of being disposed to consider in a thoughtful way the problems
and subjects that come within the range of ones experience
2. Knowledge of the methods of logical inquiry and reasoning
3. Some skills in applying those methods.
He mentions critical thinking calls for a persistent effort to examine any belief or
supposed form of knowledge in the light of the evidence that supports it and the
further conclusions to which it tends.
On the other hand, Beyer(1984) says that critical thinking is rendering a judgment
about something. It begins with some claim, conclusion or proposed solution and
persistently and objectively evaluates its truth or worth. He explains

The term critical thinking is one of the most abused terms in our
thinking skills vocabulary. Generally it means whatever its users
stipulate it to mean. In some circles the term critical thinking is used
to mean all thinking operations, from decision making to analysis of
part-whole relationships to interpreting. In other circles it means the
skills drawn from Blooms taxonomy. Yet critical thinking is not to
5

be considered as encompassing all, or identical to any, of these

operations. Critical thinking, for example, is obviously not the same
as recall, neither is critical thinking synonymous with decision
making or problem solving.
Beyer (1987:32-33)

With reference to this, Geertsen(2003) believes we should call this type of

thinking as critical judging and place it in a larger category as critical thinking.
He further explains that would be two types of assessment thinking which is
critical judging and dimentionalized judging as the followings:

Two types of assessment thinking (Making judgments of worth)

Critical judging- narrowing (internal consistency)
1. Relevance/irrelevance of information supporting claim or assertion
2. Factual evidence (distinguishes facts from preferences/value judgments,
reasonable inferences, credible sources)
3. Strength of argument (consistent reasoning, unambiguous assertions, no
logical fallacies)
4. Underlying assumptions and/or biases

Dimentionalize Judging- broadening (other dimensions)

1. Relevance/ irrelevance of information supporting alternative claims or
assertions
2. Comparative factual evidence (Factual discrepancies, factual triangulation,
reasonable inferences, credible sources)
6

3. Scope and strength of alternative arguments (limiting conditions, possible

contradictions, possible contradictions, consistent reasoning, unambiguous
assertions, no logical fallacies)
4. Contrasting underlying sets of assumptions and/or biases
Geertsen(2003:9)

Latter, Richard Paul (1993) mentions critical thinking is about your thinking while
youre thinking in order to make your thinking better.
There are two things critical:
1. Critical thinking is not just thinking, but thinking which entails selfimprovement
2. This improvement comes from skill in using stands by which one
appropriately assesses thinking. It is self-improvement (in thinking) through
standards(that assess thinking).
He further explains to think well is to impose disciple and restraint on our
thinking- by means of intellectual standards- in order to raise our thinking to a
level of perfection or quality that ins not natural or likely in undisciplined,
spontaneous thought. He emphasizes control through discipline and restraint.
Latter, Norris and Ennis(1989) defines critical thinking is reasonable and
reflective thinking that is focused upon deciding what to believe or do.
Ennis(1996) further explains critical thinking is reasonable reflective thinking
what is focused on deciding what to believe or do.
Reflective thinking requires the continual evaluation of beliefs,
assumptions, and hypotheses against existing data and against other
plausible interpretations of the data. The resulting judgments are
7

offered as reasonable integrations or syntheses of opposing points of

view. Because they involve ongoing verification and evaluation,
judgments based on reflective thinking are more likely to be valid and
insightful than are beliefs derived from authority, emotional
commitment, or narrow reasoning
(King and Kitchener, 1994:7)

Esterle (1993) mentions a critical thinker is not only capable of reflecting,

exploring, and analyzing but choose to think in these advanced, sophisticated
ways
Further, Geertsen(2003) points out that critical thinking and reflective thinking are
distinctly different yet complementary forms of high level thinking.
Critical thinking should involve both responsible assessment of reasons and
arguments. It also mentioned critical thinking is typically understood by educators
has at least three features: it is done for the purpose of making up ones mind
about what to believe or do; the person engaging in the thinking is trying to fulfill
standards of adequacy and accuracy appropriate to the thinking; and the thinking
fulfills the relevant stands to some threshold level.(Bailin, Case, R., Coombs, &
Daniels, 1999)
Paul and Elder (2003) define critical thinking as self-directed learning spiral in
which intellectual standards are applied to the thinking process with the goal of
improving the quality of thought. The intellectual standards of their definition of
critical thinking include clarity, logic, accuracy, precision, breath, depth,
relevance, significance, completeness, and fairness.

They defined a set of intellectual traits of virtues that are characteristic of critical
thinking as followings:

Intellectual humility or the recognition that we might discover new

information and admit we were wrong

Confidence in reason an agreement to rely on logic as a standard for

determining the veracity of a claim

Autonomy the ability to say what one thinks without coercion or

compromising conflicts of interest

Courage to take an unpopular perspective

Perseverance to track down important details relevant to the question

Intellectual empathy to understand others points of view

Fair-mindedness to consider arguments without bias

Integrity to present all information with correct attribution of sources

and fair representation of others work

King and Kitchener (2004) argue that the notions of critical thinking as limited to
either logical thinking or problem-solving skills. They point out that those
definitions ignore the underlying epistemic assumptions. Instead of using the term
critical thinking, they present a developmental theory of reflective judgment.
On the other hand, some critical thinking theorists have assumed that critical
thinking is the analysis and assessment of statements, arguments or reasons. It
involves judging an intellectual product on the basis of appropriate standards.
Thinking critically could be considered as to assess reasons properly and the
willingness, desire, and disposition to base ones actions and beliefs on reasons.
Also, it should involve appropriate deliberation or reflection.
9

There is a widespread agreement that most of the definitions share some basic
features and probably address some component of critical thinking (Potts 1994)
The cognitive skills of analysis, interpretation, inference, explanation, evaluation,
and of monitoring and correcting ones own reasoning are at the heart of critical
thinking (APA,1990)
The following is the expert consensus statement regarding critical thinking from
the empirical research held in 1990 under the sponsorship of the Committee on
Pre-College Philosophy of the American Philosophical Association:
We understand critical thinking to be purposeful, self-regulatory
judgment which results in interpretation, analysis, evaluation, and
inference, as well as explanation of the evidential, conceptual,
methodological, criteriological, or contextual considerations upon
which that judgment is based. CT is essential as a tool of inquiry. As
such, CT is a liberating force in education and a powerful resource in
ones personal and civic life. While not synonymous with good thinking,
CT is a pervasive and self-rectifying human phenomenon.
(APA, 1990)
Generation a consensus definition is less important than simply choosing
definition that meets the needs and consistently applying it. (Bissell and Leomons,
2006)

2.2 Dispositions of critical thinking

There are researchers stressed the importance of dispositions of critical thinking
that involved in analyzing individuals critical thinking abilities which mean a
person might possess critical thinking skills but not use them.
10

John Dewey described the dispositional aspects of thinking as personal attributes

it is applied to humans to refer to characterological attributes of individuals.
(Dewey, 1933) He focused on the attitude of the thinker. He considered attitude to
be more crucial than knowledge reasoning, He believed that in the absence of a
thoughtful and perspective disposition, knowledge of how to think had limited
value. He concerned about attitude because he believed that all supposed forms
of knowledge are tentative and time-bound.
French and Rhoder(1992) believe the disposition of the thinker is a crucial
element in high level thinking. Facione (2000) further explains people who have
the talent for skillful thinking but lack the consistent internal motivation to use
that talent. He mentions the disposition toward critical thinking is the consistent
internal motivation to engage problems and make decisions by using thinking
Habits of mind are different critical thinking disposition. Disposition it means an
inclination, tendency or willingness to behave in a particular way. It is a tendency
to exhibit frequently, consciously, and voluntarily a pattern of behavior that is
directed to broad goal. (Katz, 1993) It is composed of three endurable
psychological elements: sensitivity, inclination and abilities (Ritchhart &
Perkins,2000)
People with critical thinking dispositions has the tendency toward critical thinking
and are able to sense when it is needed and apply it. But for the habits of mind of
critical thinking, it has four more elements: attitudes, values, commitment, and
policy. For the habits of mind, they are the intellectual tendencies or dispositions
to act in a particular way.(Ip, 2010)
An empirical research on the concept of Critical thinking was held in 1990 under
the sponsorship of the Committee on Pre-College Philosophy of the American
11

Philosophical Association gave the conceptualization of critical thinking for

purposes of instruction and educational assessment. From this project, critical
thinking was characterized as a self-adjusting process of judging what to believe
or what to do in a given context. In so doing a person engaged in critical thinking
uses a core set of cognitive skills to form that judgment and to monitor and
improve the quality of the judgment (APA, 1990) from this we can see critical
thinking skills requires that one take into reasoned consideration the evidence,
methods, contexts, theories, and criteria which, in effect, define specific
disciplines, fields, and areas of human concern.
It went beyond a brief definition and offered lists of core critical thinking skills
and sub-skills and a robust expression of the positive side of dispositional aspect
of critical thinking in its description of the ideal critical thinking. (Facione, 2000)
Facione describes Truth-seeking as the desire for best knowledge in any given
situations, asking the tough questions, and being willing to follow reasons and
evidence wherever they lead even if the result is contrary to ones own
preconceptions and interests.
Skills and dispositions are mutually reinforcing and that is why they should be
explicitly taught and modeled together. (King & Kitchener, 1995) The linkage
between motivation and learning that responds best to the insight that critical
thinking skills and the disposition to use critical thinking should come together in
practical and important ways.
Disposition toward critical thinking can be described as an intellectual virtue and
in order to teach thinking, teacher must nurture truth-seeking, open mindedness,
analyticity, systematicity, intellectual curiosity, confidence in the proper use of
reason and evidence, and maturity of judgment. That is why people must be
12

disposed to use what they have learned because being skilled does not assure one
is disposed to use critical thinking and being disposed toward critical thinking
does not assure that one is skilled.(Facione, 2000)

2.3 Habits of mind

There is shift of the study in critical thinking from skills(e.g. Glaser) to
dispositions(e.g. Ennis), then to habbits of mind. (Scheffer & Rubenfeld, 2000)
Costa and Kallick(2008) defined a habit of mind as having a disposition toward
behaving intelligently when confronted with problems with dichotomies,
dilemmas, enigmas and uncertainties which is a composite of many skills,
attitudes, cues, past experiences, and proclivities. (Costa, 2008:17)

13

Table 1. Dimensions of Habits of Mind

Dimension

Description

Value

Choosing to employ a pattern of intellectual behaviors

Inclination

Feeling the tendency to employ a pattern of intellectual

behaviors

Sensitivity

Perceiving opportunities for, and appropriateness of,

employing the pattern of behaviors

Capability

Possessing the basic skills

Commitment

Constantly

striving

to

reflect

on

and

improve

performance of the pattern of intellectual behaviors.

Policy

Making it a policy to promote and incorporate the

patterns of intellectual behaviors into actions, decisions,
and resolutions of problematic situations.

Source: Costa and Kallick (2008:17)

Tishman (2000) further explained that habits of mind were the intelligence
expressed as characteristic patterns of intellectual behavior in everyday situations.
Bailin, Case, R., Coombs, & Daniels (1999) point out that thinking critically in
terms of intellectual resources should be included the following kinds: background
knowledge, operational knowledge of the standards of good thinking, knowledge
of key critical concepts, heuristics(Strategies or procedures) and habits of
mind(respect for reasons and truth, respect for high-quality products and
performances, an inquiring attitude, open mindedness and fair mindedness)

14

Also, one of the influential experts in critical thinking, Facione (2011) also
emphasizes on the habits of mind especially in critical thinking. He points out that
there are positive and negative habits of mind as the following:

Table 2. Critical thinking Habits of Mind (Facione, 2011)

Positive

Negative

Truth-seeking

Intellectually dishonest

Open-Minded

Intolerant

Analytical

Heedless of consequences

Systematic

Disorganized

Confident in reasoning

Hostile toward reason

Inquisitive

Indifferent
Imprudent

He further asks a question which is very inspiring for teacher. Is a good critical
thinker automatically a good person? From his view, there is a difference between
strong critical thinker and good critical thinker. A person can be adept at
developing cogent arguments and very adroit at finding the flaws in other peoples
reasoning. Then he or she use these skills unethically to mislead and exploit
another person or frustrate a project. It is possible that people with superior
thinking skills and strong habits of mind would use their talents for ruthless,
horrific and immoral purposes. Experience, knowledge, mental horsepower, and
ethical virtue are not all one and the same.
Event there is no guarantee that becoming educated and practicing good judgment
would have a life of happiness, virtue or economic success, Facione still believes
15

that teach people to make good decision and equip them to improve their own
futures and become contributing members of society, rather than burdens on
society is important.
On the other hand, Geertsen (2003) believes there should be three elements of
proper attitude with critical thinking. First, a reflective thinker has a tendency
toward carefully consider and pondering a new possibilities when confused,
bewildered, or filled with doubt. These illustrated the open-minded element of
proper attitude. Further, a critical thinker has a tendency toward scrutinizing new
as well as existing knowledge and to base evaluations on compelling and/or
logically consistent evidence. Also, the third essential element of proper attitude is
a tendency to be inquisitive or ask questions.

2.4 Importance attitude for thinking

Robert K. Merton(1968) mentions that when we have the proper attitude, we make
use of the current knowledge at hand while leaving the door open to new evidence
and insight.
Thayer-Bacon(2000) emphasizes the need to transform critical thinking into
socially constructive thought. She proposes a constructionist view of higher level
thinking directed outward to others a view that values imagination, feeling and the
social construction of meaning.

Open-minded is of the essential characteristics of proper attitude towards high

level thinking. It means having respect for other viewpoints and a willingness to
consider those alternative ideas. It also includes an intellectual curiosity in
considering new questions and seeking new answers. Also, evidence-mindedness
16

is another essential element of proper attitude. Withholding judgment until proper

evidence is obtained includes a systematic skepticism and objectivity. (Geertsen,
2003)
Richard Paul (2006) as the leading expert critical thinking believes the
information flux in the modern world requires considerable rethinking about how
teachers teach.

2.5 The importance of critical thinking in Liberal Studies

Critical thinking is important to liberal studies because it helps the student to
develop the ability to think critically. Having critical thinking in liberal studies
comes with a range of skills for life-long learning, including creativity,
problem-solving skills, communication skills etc. All these can help to develop the
student identify the values underlying different views and judgments on personal
and social issues, and apply critical thinking skills, creativity and different
perspectives in making decisions and judgments on issues and problems at both
personal and social levels. (CDC&HKEAA, 2007)
Liberal Studies emphasizes in critical thinking. It is just like what Siegel (1988)
mentions critical thinking is about striving for the students early achievement of a
significant degree of autonomy and self sufficiency and aimed to get the student to
be an active participant in the establishment and creation of his or her adult life.
He believes that Critical thinking can promulgate the development in students of
autonomy, self sufficiency, the skills of reason assessment, and the attitudes,
dispositions, habits of mind, and character traits of the critical spirit and erects
those features of persons as the fundamental guidelines for the evaluation and
transformation of society.
17

Liberal studies as a compulsory and core subject for the higher form secondary
students, it is a subject which has moral and value education in order to render
student-self sufficient and capable of determining their own futures. With critical
thinking, it can foster students capacity for life-long learning, so that they can
face the challenges of the future with confidence. (CDC&HKEAA, 2007)
With reference to this, the development in students of the promulgation of critical
thinking is quite similar to the five curriculum concepts: Academic rationalism,
social efficiency, cognitive processes, humanism and social reconstruction.
Further, having critical thinking in liberal studies comes with a range of skills for
life-long learning, including creativity, problem-solving skills, communication
skills etc. All these can help to develop the student identify the values underlying
different views and judgments on personal and social issues, and apply critical
thinking skills, creativity and different perspectives in making decisions and
judgments

on

issues

and

problems

at

both

personal

and

social

skills. (CDC&HKEAA, 2007) It states as follows:

Classroom interaction is primarily teacher-directed. This allows
more control over the aims, content, organization, pace and direction
of lessons. However, students can be invited to raise questions about
the content and discuss them at points that encourage critical thinking.
Teachers must allow sufficient time for discussion-based enquiry in a
Liberal Studies classroom.
(CDC&HKEAA, 2007:107)
From this, we can see to a certain extent, students moral worth is respected. Also,
students and teacher should respect for persons has ramifications. With reference
to the Issue-enquiry and multiple perspectives , the approaches and strategies in
18

Liberal Studies curriculum are all try to encourage students to have critical
thinking.
Allows for different points of view, representing different values and
interests. Teacher should guide the students to make reasoned
judgments and take action for the betterment of society, rather than
remain

merely

critical

in

negative

way.

(CDC&HKEAA, 2007:101)
As it mentions, in the teaching of Liberal Studies, teachers honor students
demand for reasons and explanations, deals with students honestly, and recognizes
the need to confront students independent judgment.

2.6 Critical thinking and daily life

Even when Chairman of JCS , US Navy Admiral Mullen was giving out the
leadership lesson to National Defense, he mentioned about critical thinking. You
will recall how you were inspired to think critically and to question without fear,
to seek out radically different solutions and to voice them without reprisal, to read
widely and deeply, and to examine without end and grow intellectually. What I
ask is this: pass it on.
Also the author of Thinking critically (1991), John Chaffee mentions how
critical thinking changed his life.
Critical thinking is my life; its my philosophy of life. Its how I
define myselfIm an educator because I think these ideas have
meaning. Im convinced that what we believe in has to be able to
stand the test of evaluation.

19

Even on the internet, there are lots of information about critical thinking and
problem solving and the Six steps to effective thinking and problem-solving is
the quite common one.
Six Steps to Effective Thinking and Problem-Solving1
Identify the problem. Whats the real question were facing here?
Define the context. What are the facts and circumstances that frame this
problem?
Enumerate choices. What are our most plausible three or four options?
Analyze options. What is our best course of action, all things considered?
List reasons explicitly. Lets be clear: Why we are making this particular
choice?
Self-correct. Okay, lets look at it again. What did we miss?

In everyday situations and in every domain of knowledge or professional practice,

good critical thinking involves attending to the contexts, theories, methods,
evidence, and standards within which problems are framed and decisions formed.
(Facione, 2000 )

2.7 Subjects and critical thinking

There are some researches mentions that many introductory science, technology,
engineering and math courses do not encourage the development of critical

Original source is from: http://www.telacommunications.com/nutshell/cthinking7.htm

20

thinking abilities. (Fox and Hackerman 2003; Handelsman , 2004)

Further, Ahrash and Paula(2006) tried to try to understand why so many faculty
want their students to think critically but are hard-pressed to provide evidence that
they understand critical thinking or their students have learned how to do it. They
identified two major impediments. First, there is a problem of defining critical
thinking. Second, it is difficult to develop critical thinking in the classroom it is
not easy to measure critical thinking ability

2.8 High level thinking

Geertsen(2003) mentions assessment thinking is one of several dimensions of
higher-level thinking. Critical thinking judging is critical assessment thinking and
dimensionalized judging is reflective assessment thinking.

Table 3. The Dimentions, Types, and Categories of Higher-Level Thinking

Six Dimensions

Twelve types of Higher-Level Thinking

Strategy thinking

Decision Marking

Problem solving

Referential thinking

Conceptualizing

Contexuatlizing

Assessment thinking

Critical judging

Dimensionalized
Judging

Scientific thinking

Researching

Theory Building

Reflective thinking

Foundational

Constructional

Comparative thinking

Typological

Analogical

Two broad categories

Critical Thinking

Reflective thinking
(Geertsen, 2003:9)

21

2.9 Expert and novice in high order thinking

In order to see the difference between expert and novice in high order thinking,
Samuel Wineburg(1991) had done a program of expert and novice as the combine
of empirical research with historiographic writings. In this program found out the
differences between the two groups were striking, and not only in the depth of
knowledge exhibited by the working historians.
The most distinguished two groups were the working heuristics employed by the
historians in approaching the evaluation of historical sources. The historians
(experts) approached every historical account with the assumption that it reflected
selective use of information and interpretive reconstructions of actions and
motives.
Those experts imposed their conceptions of history on their readings, seeking
motives, causes, and explanations rather than merely reciting chronologies or
genealogies. In this program, even the most academically accomplished high
school students rarely exhibited the historians frame of mind in reading historical
texts. For those experts, reading for understanding was a matter of recollection,
recitation, and relating one set of facts to another. Another contrast is how
historians and students examined source materials. Even when reading original
sources, as yet uninterrupted by an intervening historian, the experienced
historians employed critical heuristics unique to history, such as the sourcing
heuristic
Written essays are frequently cited as the most appropriate means for assessing
thinking. However, given the current lack of conceptual clarity with respect to
critical thinking, a students writing style can fool not only teachers but also some
of the so-called experts who develop the tests. (Geertsen, 2003)
22

2.10 Pedagogy of high level thinking

Context has important implications for teaching high-level thinking. That is why
there are many educators and policy makers call for an infusion approach to the
teaching of thinking.

(Geertsen, 2003)

Jones and Idol(1990:5) describe the logic of infusion as follows:

According to this approach, thinking occurs within the context of

specific tasks; therefore, instruction for thinking should be situated in
specific problems and functional context that are embedded in the
disciplines, rather than in adjunct programs taught as ends in
themselves. This approach has also yielded powerful instructional
strategies calling for a change in the role of the teacher away from
giving information to teacher as model, decision maker, mediator,
strategist, and collaborator infusion instruction for thinking
requires restructuring curriculum, instruction, and assessment in each
content area as well as teacher education and models of instructional
leadership generally.
Some researchers advocate using rubrics as a way of achieving more authentic
assessments of high level thinking. (Leming, 1998;Montgomery, 2002)
Brookfield(1997) suggests out that a scenario analysis technique using pre-post
test assessments and Yeh(2001) thinks the standardized tests can measure and
encourage critical thinking defined and taught as argumentation.
On the hand, timed testing restricts critical and reflective thought. It rewards quick
judgments and hasty conclusions rather than the carefully reasoned, thoughtful
judgments typical of good critical thinking. (Paris, Lawton and turner 1992)
23

Teachers should promote the proper attitude towards high level thinking. They can
facilitate the development and continued use of higher-level thinking by modeling
proper attitude and repeatedly demonstrating its utility in the classroom. (Geertsen,
2003)
Teachers themselves should be the models because the deficiency in academic
training has far-reaching consequences. Students learn to think, write and speak in
critical ways by watching respected leaders model these behaviors. (Brookfield &
D, 1997) Stehphen Brookfield believes it is crucial and important for the
educators model critical thinking in their own actiosn. (Esterle, 1993) It might be
hard for teachers to expect our students to be truth seeking and open-minded if
they are not.
Some researchers have hypothesized that critical thinking is positively correlated
with the consistent internal motivation to think. There is a possible relationship of
critical thinking skill and the consistent internal motivation, or disposition, to use
that skill. That is why effective teaching must include strategies for building
intellectual character rather than relying exclusively on strengthening cognitive
skills. (Facione ,2000)

Facione emphasizes that we must nurture the dispositions even as we teach the
skills.

The following is the pedagogy of critical thinking:

Problem-Framing and Problem Solving

Model CT skills and dispositions

Reward good CT

Challenge poor CT

Create a climate of reasoned inquiry

24

Diversify judgment contexts

Engage students in critical thinking

Reflect on the use of critical thinking

He believes through practice, and with guidance from a good instructor, we can
develop our thinking skills. He believes critical thinking is judgment, reflective
and purposive.

2.11 Assessing critical thinking

In order to evaluate critical thinking and argumentation, there were various
analytical tools and rubrics developed by researchers.
Bloom 1956 placed knowledge or memorization at the concrete end of the
continuum, followed by comprehension, application, analysis and synthesis. But
latter Beyer(1987) revised Blooms continuum into recall, translation,
interpretation, extrapolation, application, analysis(compare, contrast, classify),
synthesis and evaluation.
Blooms taxonomy (1956)
Blooms taxonomy subdivides the academic skills that students might need into
six different categories as the followings:

Blooms Taxonomy of educational objectives:

1. Knowledge: memorizing of appropriate, previously learned information,
facts, figures or process
2. Comprehension:

understanding and illustrating the

informational

materials.
3. Application: generalizing the facts to other contexts and use of previously
25

learned information in new situations

4. Analysis: Understanding the organizational structure of information and
breaking problems down.
5. Synthesis: making connections between different elements on ones own
6. Evaluation : judging or value base on ones knowledge to ascertain the
quality of the information

The first two categories, knowledge and secondary comprehension, do not require
critical thinking skill, but the last four-application, analysis, synthesis, and
evaluation-all require the high order thinking that characterize critical thinking
that characterize critical thought. (Bissell and Leomons, 2006)
Even though, there are still some faculty believe that critical thinking cannot be
assessed or there is no method to do so. (Beyer 1984 and Aviles 1999) But there
are large body of literature already exists show that critical thinking can be
assessed. (Cromwell 1992, Fisher and Scriven 1997)

SOLO taxonomy (Biggs and Collis, 1982) has are different levels to assess the
quality of students thinking in the Structure of the Observed Learning Outcomes.

SOLO taxonomy describes the level of increasing complexity of a student's

performance by understanding of a subject, through five stages.
1. Prestructural: inability to grasp at the material (or problem)
2. Unistructural: able to understanding or comment on only one aspect of the
material
3. Multistructural: able to identify or view all the aspects of the material
26

4. Relational: able to relate all the different aspects of the material

5. Extended abstract: able to move away from the superficial features of the
material to develop new knowledge or abstract principles
Since the early 1980s, attention to critical instruction has increased significantly.
Ennis (1993) mentions the concept of Blooms Taxonomy of educational
objectives (analysis, synthesis, and evaluation) is a good beginning, but it has
problems. The levels are not really hierarchical, as suggested by the theory, but
rather are interdependent. Although synthesis and evaluation generally do require
analysis, analysis generally requires synthesis and evaluation. (Ennis 1981) He
thinks the five concepts are too vague to guide in developing and judging critical
thinking assessment.
Ennis defines critical thinking is reasonable reflective thinking focused on
deciding what to believe or do.
He mentions a person characteristically needs to do most of the following things
(and do them interpedently) in order to decide what to believe or do reasonably
and reflectively.

1. Judge the credibility of sources

2. Identify conclusions, reasons, and assumptions.
3. Judge the quality of an argument, including the acceptability of its reasons,
assumptions, and evidence.
4. Develop and defend a position on an issue.
5. Ask appropriate clarifying questions.
6. Plan experiments and judge experimental designs.
7. Define terms in a way appropriate for the context.
27

8. Be open-minded.
9. Try to be well informed.
10. Draw conclusions when warranted, but with caution.
Ennis criticizes most existing critical thinking tests is their lack of
comprehensiveness such as they typically fail to test for important things as being
open-minded, and many even fail to test for judging the credibility of sources. He
thinks we should have clear idea of the purpose for the critical thinking test. He
mentions some major possible purposes as following:
1. Diagnosing the levels of students critical thinking
2. Giving students feedback about their critical thinking prowess.
3. Motivating students to be better at critical thinking.
4. Informing teachers about the success of their efforts to teach students to think
critically.
5. Doing research about critical thinking instructional questions and issues.
6. Providing help in deciding whether a student should enter on educational
program.
7. Providing information for holding schools accountable for the critical thinking
prowess of their students.

Ennis suggests the assessment could be subject-specific which assess critical

thinking within one standard subject matter area. Also, for comprehensive
assessment, unless appropriate multiple-choice tests are developed, open-ended
assessment techniques are probably needed. He points out that critical thinking
testing is possible for a variety of purposes.
Subject-independent assessments probably can allow the measurements of critical
28

thinking ability regardless of the context, so it could be possible to compare

different groups of people. (Facione, 2000)
But generalized assessment of critical thinking ability is almost never used in a
typical classroom setting (Browne and Keeley 1998).
There are several problems with these types of tests (Bissell & Lemons, 2006)
Faculty doubt that the measurements indicate anything useful about
disciple-specific knowledge.
Administering these test takes time away from the content of the course and
can be costly; thus, they are viewed as wasted time.
Most faculty lack the time to learn the underlying structure and theory behind
the tests, and so it is unclear to them why such a test would be worthwhile.
Not only in humanities class, we require to have to critical thinking but also for
engineers because it entails not only the conventional practices: considering and
articulating

assumptions

in

problem

solving,

selecting

appropriate

hypotheses/methods for experiments, considering multiple perspectives in an

ethics case study, assessing social impacts of technology, and structuring
open-ended design problems. It also entails thinking critically about engineering.
(Claris & Riley, 2007) If that is the case, ma be we apply the similar flow to
Liberal Studies.
There are many ways to assess Critical thinking, including using performance
appraisals, rating forms, rubrics 2 , and portfolios (Facione & Facione 1996;
Facione and Facione, 1996b)

Refer to appendix 1
29

2.12 Critical thinking as educational capital

The term educational capital refers to that set of skills, abilities, and forms of
knowledge (e.g. knowledge of grammar, math skills, ability to think critically that
is valued by schools and school officials)(Lisa Tsui, 2003) The development of
critical thinking is likely to be linked to class origins. She further explains critical
thinking is but only one element, albeit a seemingly highly prized one, of a vast
array of skills, abilities, and forms of knowledge that comprise educational capital.
That is why the amount of educational capital that students begin school with is
important to their advancement through an educational system that allocates
differential resources to students through sorting.
Ideally, multiple measures of critical thinking ought to be used to triangulate
results (McMillan, 1987; Tsui, 1998) in order to have greater equality in
educational opportunity with regard to critical thinking development; there should
be a number of strategies pursued.
Also, as one of the components of educational capital, critical thinking should be
taught earlier in formal schooling. It should be accorded the status of a basic
skills with reading, writing and arithmetic. Also, it should be expected to be
mastered by all students. (Tsui, 2003)
We might need more interdisciplinary courses which emphasis on cooperative
exploration of knowledge and divergent thinking rather than information
transmittal and convergent thinking.(Tsui, 1998,2000, 2002)
2.13 Ideal critical thinker
The following is the expert consensus statement about ideal critical thinker from
the empirical research held in 1990 under the sponsorship of the Committee on
Pre-College Philosophy of the American Philosophical Association:
30

The ideal critical thinker is habitually inquisitive, well-informed,

trustful of reason, open minded, flexible, fair-minded in evaluation,
honest in facing personal biases, prudent in making judgments,
willing to reconsider, clear about issues, orderly in complex matters,
diligent in seeking relevant information, reasonable in the selection of
criteria, focused in inquiry, and persistent in seeking results which are
as precise as the subject and the circumstances of inquiry permit.
Thus, educating good critical thinkers means working toward this
ideal. It combines developing CT skills with nurturing those
dispositions which consistently yield useful insights and which are the
basis of a rational and democratic society.(APA, 1990)

Also, a critical thinker must be autonomous- free to act and judge independently
of external constraint, on the basis of her own reasoned appraisal of the matter at
hand. (Siegel, 1990) With reference to this, thinking critically should be
considered as able to consult her or his independent judgment concerning matters
of concern to her or him.

A good critical thinker should be able to use scientific methods, including

emphasis on evidence and the nature of a hypothesis; possess the tendency to be
inquisitive, critical and analytical which respect to issues, personal behavior, and
son on; and employ correct principles of logic. (Alazzi, 2008)
2.14 Critical thinking and democratic society
Different theorists would have different definition of education. Teaching students
31

to be a democratic citizen could be one of the important objectives through the

learning of critical thinking. A democratic citizen needs to judge intelligently the
proposed changes or policy and she or he need to be a critical thinker. (Siegel,
1988) It is related to the social transformation.
Siegel thinks teaching critical thinking is largely a matter of teaching students to
make appropriate use of the concepts, standards, stratagems and procedures our
culture has developed for disciplining thinking and increasing its fruitfulness.
These concepts are embedded in complex practices of critical deliberation and
discussion. To a certain extent, we can see those concepts in the emphasis in the
interaction of teaching and group discussion among students in Liberal Studies.
With reference to this, Students in Liberal Studies as critical thinkers must
acquire good judgment in particular context.
They should have a variety of intellectual resources. Liberal Studies teacher as the
educators should not simply teaching students standards and concepts, but also
getting them to appreciate the value of changing some of their previously
established commitments and practices. Thinking reasons and truth are important
respecting others in discussion, being open-minded and being willing to look at
issues from others points of view. In the Liberal Studies class, students are
expected to ask for examples before accepting them as fact. Although there are
certain peer and self assessment in Liberal Studies, in order to engage students in
dealing with tasks that call for reasoned judgment or assessment, teachers still
need to lead to student to think beyond the classroom. Instead of being exam
oriented, teachers should develop intellectual resources and providing an
environment which critical thinking is valued.
On the other hand, in such a postmodern society, people are exposed to excessive
32

information especially from different types of media. When people keep talking
about the fear of terrorist from the news, should we think about what can we do in
education? Education should include a good measure of critical thinking skills and
dispositions like truth-seeking and open mindedness in order to help the people
get away from the complete control of extremists. (Facione, 2007) The world
should not be just separated into black and white or us and them. That is why
the society should place a very high value on critical thinking.
critical thinking should not only be considered as thinking skills in academic. As
Facione (2007) mentions critical thinking plays an essential role in Liberal
education which is about learning to learn, to think for yourself, on your own and
in collaboration with others. Further, critical thinking helps with the mind wakens
and matures, and the proper nurturing and educational nourishment is provided.
Also, it is an essential tool for performing successfully in a complex and rapidly
changing world(Alazzi, 2008)

2.15 Subject knowledge in Liberal Studies

With reference to the knowledge in Liberal Studies, the design of the curriculum
and assessment framework for this subject is in line with contemporary views of
knowledge and of how people learn. It has taken into account overseas
experiences in cross-disciplinary studies, pertaining in particular to critical
thinking, life education, values education and civic education, with due
consideration given to their relevance in the Hong Kong context. The academic
rigor of the subject has also been benchmarked against a number of comparable
subjects in overseas secondary education curricula. (CDC&HKEAA, 2007:2)
In Liberal Studies, as it states in the C&A guide, there is no specific subject
33

knowledge but the knowledge and perspectives from other subjects to study
contemporary issues as mentions in the following graph.
Figure 1. Liberal Studies and the Three-year Senior Secondary Curriculum

(CDC&HKEAA, 2007:3)

2.16 Knowledge, truth and power

With reference to the Oxford English dictionary, knowledge is defined as expertise,
and skills acquired by a person through experience or education; the theoretical or
practical understanding of a subject; what is known in particular field or in total;
facts and information; or awareness or familiarity gained by experience of a fact
or situation.

One of the influential Greek philosophers, Plato defined the formulation of

knowledge is justified true belief. Scholars, psychologists and researchers might
have different definition to knowledge and until know, there is no definite answer
towards knowledge.
Schools have been considered as the place to transmit the knowledge to the
34

students through learning. But there is a number of developments in recent years

have brought an increasing focus on the relationship between knowledge, power
and learning. The issues about the importance or relevance of different forms or
types of knowledge have led to the interest in how these are legitimated. (Paechter,
Preedy, Scott, & Soler, 2001)
Foucault (1980) believes truth is to be understood as a system of ordered
procedures for the production, regulation, distribution, circulation, and operation
of statements

Truth is a thing of this world: it is produced only by virtue of multiple

forms of constraint. And it induces regular effects of power. Each
society has its own regime of truth, its general politics of truth: that
is, they type of discourse which it accepts and makes function as true
and false statements, the means by which each is sanctioned; the
techniques and procedures accorded value in the acquisition of truth;
the status of those who are charged with saying what counts as true.
(Foucault, 1980:131)

Foucault identifies certain knowledge- human sciences and certain attendant

practices as central to the normalization of social principles and institutions of
modern society. By normalization Foucault means the establishment of
measurements, hierarchy, and regulations.
He explains
Every educational system is a political means of maintaining or
modifying the appropriateness of discourses with the knowledge and
35

power they bring with them.

(Foucault 1971:46)

He further explains that there is a two-way relationship between power and

knowledge, such that the production of Truth can be said to be a political process.
Resistance emerges as a productive critical thinking practice inside these very
forms of power that Foucault criticizes.
In fact, everyday knowledge is not concerned with transcendent truths, but it is the
latter that are regarded as power-bearing are then more highly valued. (Paechter,
2001)
Foucault also concerns about the knowledge that remain important to learners but
which are not legitimated. He explains
Perhaps, too, we should abandon a whole tradition that allows us to
imagine that knowledge can exist only where the power relations are
suspended and that knowledge can develop only outside its injunctions,
its demands and its interests. Perhaps we should abandon the belief
that power makes mad and that, by the same token the renunciation of
power is one of the conditions of knowledge. We should admit rather
that power produces knowledge (and not simply by encouraging it
because it serves power or by applying it because it is useful); that
power and knowledge directly imply one another; that there is no
power relation with out the correlative constitution of a field of
knowledge, nor any knowledge that does not presuppose and
constitute at the same time power relations. (Foucault, 1977:27)

36

There is a constant and accelerating shifts in information mean that all members
of society need grater skill in assessing and evaluation knowledge (Geertsen,
2003)
Marshall (1990) has pointed out that there is a further aspect of teacher-student
power/knowledge relations, the imbalance in the knowledge each has of the other.
He mentions as the following:
Knowledge has been developed about people, and their behavior,
attitudes, and self-knowledge have been developed, refined, and used to
shape individuals. These discourses and practices have not ony been
used to change us in various ways but are also used to legitimate such
changes, as knowledge gained is deemed to be true. Foucault
identifies this knowledge, developed by the exercise of power and used
in turn to legitimate further exercises of power, as power-knowledge.
(Marshall, 1990:15)

The interaction between power and knowledge in school is not only concerned
with the imbalances between teachers and taught in the amount and importance of
the knowledge that they have. It is also about the power invested in the teacher by
virtue of his or her knowledge of the student which is further stressed as an
important pedagogic disciplinary tool (Walkerdine, 1984) With reference to
Foucault, knowledge and our understanding of the world and us, is an outcome
and part of the exercise of power in societies.

2.17 Schooling and the ownership

It seems to be accepted by the general public and educationalists that school
37

knowledge is in some way different from that found and used in the world outside.
There are more concerns towards the issues of power-knowledge in the classroom
relationship in last 30 years. The imbalance between teacher and learner in terms
of whose knowledge is given legitimating and importance is an important aspect
of power-knowledge relations in schools. (Paechter, 2001)
Almost one century ago, Dewey(1902) had pointed that school knowledge is
different from the world outside already.
These apparent deviations and differences between child and
curriculum might be almost indefinitely widened. But we have here
sufficiently fundamental divergences: first, the narrow but personal
world of the child against the impersonal but infinitely extended world
of space and time; second, the unity, the single wholeheartedness of
the childs life, and the specializations and divisions of the curriculum;
third, an abstract principle of logical classification and arrangement,
and the practical and emotional bonds of child life.
(Dewey, 1902:7)

Further, Young (1971)regards academic curricula as :

Social definitions of educational value, thus become problematic in
the sense that if they persist it is not because knowledge is in any
meaningful way best made available according to the criteria they
represent, but because they are conscious or unconscious cultural
choices which accord with the values and beliefs of dominant groups
at a particular time.
(Young, 1971:38)
38

Also, Keddie(1971) notes that the school

may be seen as maintaining the social order through the taken for
granted categories of its superordinates who process pupils and
knowledge in mutually confirming ways. The ability to maintain these
categories as consensual, when there are among the clients in school
conflicting definitions of the situation, resides in the unequal
distribution of power. There is a need to show how this enters into and
shapes the interactional situation in the classroom.
(Keddie, 1971:156)

Freire (1972) points out under the banking model of education; knowledge is
being possessed by the teacher and transmitted more or less intact to the learner.
He explains
Education therefore becomes an act of depositing, in which the
students are the depositories and the teacher is the depositor. Instead
of communicating, the teacher issues communiqus and makes
deposits which the students patiently receive, memorize, and repeat.
(Freire, 1972:46-47)

In order to change the balance of the power in classrooms, items often focus on
the idea of student ownership of knowledge. (Resnick, 1987;Taylor, 1989)
Bernstein(1971) suggests to weaken the boundaries between school and
non-school knowledge:
Involves a change in what counts as having knowledge, in what
39

counts as valid transmission of knowledge, in what counts as valid

realization of knowledge and so changes in the structure and
distribution of power and in principles of control.
(Bernstein, 1971:63)

On the other hand, educational institutions control the access of individuals to

various kinds of discourse. According to Foucault,
Discourses are composed of signs, but what they do is more than use
these signs to designate things. It is this move that renders them
irreducible to the langue and to speech. It is this move that we must
reveal and describe.
(Foucault 1974:49)

Paechter(2001) believes that there might be one way to undercut the

power-knowledge imbalance in the classroom which is through the inclusion and
validation, within school, of more student-owned knowledge.
Students would be able to retain ownership of their non-school knowledge only if
they continue to have asses to the owner that it contains. Owned knowledge is not
simply something that is learned well and it positions its possessor as an acting
subject, able to use her or his knowledge in a dynamic way. (Peachter, 2001)
Power and knowledge are two sides of single process. Knowledge does not reflect
power relations but it is immanent in them. (Ball, 1990)The complex relationship
between knowledge and power is now changing by the increase of individual
access to information. This might lead to greater democracy as citizens become
more informed. But also it might allow governments and corporations to access
40

more information about us as individuals as threatening our freedom of action.

(Paechter, 2001)

2.18 Pedagogy of the oppressed in Liberal Studies

If we start to ask What is education?, that might become an interesting
discussion with controversial answers. Paulo Freire(1972) in his book of
Pedagogy of the oppressed gives a very straight answer to this. He thinks
education is a political act.
Paulo believes to educate people is not only teaching them knowledge through
reading and writing but raise up the ability and increase the opportunity of
political participation of oppressed group. Those oppressed group are struggling
of dehumanization3 and alienation4.

He believes education as the exercise of domination stimulates the credulity of

students, with the ideological intent (often not perceived by educators) of
indoctrinating them to adapt to the world of oppression. This accusation is not
made in the naive hope that the dominant elites will thereby simply abandon the
practice. Its objective is to call the attention of true humanists to the fact that they
3

With reference to Paulo Freire, dehumanization mark not only those humanity has been stolen,

but also those who have stolen it, is a distortion of the vocation of becoming more fully human.
Because of it is a distortion of being more fully human, sooner or later being less human leads the
oppressed to struggle to have meaning, the oppressed must not, in seeking to regain their
humanity(which is a way to create it). Become in turn oppressors of the oppressors, but rather
restorers of the humanity of both. (Freire 1972:49)
4

Paulo Freire believes in the alienated cultural processes characteristic of dependent or object

societies, there is no authentic thought because reality does not correspond to the reality being
lived objectively but rather to the reality in which the alienated man imagines himself to be.
(Asoke Bhattacharya, 2008)

41

cannot use banking educational methods in the pursuit of liberation, for they
would only negate that very pursuit. Nor may a revolutionary society inherit these
methods from an oppressor society. He disagrees with the banking education
because he thinks the revolutionary society which practices banking education is
either misguided or mistrusting of people.

Authentic liberation-the process of humanization is not another

deposit to be made in men. Liberation is a praxis: the action and
reflection of men and women upon their world in order to transform
it.

(Paulo Freire, 1970:60)

He thinks those truly committed to liberation must reject the banking concept in
its entirety, adopting instead a concept of women and men as conscious beings,
and consciousness as consciousness intent upon the world. They must abandon the
educational goal of deposit-making and replace it with the posing of the problems
of human beings in their relations with the world. Problem-posing education,
responding to the essence of consciousness - intentionality - rejects communiqus
and embodies communication.

42

In the book of Pedagogy for liberation: dialogues on transforming education,

Freire(1987) mentions that we can discern two moments in learning. One is the
production of new knowledge, and the other is to know existing knowledge. He
also explains that the official curriculum asks students to submit to authority. He
believes teachers should appeal to the students to assume a critical posture as
readers, as ones who re-write the text rather than to simply swallow it.

43

Chapter 3
Methodology
To investigate teachers ways of seeing critical thinking and knowledge,
interviewing and observation were used. Face to face interviews conducted in
Cantonese and English were carried out at. With the permission of the participants,
interviews were recorded. While the interviews were being conducted, the
participants gestures and facial expressions were observed.

3.1 Interviews
Participants insights into critical thinking and knowledge in Liberal Studies, were
explored using interviews. An interview is a recording of an individuals words in
response to the questions of the researcher. The interview, in whatever form it is
recorded, constitutes an official record and must be treated (and preserved) as such.
Participants were interviewed once to twice, and both instances were recorded

Critical thinking and knowledge, within Liberal Studies, is defined in academic

journals or books. But teachers deliver the curriculum and concepts. Teachers
interpretations and notions of critical thinking, knowledge, and Liberal Studies
more generally are therefore important, with reference to individual experience.
Interpretations of critical thinking and knowledge involve cultural identity, life
experiences, and interaction, and therefore interviewing is used as a principal
method of research. This does not necessarily involve oral history, but

44

semi-structured interviewing does preserve interviewee perspectives and views,

which are spoken and spontaneous, and involve judgments and recollections
(Lofgren, 2006).

3.2 Interview Settings

The interviews were mainly held from May to July. The venue was chosen by
participants for convenience, relaxation, and so that they could express themselves.
Interviews mainly took place after 4:30pm (after work for most of the
participants). Timing was at the behest of the participants, to fit in with their
schedules.
Interview situation vary based on the degree of control exercised by the
interviewer (Dohrenwend and Richardson, 1965; Gorden, 1975). Interviewees in
this study enjoyed unstructured or semi-structured interviews which allowed them
space to expand on their notions of Liberal Studies (Bernard, 1994). The
informant was told the purpose of the interview, with brief explanation of the
questions to be asked. The questioning allowed time and space for free discussion
(Cannell and Kahn, 1968). These arrangements were outlined by email and
telephone before commencement.

3.3 Stages of interviews

With reference to the Bernards four-stage continuum of interviews (1994), four
stages were developed for interviews in this study: 1) informal interviewing; 2)
unstructured interviewing; 3) semi-structured interviewing; and 4) structured
interviewing.

45

(1) Informal interviewing

Interviewees were reminded in writing or by telephone a day before the interview.
A casual chat lead into the interview, and in most interviews, we would have a
meal or tea together before we started. This built rapport and revealed new topics
of interest that might have been otherwise overlooked (Bernad, 1994). For
example, Participant A discussed his experience of critical thinking when he was
at secondary school and this emerged over a meal rather than a formal interview.
This interviewing technique does not use a structure of control; the participants
are free to reveal new topics previously overlooked. Participant E noted that his
experience as a foreigner living in Hong Kong was a good way to develop
multiple perspectives and reflective thinking.

(2) Unstructured interviews

Even during pleasant introductory chit-chat about work and thoughts about
teaching, there was still a clear plan regarding critical thinking and knowledge.
However, minimum control over participant responses was important at this stage.
Initially, they were invited to talk about their background and work experience.
Then they talked about their past experiences and why they became an LS teacher.
This was about opening up and letting the participants express themselves on their
own terms (Bernad, 1994). Although informal, permission was asked to record the
exchanges. The conversation was allowed to flow, and they were invited to talk
more about Liberal studies.

46

At this stage, prepared questions were not used. Most participants by this stage
had moved on to discuss critical thinking and knowledge, except participant D. He
talked about his radio interview and how he got the chance to become a LS
teacher.

(3) Semi-structured interviews

For the semi-structured stage, guiding questions were drafted such as: According
to your own interpretation, what is the main focus of liberal studies?, and how
would you interpret critical thinking? However, even at this stage, there was no
strong control exerted over the interviewee.

(4) Structured interviewing

Structured interviews involved stronger direction and questioning. The key
questions, expressed in chronological order, were as follows:

Part A
The nature of Liberal Studies:
1. According to your interpretation, what is the main focus of Liberal
Studies?
2. Are there any required skills or knowledge in this subject?

Part B
Knowledge/content in Liberal Studies
3. What do you think about the content /knowledge in Liberal Studies?
4. How would you interpret that?
47

5. Do you think students have to learn a large amount of knowledge in

Liberal Studies?

Part C
Critical thinking
6. Do you think critical thinking is important in Liberal Studies?
7. How do you define critical thinking? What is critical thinking to you?
8. Do you think you can teach critical thinking? In what way?
9. Do you think liberal studies can teach students how to think particularly
as regards critical thinking or high order thinking?
10. Can you give me some examples, related to Liberal Studies, of
teaching critical thinking?

Part D
Correlation between critical thinking and knowledge
11. Is there any connection between critical thinking and knowledge?
12. Do you think students have an in-depth knowledge so as to have
critical thinking? Is there a priority?

Part E
The Questions about pedagogy of critical thinking and high order thinking
13. Do you have your own ways to teach Liberal Studies particularly
regarding critical thinking or high order thinking? Can you give
examples?

48

14. Can the Liberal Studies examination help students critical thinking
and high order thinking? In what ways?
15. If no, how is it possible to improve examinations?
16. Can you suggest any other way to examine critical thinking in Liberal
Studies instead of this exam?

Part F
Teacher training and professional development
17. Do you think any teacher can teach liberal studies? Why?
18. What are the qualities necessary to be a Liberal Studies teacher,
particularly as regards teaching critical thinking?
19. Does teaching professional training help you learn how to teach critical
thinking and high order thinking?
20. How do we need to improve teacher training, particularly the pedagogy
of critical thinking?
21. Do you think you are capable of teaching critical thinking in Liberal
Studies? In what ways?

Part G
Constraints in teaching critical thinking in Liberal Studies:
22. Are there any difficulties when you are teach Liberal Studies,
particularly in critical thinking?
23. Are there any solutions you can suggest?
24. How do you foresee this subject in the future?

49

Part H
Personal experience and critical thinking:
25. *1 Which subject is best at developing critical thinking?
26. According to your own experience, where and when do learn the most
about critical thinking?
Part I
Summing up question
27. Can Liberal Studies liberate students and teachers?

Part J
Extra questions:
28. What language is best to teach Liberal Studies?
29. Does language ability affect student performance in critical thinking?
Does that affect their examinations in Liberal Studies?
30. *With reference to the case of TaoJie, please comment on the issues
related to critical thinking and knowledge.
31. How do you deal with values when you are teaching controversial
topics so that students develop critical thinking?
32. *Does the school sponsoring body or religion influence teaching of
critical thinking, as well as Liberal Studies?

* Indicate this question was brought up by the interviewees which was added this to the other

interviewees latter.
50

The above questions were drafted as an interview guide for reference. They
guided participants on the important issues of this research, but were flexible
enough to follow new leads and areas of discussion (Bernard, 1989). Moreover,
the exact order of questions was flexible, and because participants were unique in
terms of background and character, extra questions were asked on an individual
basis. For example, the Liberal Studies teaching team is very unique at the school
of Participant E. So the following question was asked: Regarding the panel, is
that a good environment for teaching and learning critical thinking? Participant D
had 20 years experience as a journalist, and was asked: Has that experience
helped to develop your critical thinking and influenced your way of teaching?

Further, rather than using questions like Dont you think that the formulation
What do you think about was used to avoid leading questions (Lofland,1976).
Questions were tailored to each participant according to the work they undertook
at school, cultural identity, and working experience.
Four-stages interviewing was preferable for all participants but due to limitations
of time and the participants work, stages 3 and 4 were skipped for two of the
participants (Participants F and G).

3.4 Let informants lead

During semi-structured interviews, the data was allowed to unfold spontaneously.
The researcher strived to be a good listener and to identify issues related to critical
thinking in Liberal Studies. For example, regarding as to which subject can
support critical thinking the best, this was originally bought up by participant D,
and was not generated by the researcher (as it was taken for granted that Liberal
51

Studies would provide the best support the teaching of critical thinking). The
research questions were then modified (in all interviews) to take account of this
insight.

During interviews, important data was gleaned and interviewing techniques were
honed. Most participants were willing to talk about their views and experiences,
but a probing style2 was used, particularly for parts G and I of the questions.
As far observed, there were not many response effects 3 among the participants.
Even the senior curriculum officer from the educational department did not use a
bureaucratic tone when answering questions.
This research focuses on how liberal studies teachers view critical thinking and
knowledge. The study explores how teachers interpret this subject and what
factors and personal experiences contribute to the teaching of critical thinking.
Observation of the classroom was not used in this research, as it does not fall into
the remit of the study.

3.5 Participants
Six Liberal Studies teachers and one Liberal Studies senior curriculum officer
(who was also a former Liberal Studies teacher) were invited to participate in this
research. The participants were chosen according to their background,
teaching/work experience and cultural identity. There were six males and one
female, and this gender balance was not intentional. The average age of the
2

Probing prompts an informant to produce more information without injecting the researcher too

much into the interaction so that a reflection of the researcher appears in the data (Bernard, 1994).
3

Response effects refers to measurable differences in interview data that are predictable from

characteristics of informants (or respondents), interviews, and environments.

52

teachers was 37.4 years old. The youngest was around 25 years old; the oldest was
around 50 years old. The longest teaching experience was 30 years, and the
shortest just 2 years. The average was 12.3 years. Of the participants, three
possessed a masters degree and all held Bachelor of Arts degrees. Five teachers
majored in the Social Sciences (such as History and Geography); one majored in
Social Work; and one majored in Journalism.

3.6 Profile of each participant

Participant A
Participant A is a novice teacher. He is majored in psychology (not common
academic subject), as a secondary school teacher. He is now working in a DSS
school using the local Hong Kong curriculum and IGCSE. More than half of his
students are international students and the other are local Chinese students.
Teacher A has been working in this school around 2 years and all of the Liberal
Studies teachers are Chinese.

Participant B:
Teacher B graduated as a Geography major. She is now working as the assistant
panel of Liberal Studies in a government funded local girls school which uses the
local Hong Kong curriculum. Teacher B has been working in this school for
around 9 years. She is also an alumna from this school.

53

Participant C:
Participant C has a degree in Social Work. He is an experienced teacher with 18
years experience in different types of school. He had taught six or seven different
subjects in those years. He is now a Vice Principal and Liberal Studies teacher in a
Direct subsidy school.

Participant D
Participant D has a journalism degree and has been working as a journalist for
more than 20 years. He began teaching Liberal Studies in the tutorial center one
year ago. He is also a freelance trainer in various fields.

Participant E
Participant E graduated in History and studied in the UK.

He is a foreign teacher

in Hong Kong. Currently, he is on the panel of Humanities teaching Liberal

Studies and History. He is now working in a DSS school using the local Hong
Kong curriculum and IB4curriculum. More than half of his students are local
Chinese students and the other are international students. His Liberal Studies team
is made up of teachers from more than four different countries.

Participant F
Participant F has a History degree and has been teaching for more than 9 years. He
is now on the panel of Liberal Studies at a local school. He is an active Liberal
Studies teacher and writing articles about this subject for a newspaper.
4

International Baccalaureate curriculum

54

Participant G
Participant G is a very experienced teacher. He graduated with a degree in
Geography. He had been teaching for almost 30 years. He has 18 years experience
teaching Liberal Studies. He is now working as a senior curriculum officer at the
educational department.

55

Table 4. Summary of the background of participants

Participant A

Participant B

Participant C

Educational background:
1st degree major

Psychology

Geography

Social Work

Age

Around 24

Around 30

Around 40

Gender

Educational background:
Post graduate qualifications
e.g.Post Graduate Diploma in
Education

PGDE of Liberal Studies

Current Job

Teacher of History and

PGDE of Geography
Master of Education

PGDE of English

Liberal Studies
Advance diploma of
teaching and learning
strategy

Teacher of Liberal Studies

Liberal Studies

Vice principal and teacher of

Liberal Studies

Teaching experiences

2 years

9 years

18 years

Teaching experiences in
Liberal Studies

2 years

3 years

Other working experience

No

Teacher of Geography

No

Medium of instructions in school

English

English

English

Medium of instruction in

English

Chinese

English

Liberal Studies

56

Participant D

Participant E

Participant F

Educational background:
1st degree major

Journalism

History

History

Age

Around 45

Around 40

Around 30

Gender

Educational background:

EMBA

PGCE

(Postgraduate Certificate
in Education, UK)
Master of History

Post graduate qualifications e.g.

Post Graduate Diploma in
Education

PGDE of History

Current Job

Freelance speaker, trainer

and Liberal Studies
teacher in tutorial Center

Panel of Humanities

Panel of Liberal Studies

Teaching experiences

1 year

17 years

9 years

Teaching experiences in
Liberal Studies

1 year

1 year

6 years

Other working experience

Reporter and anchor

English, Economics and

Sociology teacher

Teacher of History

Medium of instructions in school

Chinese

English

Chinese

Medium of instruction in
Liberal Studies

Chinese

Chinese

Chinese

57

Participant G
Educational background:
1st degree major

Geography

Age

Around 50

Gender

Teaching expereinces

30 years

Teaching experiences in
Liberal Studies

12 years

Other working experience

Teacher of Geography and

English

Medium of instructions in school

English

Medium of instruction in

Chinese

Liberal Studies

58

Chapter 4
Results and analysis

4.1 Case Study of Participant A

1. Nature of Liberal Studies:

The whole rationales of Liberal Studies are good but not practical
because There are too many contradictories. We ask the students to have
critical thinking but we also have assessment for that

The main focus of LS is not content knowledge but some skills that they
can use in life. I think LS can teach students something that is not
content knowledge but skills that they can use for their whole life and
those are long lasting.

Further, he thinks LS could be a platform for students to express and

develop their critical thinking. LS can help those students who can get
high mark in exam but not capable in life () because it provides
a platform for those students to express their ideas either in alternative or
creative ways in order to develop their critical thinking.

2. Interpretation/Understanding of knowledge in Liberal Studies

Liberal Studies is not only about content knowledge but also critical
thinking which does not only require students to memorize but also
understand.

59

3. Correlation between content knowledge and critical thinking

There is a connection between critical thinking and knowledge.

Knowledge is necessary but not the most important thing.

But LS requires background knowledge plus high level thinking. We

can use different issues to understand the concepts but knowledge is
not the most important thing but it is necessary.

There is a priority of critical thinking and knowledge. Background

knowledge should come first then it can transit to critical thinking.
Students have to understand content first then critical thinking. That is
because they need to have independent thinking and logic etc. Also,
they have to understand at least two sides of the issues with
multi-perspectives. They have to understand different stake holders but
not only one perspective.

Students have to have arguments and creativity which are unique

thinking plus high order thinking. They should be willing to ask
question and have their own opinions or arguments with evidences
support

4. Nature of critical thinking

Independent and logical thinking equals to critical thinking.

Critical Thinking is the element of knowledge construction. It should

not be only some topics but we should add some more training for
thinking e.g. 6 thinking hats.

60

5. Teaching critical thinking

Using role play, or some theories that he has learnt before which can
train students high order thinking e.g. Blooms Taxonomy. But the
most important thing for him is understanding and analysis.

He will not teach critical thinking consciously but through activities.

Adding some elements of high order thinking e.g. I would not say
what did the media say about. But I would ask what media is? Why
they would talk like that?

His way of teaching is construct thinking of knowledge but not

instruction. He would use the constructivism approach to plan his
activities.

Example When I am teaching sustainable development, I will

ask the students not just think about economy but also other
aspects, such as environments. Through the role plays, students
should understand more.

6. LS and critical thinking

LS modules can teach critical thinking but the assessment wont have the
same function. I think there is around 30-40% of the content is related to
critical thinking

7. Critical thinking and subject/disciplines

Not only LS will have Critical Thinking but every subject. E.g. Chemistry and
Mathematics but it depends on the learning outcome.

61

 Every subject can use the teaching mode of LS to teach e.g. Chinese-Teachers
can teach different values among Chinese families; English- They can talk
about pop culture.
Learning is about real life experience. LS is not something noble but it should
be something that every subject can do

8. LS1 assessment and critical thinking

LS assessment can only check the students expressing and language ability

Cannot be sure that this assessment can check the thinking skills or not
because Students and teachers dont know how to learn, study or talk about
the real critical thinking. Should there be rules?

LS assessment cannot examine students critical thinking . There is only

written exam plus IES. I dont know LS should have assessment because
that would be liberal. Critical thinking is difficult to examine. There should
be an exam for that and it should not be only one mode. E.g. Long question
plus MC questions? It should be different modes but the most important
element should be liberate the mind

There would be some people have more talents in critical thinking but CT2 is
just a tool. Critical thinking can be taught but hard to train because it is
necessary that the one wants to explore but no one can guarantee the result.
Apart from the components of LS, he or she has to have ability to
communicate, thinking and interpret ate.

LS stands for Liberal Studies

CT stands for critical thinking

62

9. Professional development of Critical Thinking in LS

Teachers have to have critical thinking first. I think I have critical

thinking but I dont think every teacher will have that. I can see that
from their thinking, presentation and talk. It is hard to say if they can
teach LS because it involves a lot of subject disciplines.

The most important thing for being a LS teacher is open-minded.

Teachers should not enforce the knowledge but put in elements of
critical thinking into the whole syllabus. Gradually, they might influence
the students.

Critical thinking is not a tool but a way of thinking in order to help

student to understand issues and have quality thinking. But at the end, it
depends on how teachers interpret critical thinking and curriculum.

10. Teachers training in critical thinking

He suggests teachers have to have the learning experience of LS. Their

experience of A-Level and university might affect the way of teaching.

There are not any teachers have the special training of critical thinking.

Most important thing is we have the atmosphere. It is not difficult to

train a teacher to have critical thinking but if we can think about more
different ways, do more reflection and critical thinking, gradually we can
have more teachers with critical thinking skills. Although the LS
assessment cannot examine critical thinking but we should not narrow
down students horizon.

63

Also the whole society should concern more about critical thinking and
teachers might need to teach LS in order to understand what is critical
thinking.

11. Other ways of learning critical thinking

He can learn Critical thinking the most in Chinese Debate team in secondary
school the most because he has to look for the information from different
sources and look at the issues in different perspectives. My senior form
teacher taught me a lot about logical thinking and he got a lot of influences
on me in critical thinking

He thinks the university training from his major did not help him much to
develop critical thinking. But the atmosphere in school and the issues helped
him to understand more about different values and perspectives e.g. The issue
of Universities Orientation activities and the University Student Press
indecent material

12. Can LS liberate students and teachers?

LS can liberate their mind because there is no standard answer. They just
have to give some examples to express their opinions in order to enrich
knowledge. Then that is critical thinking. But because there are lots of factors
e.g. system, teachers, school and the students to affect the outcome.

13. Foresee and concerns about Liberal studies

There are not enough resources to support teachers to teach liberal studies.
The syllabus is too vague. It requires very high ability of the teacher. LS is
64

not a traditional subject. Also, it does not only require content knowledge.
There is limited time and resources in school.

He thinks the main problem is they cannot interpret clearly the curriculum.
There are quite a few modules that he does not understand well e.g. Public
Health.

14. Cultural difference among Chinese students and international students

towards learning in LS especially in critical thinking

Foreign students will have more advantages to the mode of learning in LS

because they are very used to the interactive teaching and learning e.g.
discussion. But their content knowledge is not enough e.g. HK Today and
China. They might have some disadvantages because they dont
understand Hong Kong and China too well.

The main difference between Hong Kong and foreign students is the
latter one is more willing to express. But it does not mean they have
content or logical. Sometimes they might have arguments but without
evidence or examples.

Hong Kong students are more reserved but they can express in a logical
way. They are trained to answer questions like that and count for the
mark one by one. That is why they are good to gain the mark and step by
step.

The foreign students would be more open-mind and creative

65

4.2 Observations and analysis of Participant A

Participant A as a novice teacher shows his concerns towards the interpretation of
the syllabus and the practical problems or issues that he is facing now at work.

During the first interview, he used quite a lot of the terms quoted from the
curriculum and assessment guide of Liberal Studies such as Stake holders, Issue
enquiry and multiple perspectives etc. It seems like he has just came back from
the workshop of Liberal Studies. He mainly talked about his interpretation
towards knowledge and critical thinking but did not talk much about his
experience in teaching critical thinking or learning critical thinking.

He basically answered the question that the researcher asked but without any
further talk about his own story at the first interview. He seemed to talk about his
views about his school more during the dinner time.
In the whole conversation, he was quite tensed when he talked about the LS class
and the way to deliver the curriculum. He used quite a lot of educational
psychological models and terms such as Blooms Taxonomy, logical thinking
and constructivist classroom to describe his idea towards critical thinking and
knowledge. Also he suggested the format of MC test or other forms of assessment
that he had used in university could be one of ways for the assessment in LS
instead of just written test in essay form. His suggestion is quite similar to the
ideas of some researchers who mention ideally, multiple measures of critical
thinking ought to be used to triangulate results. (McMillan, 1987;tsui, 1998) He
further explained his teaching approach is more constructivism instead of just
giving out instructions. There should be an emphasis on cooperative exploration
66

of knowledge and divergent thinking rather than information transmittal and

convergent thinking. (Tsui,2000)

In casual conversations, people take more or less balanced turns(Spradley, 1979),

and there is not feeling somehow the discussion has to stay on track for follow
some theme. (Hyman and Cobb, 1975) That might be why in the second interview,
he seemed to be a lot relax and willing to talk more about his personal experience.
That could be because it was a school holiday. He started to think about what
influenced him most in learning critical thinking. He mentioned about his form
teacher in secondary school and being the member of debate team was very
influential for him to have critical mind.

Also, he further mentioned that the atmosphere, seminars, forums in university

made him understand more multiple perspective and concern more social issues. If
university can organize this kind of interdisciplinary seminar courses
incorporating of active learning techniques would optimize students exercise of
critical thinking skills. (Tsui, 2003)

One of the unique things that he pointed out was the cultural difference among the
international students and local Chinese students when they are learning Liberal
Studies. According to him, foreign students are used to be more interactive in the
classroom and willing to express. But it does not mean everything they say is
logical with evidence. He further explained Chinese students tend to be quieter but
well at following the steps and gain the mark. That is why cultural factors should
not be ignored during teaching.
67

Even though he said his major did not help him to develop critical thinking, from
his choice of words and suggestion for the exam to liberal Studies, we still can see
the hints of him as a psychology graduate. Also, as a novice teacher, he seems to
be willing to try out new method without many worries. This pointed was
mentioned latter by Participant G about it might be easier for the novice teacher to
use the dialogical pedagogy or more interactive ways of teaching compare with
experienced teacher. Students might think questioning is opposing the accepted
ways.

68

4.3 Case Study of Participant B

1. The structure of teaching LS in her school

We separated into A and B. Teachers either teach in A or B. We hope this

kind of format will help with the administrative work and teachers interest.
Only two teachers will teach all the units.

We always have time to prepare the class together. The school is very
considerate. This is a good chance to deliver the syllabus. We respect the way
that teacher wants to teach.

There would be some different points of views but that is not the main point
because teacher needs not to cover his or her stand point. But he or she has to
remind him that they should give a space to the students to express and have
other opinions.

It does not a matter how they deliver the curriculum but the key concepts
should be the same. They can modify the worksheet but the concepts are the
same.

2. Main focus of Liberal Studies:

Not only focus in the content knowledge but through the social issues, would
we like to train the students to have thinking skills.

In the process of analysis, students have to learn to think in different

perspectives. After that, they can make their own judgment. There should be
a knowledge construction.

The main focus of LS: ABC3 one of them is CT but also encourage the

A stands for awareness of oneself and the environment.

B is for broadening
69

students to care about the society more.

3. Critical thinking and knowledge in Liberal Studies

a. Correlation of critical thinking and knowledge

When you are thinking, you need to have background information and
knowledge in order to make the judgment. There is quite a lot of work.
b. Interpretation of knowledge

LS does not have a concrete knowledge.

Some people might interpret LS wrong. They thing students should know
everything like those in universities. But that is not true. I would say they are
in different levels. After the university students understand the thinking skills,
they would start to learn something new.

We are not teaching content and knowledge heavily. We teach them how to
analyze and multiple perspectives. After this, they can apply those skills in
universities or in their workplace in future.

Knowledge is not something new in LS. They can use the knowledge that
they have learn from other subjects. There might be some knowledge that
they havent seen in other subjects. We can use that as the supplementary and
we need to teach them

We might need to consider the depth and width of the knowledge. To what
extent, we want the students to discuss? We will provide certain information
for students to discuss certain issues and we also encourage students to do the
further readings/websites if they are interested.

C is for critical thinking

70

If you dont know the content, it is hard to discuss. It could be irrelevant. For
the teaching level, we need to give them a framework. In one social issue, it
can involve different aspects. We can ask the students to think in different
levels and perspectives.

For F.4 students, teachers might need to make them understand one aspect
first. Because of the limited knowledge and skills, they might not familiar
with the political aspect. We might need to choose some simple perspective
for them to understand.

F.6-7 are different might be because of the small number and they choose
that by themselves. They can make different interests beyond your
information. For F.4 students, some topics might be too difficult and not
familiar. It really depends on their interest. As a teacher, we should not kill
the interest of the students. We can ask them to have the basic framework and
discuss those issues after class.

4. Critical thinking
a. Nature/interpretation of CT

Transition critical thinking

Critical thinking is more than transition. You have to understand the whole
issue well, and then you start to think.

b. Grading critical thinking

It is not easy to compare with that taxonomy that we have learnt in teacher
training. Students have to understand the concepts well first, and then they
can start to do critical thinking.

71

Students have to understand the nature of the issues first.

Sometimes

students will have knowledge but not critical thinking. E.g. students can
learn Critical thinking in other class, but then they dont read the question
clearly. They wrote something else e.g. environment, global warmingthey
will write all the advantages and disadvantages. E.g. which one is better e.g.
recycle and landfill?

They will just write about the advantages of both. What they should do is
they should state out what kind of principles when they make the choices?
Compare and contrast...this is kind of high order thinking.

c. Thinking tool- six hats

For me ...I dont mind to teach this but... if I have to think the color of the
hats... then what for?... if I have to think about the color and what is inside.
That might hinter my thinking.

I would ask the students to think agree/disagree in a limited time. We cannot

just simply apply foreign theory to our class. Sometimes we have to think is
there a necessary to discuss certain issues? We might need to do some group
discussion, role play. I dont reject to use that but if that hinters their
thinking, then no. Do we really need to use those theories? Put the hat on
them... they might be confused. Then we might waste the time.

d. Can CT be graded or quantified?

It is hard to count for rebuttals... of course we dont want them to have one
perspective. At the beginning time, they might just have one perspective but
actually it can imply different perspectives behind. E.g. why the farmer

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workers go to work in the city? They would say money but can they think
about the background of the village, the attractiveness of the city, financial
status of the family. Yes... it is related to money... but it involves different
things. We should help them to break it down.

CT and content knowledge is hard to separate.

For the university level, you can separate that because CT in university is
really high order thinking. I would say put the students in the appropriate
level. It is difficult not only related to knowledge but the students are not
ready. That is the reason we need university. After you have learnt some
many things, then you get into university to study that in a micro way.

Teacher understands that does not mean the students can get it. We always
want to give more information and knowledge to the students because they
can learn more.

We have the feelings- at least I have mentioned. But sometimes we havent

considered that might be too advanced for them. At last, we both are
unhappy. Students have to learn the basic knowledge. If they are interested
in that more, then they can explore more but not by force.

5. Pedagogy of Critical thinking in LS

a. Knowledge and CT in Liberal Studies

Without context, it is hard to do critical thinking. It is hard to know whether

they have critical thinking or not without context. I cannot just define him or
she has critical thinking by asking them to write sentences.

When I design the curriculum, we have to think about what we do in IES?

Should we just teach them arguments, rebuttal and so on. Finally, I use their

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work and sentences to tell them whether they can do the CT or not. We need
to have a context which they are familiar with. I have to tell them what the
problems is behind e.g. there is no correlation of two things but they are
using because... or the supporting arguments does not match with the
argument. They can learn more from this.

For exam, students need the knowledge. But you cannot expect what kind of
questions that they would ask. If you ask them to memorize everything, they
might be disappointed.

What they are examine the concepts behind those issues. The C&A guide
states out the concepts but in a question forms. E.g. sustainable development
can be a keyword or concept. You can see this in multiple perspectives.

Examples for teaching concepts instead of knowledge:

1) They can talk about hot energy from the earth or water power can they
understand what is energy?
2) Or the hot topic Anti Guangzhou-Shenzhen-Hong Kong Express Rail.
What you should teach them different people might have different
views toward this or you should teach them the controversy among
different groups. Then conflict would be the concept that we have to
teach. Is there any way to cooperate?
3) There would be different views of different groups of people e.g.
minimum wage. There is a controversy among different stakeholders.
No matter cooperate or conflict, these concepts can still apply to
different situation.
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After three years, this incident would be gone.

There is some knowledge that they have to know but now the knowledge in the
issue. Can they apply those concepts in various situations? In the exam, they
have to apply some skills e.g. different stakeholders and multiple
perspectives to compare and contrast. How can they cooperate?

I would say it is easy to look for the topic but it is hard to look for the kind
of concepts I would like to teach the students. E.g. Family- family violence?
Rights and responsibilities of family members? In the society, their identity
will change to a civil citizen. What I want to teach the students are about
even the context/situation has changed; they still need to apply those
concepts.

b. Attitude of students towards critical thinking in Liberal Studies

I think the most important thing is giving them chance to think. Can that be
trained? Children always like to ask. But I dont know what happen later,
they dont like to ask. Maybe they have faced too much problems, they
would rather say... dont ask me... I dont want to ask. If you give them a
chance.

c. Some students has critical thinking but not much knowledge

F4 students. They are quite interesting. They will question and ask... but
they might not know much about the whole content of the issue. If you ask
them for details, they might not know but they have opinions.

As a teacher, we can encourage them to explore more. Sometimes after they

ask, then they stop. When the students ask, they are more interested to social
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issues and they are willing to look for more information and see the points of
views. They might not have much knowledge and information.

F4 students are still young; sometimes they cannot understand world power
struggle much- resources and energy. We encourage them to explore more
and read more newspaper. E.g. they are not only fighting for Diaoyu Island.
Will there be any minerals inside?

We encourage the students to ask. Students can ask question, we assert that.
They have talents but they also have to pay effort to look for the answer.
This is an interactive learning-teachers are also learning with you. We are
not just answering your questions the starting point is very
important...teachers and students should accept that there would be
something that teachers might not know... it is not a problem because
teachers will look for the answers with you. The mentality and attitude is
very important.

d. Own ways to teach critical thinking

Every class will have that too. I will separate that to different stages. It
depends on the topics. Can we discuss that or not? CT Students have to
understand the controversy of the issues-then you can discussfor junior
students, it might take more time. They have to understand different
standpoints and what are the reasons behind.

Categorize task for F4 students, if they can look for different stakeholders,
that is quite good already because after that, they have to do the compare
and contrast. Then they can comment on that.

e. Difference between ASLS and NSSLS in teaching critical thinking

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We have to think about the numbers, standardization and continuity of

different classes. AS LS students are motivated. They have more social
experiences e.g. summer job. They will actively ask question. That is
different from F4. F.4 might not have the same motivation like F.6. Teachers
might need to do some selection of information and be more open in year 2.

There are less and less students to take LS. They do agree that they can learn
a lot in LS but it is hard for them to get high mark. There is no guarantee
practice makes perfect. Students who are taking LS do have hearts and they
believe they can learn certain skills.

f. Other ways to learn critical thinking

The topic of Post 90 was not that successful because there were too many
actives. We have the broads. Some teachers would say they understand...
some teachers have Post90 kids, some of them have taught in other school
of post 90s boy. Those are very fruitful.

At least students and teachers are willing to listen. That is a very good
sharing. It is a very good starting point. Dont put everything into academic
and everything should be record for marks. Traditional schools might get
into this trap very often... we should mark. But if we dont mark then
students would not care. OLE? Forum would not be marked as OLE... how
was the teacher response? Other teachers were quite excited. ... They are quite interesting... it is a good chance to have a platform
like this... if you dont agreed... you can walk away... but at least you can
listen to different voices. Students like to discuss in a small group but not in
a forum like this. We have to develop this culture.

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6. Subject disciplines and critical thinking

LS is a good subject because for the other subjects, there is less chance to
argue because of their subject professionalism. Comparatively, it is hard to
argue. LS provide a chance to you to ask and to challenge. Other subjects
except social sciences, it might be hard for them to argue. Most of them are
facts... E.g. History.

It is hard to argue. Then the teachers will challenge you because teacher
will have very strong knowledge background.

But for those social issues are in daily life. There should be different
opinions. If you dont have opinions that mean you dont care about the
society.

Every subject has critical thinking.

There are different parts of CT. E.g. reasoning and judgment. In other
subjects will have these too but with different context? Every subject is
doing CT not only LS is teaching CT. If we say other subjects dont have CT.
Then we never have CT. It depends on how you lead the students to think.

You can challenge Pythagoras' Theorem in theory... you can.. but you might
not have enough knowledge to challenge the whole thing.

Secondary school education is preparing you to go further in university.

Dont put the standard to high for secondary students. If they can have
reasonable judgment, different stakeholders in various contexts and what the
reasons and values are behind, that is good enough already.

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To go further... they have to go to university. We have been to universities

and work... it is very different from secondary school students. They might
not know much like us.

They can know the world through internet. They need more experience. I
will appreciate students who do not care about that topic much and now they
have more interest in that. This kind of process shows that they are thinking
already. They will not just trust one person. They will think...

Sometimes, they will write e.g. dont care much about News in Mainland.
Then we will ask would that be some moments you care? Why?

7. Language
a. Language as an issue in Liberal Studies

You feel so good to teach and learn in Chinese but it is funny that. When
they want to apply those terms or concepts from other subjects, they might
find difficult e.g. non renewable- they dont know how to say that in
Chinese.

Using Chinese is easier for them to think. If we use English, they may say
that out but the word that she is using might not be the real word that she
wants to say. That might hinder their expression.
b. Language ability and Critical thinking

Once it comes to assessment, it requires you to have the language ability.

But it is not necessary to be the whole thing. E.g. I allow them to draw
picture in class. Some students will tell you they cannot express through
writing or drawing. Then I will ask them to make a drama.

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There is various ways to evaluate students CT but we still have to go

through the final assessment. I have asked my students to set goals:

1st goal -you have to think about your view points first.

You have to learn how to think. Before you start the discussion, you have to
think and finish the tasks/preparations first. They have to build up your own
ideas first before you join the discussion.

2nd goal- after discussion, they have to do a conclusion. Some students are
afraid to laugh by the others. That is why they have to learn to respect
everyone.

Sometimes you have to distinguish those are ideas generally accepted by

people but some of them might be very different but it does not mean that is
strange. I ask them to drop down the points and after that we can do
something more on that. There should be goals for discussion.

Students might have the impression that LS is about group discussion. They
like it a lot talk talk talk talk because they can talk whatever they want.
After a while, they stop discussing because its boring. That is why I would
say before you start to share, you might need to think about what is your
points of views first.

8. Assessment of Liberal Studies and critical thinking

a. The case of Tao jie()

Liberal Studies exam can examine students critical thinking.

Tao jie() did not do it wrong but because he is so familiar with the topic,
that why he wrote so many things irrelevant. The target is not appropriate.

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The exam papers are originally designed for secondary school students but
now you asked an adult who is so familiar with that topic do. They have to
response the data.

He () might not know the rules. We dont know what happen behind the
camera. We have to think about the target group, expectation and outcomes.

b. Exam paper

For secondary school students, I think the exam can make it already. We as
adults would think different. It is quite hard for the students because they
have to understand the concepts and what are the issues behind+ skills+
examples.

The exam papers are start from easy to high level from A to C. At last, they
have to give comments and suggestion. They start from basic. Students also
do that in other class e.g. Data response.

It is hard to say past or not past. Even I dont have opinion is still an
opinion. It deepens on if they have the chance to express or not.

Mode of the exam: written or non-written

Some students might be good at speaking/non written work. But still they
have to explain and tell us why? If a student can draw very well, then how
can I justify the students who can write but not draw... it is quite hard?

I think we can do different types/forms of assessment in school or classroom.

SBA provided a chance for the students already.

If you talk about written exam, it is not only LS have this problem. You can
argue if Geo can have the oral exam/presentation too. SBA is students
centered. Do we need a framework? That would be school based but then we
cannot do the assessment.
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9. Foresee Liberal Studies

a. NSS Liberal Studies and the situation of Hong Kong Education

Dont try to give an illusion or fantasy of LS. I think everyone has his or her
own opinions. But they dont have chance or space to connect with the daily
life.

LS is not something very academic and high sounding. It is something that

can help you to understand the society. It really depends on the attitude of
the public. Students have no problems with that.

b. Tutorial of Liberal Studies: knowledge, exam and critical thinking

I cannot see the difference between. It depends on the attitude of the public.
Most of the opinion of the students is based on the public.

I asked my students about what do they think about LS at the beginning of

the term. One of the students shocked me a lot because she said there is no
one in HK knows how to teach LS if she hasnt read any newspaper, she
would not know. It is not easy for a F.4 student to say that. I appreciated her
attitude because she has read a lot of news about LS. But how would you
judge that? Do you agreed with that? I am standing here... how would you
see that? You havent taken any classes of LS. How would you say I dont
know how to teach? CT is like this... asking them question and thinks.

10.

Professional development in Liberal Studies

a. Attitude of the teachers

We dont have LS before and we care about exam a lot. It does not mean that
we did not care about CT. Teachers have critical mind but there is not a

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specific subject to teach this.

Also, the image of teachers are too classic- knowledge provider. The society
has changed; sometimes student can have more information than you.

When I started to teach, I always try to memorize everything but I found out
I could not memorize everything and also that was not the students concern.
I had broken through because students told me they could not learn much in
that way. Also, they told me that they would not mind to learn with me. They
dont think teacher should be smarter than them.

Teachers would think faster than the student. Of course when we go inside
to the classroom, yes we are teachers but at the same time we are also
learning with students. There should be something that you are better than
me and something I would be better than you. I can lead you to have
discussion.

Our roles are facilitators. I have my own opinions but I would like to know
more your opinions also. There are also teachers doing accept this subject
but they have to teach LS. It is very sad. Teachers have to prepare a lot.

Teachers are very interesting. They would not like to leave their core subject
and change to teach LS. They dont feel good. The workload is quite heavy.

This subject is new, teacher might not be confident enough. They are not
sure whether it is the right thing to do or how much they can teach. Or they
dont know about the topic. They might afraid to say something wrong. It
really depends on the personality. Some students would doubt that too. Both
students and teachers have to adjust too. Students would think teachers cant
be wrong. Both of them have to give up the prejudice- teachers cannot be
doubt. Students might be too submissive think that would be too rude to
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challenge teachers.
b. Teaching training of critical thinking
Asking good question
How to ask a good question for students to think but not asking the students
to guess my answer.

EDB and universities have many trainings. Sometimes they are providing
that knowledge to teachers but it does not mean that teachers have to teach
the whole thing to students. Students cannot digest them all.

I think teachers have to adjust their attitude rather than think about what they
should teach. Collective thinking is necessary but the most important thing is
their attitude.

11. Constrains and solutions in Liberal Studies

Markers meeting they have different opinions. We have to check out the
question first. Value free? Not really but students have to have their opinions.

We would not justify the words but we will check if you are answering to the
question. Examples: No matter you are using Tianmen incident or massacre.
We are not criticizing the words they used but we are checking can those
examples help to explain the complexity of identities. It is not about the
words. It is holistic marking. We might have different opinions that are why
markers meeting are very important.

Double marking- third examiner... this is rational. The most important thing
is the consciences in the markers meeting. Students work wont be too far
away because there is some framework from the given data. You can guess to
what extent they can go. But also, we should not use our own standards to
grade secondary students.
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12. Personal experience of develop critical thinking

I have learn the most critical thinking from AS Liberal Studies. In the old
syllabus of Geo, I have developed knowledge but not exactly CT. We just
started LS but that was a very good chance to broaden my horizon. I have
learnt if I want to know more, I got to pay more effort. Other subjects can
also develop but LS encouraged me to read more and know more about
social issues.

Also, in university, there are different people. They have various thinkings.
Even to the same issue happened in hall, all the people thought different. I
have learnt from LS the most was I accepted that some people might have
totally opposite opinions or thoughts with you.

LS are not something very noble because it helps you to think and listen to
different people even you might not share the same opinions. But you will
ask why? Then analyze and ask can you give me some evidence?

When I come back to this schoolI have changed and learnt a lot. I will
leave 10mins before we end up the class. 5 mines for them to think about
what have you learnt?

5mins students will tell you whether the activities

went well or not? The students were quite honest... I dont know the
instructions? How we can improve? May be you can try like this. Some
students will tell you they cannot do the drama because she cannot act her
role which is totally opposite of what she thought. I have to teach her try not
to think about her own views first but think about why this person will talk
like this.

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13. School culture and critical thinking

a. Teaching as alumni

X Schooltraditional school will have the same problem- students dont

want to have breakthrough as well as teachers because they dont want to do
that in school. They have culture and traditions already compare with new
schools. There are quite a lot of obstacles.

Some people might think being critical means criticize... not all the people
can accept different opinions. We might say that is too radical. Sometimes
teachers would say students are not mature.

I as an old girl ... I was not very active for activities. I liked to study. This
subject has widened my horizons. From a student to a teacher. As a student,
critical thinking was just in the classroom. At that moment, the atmosphere
was different from now. At the beginning time, I was very not used to like
this. When I stepped in the classroom, how could that happened? They are
not good() compare with us.

Maybe the society has changed. But after you build up the relationship with
them, they are willing to share with you. They do care about the social issues
but they dont have the room to share or express. During the conversation,
they will share with you. They like to do matching. If you are teaching
Geography, they would not ask you about science because they thought you
might not know. But I still can have my opinions e.g. cloning. LS provide
such platform to you. We learn a lot through arguing. After arguing, you
might know more.

We invited Miss Emily Lau to come to talk about Five Constituencies

Referendum(). They have asked many questions. We discussed the

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questions hat after the talk. How did she answer? Students were exposed to
lots of inform and not trying to ask why and how come. LS provides a chance
to ask why and how come ..to see the whole process Sometimes, they
might say that is not my business.

In LS they have to understand it is related to you even it did not happen to

you or in your zone. If global warming is not your business, then why do you
need to turn on the AC? Might be you are one of the destroyers too or you are
one of the green developers. But the others do not cooperate with you. Some
animals cant talk but they died because of you. Can we make a better world?

Students are funny in these schools. They dont want to talk much in class
but after class, they talk a lot. It depends on whether teachers want to discuss
or talk with you too. We have organized some forums this year but the
response was not good. They are not used to talk or speak in the public. Loch
time canteen. We would invite teachers e.g. youth, social issues... i went to
the forum about the culture Taiwanese idols. PSP Games...interesting
questions... what is the problem if we like to have idols? Young teachers are
willing to listen and come to see.

Depends on the topic--- gender... might affect a bit because some topics girls
will be more interested.

b. Parents influence on Liberal studies and critical thinking

I have organized a parents meeting about LS before. I let the parents know
the text book... whats going on. No text book. They asked me interesting
questions such as There are values and religions in family... should I tell
them? I answered them the most important thing is no problem to show your
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opinions but ask about their opinions. I dont mind you go and listen to
different opinions. After that I know how to deal with parents. I told my
students about the use of the book. After my class, you can check that in the
book if you are interested. If you have to know that I will copy that for you.

14. Can LS liberate students and teachers?

a. More understanding of the LS

It could be. Liberate does not mean saying something without thinking the
consequences. Nonsense screaming--- it is difficult. The society is a bit chaos.
What is the meaning of rational discussing?

It seems like we can say anything in school but actually it is not. The ideas
are good and maybe we can do that but we need some conditions. Teachers
and students need time to adjust their attitudes.

Even we had ASLS before but the numbers are not as many as now. This
subject is still very new. At least, we need more couple years to have exams
and more teachers to involve, and then it might be better. That might help
with this subject.

More understanding will make this subject better. We keep talking but there
is still no final exams... everyone was scared already. After couple years, we
can revise.

b.

LS can rise up the social conscious of the students

Yes. It depends on the teacher. It is not hard to choose the topics. How you
can make the students think is more important.

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Examples: If you choose drugs- students will think for sure you are
asking me not to take drugs. If you can do better-I am not telling you not
to take drugs. Is that the problem only teenagers are facing? How
society think about teenagers use drugs? How would you see this?
Government has done a lot about the side effects of drugs but still young
people would take the drugs? Why? What are the main factors? How
would you evaluate the work of government? They did not do that well?
Or they are not doing the right thing? Are they just curious or dont
nothing about that? They can suggest the government what they can do
more?

There are some positive values. Through the thinking process, they would
understand more what is drug. Compare with other subjects, LS provides a
platform to the students to think and discuss.
Multiple perspectives

We hope the students can see through the news. E.g. is that just opinion?
Why? Based on what reason? Can we apply to all situations? I can see the
changes.

From the reflection worksheets, students would try to think about something
that she never thought about that. E.g. When I was teaching racial
discrimination, I showed them what the people thought about HK people as
tourists. They were really surprised because they never thought about not
lining up could be a big thing. Then I would ask them to think about how
they see the South Asia people. May be we dont understand their culture.
They would say they never thought about that but they would try to know
more. It does not mean that they would think very positive towards them.
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Of course, we cannot check everything from the exam but at least, we have
this subject, they will know that they are part of the society. At least, they
have to know they are not just studying but they have to understand the
society more.

It is very different from civil education. Of course we will teach them as a

civil citizen. But it is not the same.

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4.4 Observations and analysis of Teacher B

Teacher B was willing to talk. She explained her ideas in a very organized way.
She used a number of terms and concepts from the C&A guide. Being the assistant
panel of Liberal Studies, she explained about the operation of her school, which is
quite unique. Teachers teach certain topics according to their expertise and interest.
They have one period to prepare the class and she emphasized the importance to
letting students express themselves.

Regarding critical thinking she said definition was difficult but it was necessary to
have a basic understanding or knowledge. It is hard to quantify critical thinking.
She repeatedly emphasized the importance of context. History and literature,
science and mathematics must be understood as interpretive domains in which
knowledge and skill cannot be detached from their contexts of practice and use
(Rensnick & DP, 1992).

Participant B said that the concepts of LS are issues from daily life. That is why
she mentioned many examples of students thinking critically. Meaningful learning
occurs when new information is linked to existing concepts (Paechter, 2001). She
said working experiences might even help with critical thinking and knowledge
building. She used Form 4 and Form 6 as example to demonstrate learning.
Learning knowledge is also about practice: learning is doing. Meaningful learning
is a process in which new information is related to an existing and relevant aspect
of an individuals knowledge structure (Novak, 1977:74). We might want to
include some sort of criterion connected with the desire to learn a particular piece
of knowledge, a characteristic of commonsense, real-world knowledge that it is
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learned in a context and for a purpose (Paechter,2001).

She expressed that thinking tools such as the six thinking hats might be good but
if we do that mechanically or not effectively, it might hinder the students thinking
process. We cannot teach a skill component in one setting and expect it to be
applied automatically in another (Rensnick & DP, 1992).

It was noted that the internet is a very useful tool for the students to explore topics.
It might change perceptions towards knowledge and affect relationships between
teachers and students. Teachers no longer are the authority of knowledge. They
might know more than students in certain areas. However, for information,
students can further investigate issues. Knowledge no longer is owned by school
or teachers. That is why she explained that it is true that teachers may not know
everything in the world. Both teachers and students have to understand this from
the beginning. Otherwise, students may have the wrong expectations of teachers
and teachers may become frustrated because they cannot accept they are not the
ones who know everything and they could be wrong. Knowledge no longer only
owned by school or teachers. There might be one way to undercut the
power-knowledge imbalance in the classroom which is through the inclusion and
validation, within school, of more student-owned knowledge. Students would be
able to retain ownership of their non-school knowledge. (Paechter,2001)
Also, teachers themselves should be the models because the deficiency in
academic training has far-reaching consequences. Students learn to think, write
and speak in critical ways by watching respected leaders model these behaviors.
(Brookfield & D, 1997)

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She drew on her own experience. She was a very submissive girl and studied a lot.
Her AS Liberal Students class in senior secondary school helped her develop
critical thinking and be more socially conscious. She develop multiple
perspectives when she was at university because there were different people from
various backgrounds there. The environment at campus and students from
different departments broadened her horizon.

She still needed to adjust her attitude when she came back to her old school to be
a teacher. At first she tried to memorize what to teach because she did not want to
miss anything. However, she found out that sort of teaching did not work well.
She then modified her way of teaching and opened her mind. That is why in LS,
the authoritative image of teacher needs to be modified. The relationship of
teacher to student needs to change from teacher of the students 4 or
student-of-the teacher to teacher-student and student-teachers. The important
thing is that the teacher-student relationship is mutual and not one-way. In the
whole learning process students are not only students but also teachers. Teachers
may be facilitators, as noted in the Liberal Studies curriculum guide. Participant B
mentioned that teachers do not mind learning with students because students may
know some topics better as LS is very broad. She emphasized that critical thinking
is about liberating teachers and students, and it depends on teachers attitudes.
Students also need to ask questions. She said asking questions is very important
learning particularly regarding critical thinking. When people are still young or
children, they are inquisitive, but at some point stop asking questions. That could
be related in the past, when schooling was about memorising received truths.
4

Freire, P. (1972). Pedagogy of the oppressed. London

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Panguin Books.

Critical thinking frees the mind to ask questions and evaluate assumptions, far
beyond typical classroom delivery (Facione, 2001).
Also, she also mentioned that students should know the difference between
criticize and critical. They sometimes associate critical thinking with words
like critic and criticism, and conclude it is synonymous with finding fault
(Hawes, 1990). Intellectual arrogance may blind them to constructive alternatives
(Geertsen, 2003).

In the interview, she was knowledgeable of LS and lucidly discussed critical

thinking and her own teaching experience. She strived to be open-minded as a
teacher and not afraid to be wrong. If there was something she did not know about
she told the interviewer. Her willingness to try new things is shown in her
eagerness to organize different forums at school. She was keen on finding new
ways to improve things.

Her own experience of LS and teaching bolsters her attitude towards knowledge
and critical thinking in Liberal Studies. Her personality, experience, and unique
identity as an alumnus have helped her develop critical thinking and knowledge in
Liberal Studies.

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4.5 Case study of Participant C

1. Main focus/Nature of Liberal Studies

There are two things. Firstly, the Basic Learning Skills which can be in
different subject and students can apply those skills in other disciplines. This
kind of basic skills, including looking for information, analysis, criticism and
self-learning ability.

And, I believe the content knowledge is relatively loose.

LS focus is in

those skills development. But there is a basic but broader content, hoping that
students will have wider exposure, but it does not require to be deep. This
can complement the individual subject which is studied deeply. But these
kinds of subjects are limited because they might not have the time to deal
with the issues in daily life, common sense / basic knowledge within the
school system. LS does not have a very in-depth content because it hopes
to fill in the gap including Common Sense and Knowledge.

This subject should provide chance for students to develop their thinking
skills

2. Critical thinking and knowledge

Both are important

If

person

just

has

knowledge

but

without

critical

thinking,

his Knowledge will be very flat, very biased knowledge. However, if a

person just has CT but no content, he would not have the ground to do the

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critical analysis. If you dont have the knowledge, you cannot develop the
skills.

If there is a person who has critical mind but not much knowledge, he is just
a old man in Victoria Park (). He is just arguing for the sake of
argue. There is no knowledge to convince the people or multiple perspective
to see the world.

Content knowledge is a foundation, a base. If there is no base, without

any skills or info, basically you can not apply anything.

One example is the Content Knowledge is the ingredients, skills is like

cooking. Cooking without good materials, regardless of how good skills the
cook has, he cannot make a good dish.

I think knowledge is the basic thing; this knowledge in LS is very broad.

Those six modules are including almost everything in daily life that the
children can approach. It encourages them to have the sense to pay attention
to the surroundings including listen to the daily conversations.

After they absorbed that knowledge, LS will help the students to transform
this knowledge in order to make them become a critical thinker. This is
including basic knowledge, but not only one side. They should have
different perspectives of thinking. This is the first step.

If

you

dont

even

have multi-perspective, it

is

difficult

to

do Critical Thinking. When you have a basic knowledge, we should help

him to slot into those issue in daily life, in order to help him to make his own
analysis and a critique.

At the beginning time, students might not need to understand the subject in
depth. Students can learn from the tasks and activities plus reading the
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newspaper at home. The tasks should ask something knowledge that they
have to know. But if you as something too superficial e.g. Do you agree with
the political reform?, then it would not help. They might use some other
opinions to express but there is not enough information. Critical thinking
requires them to check enough information to support their views.

Critical thinking and knowledge construction should be in the same process.

If a person does not have enough knowledge, he would become judgmental
because he will argue from only one perspective. That is why I dont want
my students to become the people who just argue for the sake of argue in
Victoria Park () But of course someone who is knowledgeable
does not mean he has enough critical thinking.

There could be someone who is knowledgeable but does not have critical
thinking. I have known many professors who are not critical at all. They can
reproduce many theories from the others but they dont have enough ability
to criticize others theories.

Just like the metaphor I mentioned before. CT and knowledge is just like the
skills and ingredients for the cook. Two things are both important and they
are mutual.

HOT is a very vague term. What is HOT? If the students can see one more
different view, he is already thinking more than one perspective. They might
need to see more different perspective in order to construct their own values
and views.

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3. Pedagogy of teaching critical thinking

a. Own way of teaching CT

I graduated from Social Work Department and that is why I think the basic
learning is communication. I hope my students can listen from different
people first including watching and hearing different information from
various people. In this process, students have to express these different
values or opinions to the others. He can expose to 10 different opinions but
only one or two he would take. I hope they can express that and tell the
others apart from his own opinions, what do the others think including their
enemies. Even your enemy can understand your views or I might not agree
with you but it is important for the people to see or understand other
opinions. Then they have to explain why they still insist on their own values
and rationales. They can have a conclusion after listening to everyone, why
they still have such opinion.

It looks like communications only but philosophically, during the process of

absorb those information, they are developing their communication ability
already in order to make him to stand outside of his limited knowledge.
Meanwhile, he is also expressing himself but not a recorder. He is his own
choice to choose the values and that is logical thinking. Any issues in LS can
provide this type of thinking process.

b. Examples to teach Critical thinking in LS

There are many issues that we can teach CT.

Hong Kong today. When we talk about Hong Kong today, we cannot avoid
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to talk about social participation. Should we Act now or it is Absolute

wrong? There is a polarization in the society towards these types of issues.
When you are anti-government, you will stand for those anti government
views saying absolutely wrong, voting for our own chief executive or ideal
democratic process.

If you are pro-government, then you might not listen to any pro-democratic
voices. I ask the kids about their opinion before intervention. E.g. Absolutely
wrong, act now or half- half? No matter what I ask them to collect some data
when the go home especially ask about different opinions from various
people. I hope they can list all the different opinions and what are the reasons
behind no matter they agree or not. I ask them to change the roles and have a
debate.

In the whole process, many students feel horrible because they have to
defense something that they might not agree. I want to train them even they
dont like someone, they still have to learn how to defense. During the
debriefing session, students will find themselves are becoming more open or
even change.

They might find some pro-democratic people never thought about the reality
or they havent seen any basic law or information. When they want to
defense the government, they have to understand the control of the Chinese
government and the contrast of interest in Hong Kong. Those students might
think people who are pro-democratic might have many noise and violence.
But if they check out the democratic process of Hong Kong, they might find
out there are some unreasonable situations. They might try to understand why
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the others still insist and they would understand more perspectives.

Students have to learn how to defense their rationales and values but not
something emotional or just opinions. That is why they have to learn to listen
to the others in order to broaden their horizons.

4. Assessment of Liberal Studies

a. Grading CT and HOT

There is a high or low CT or HOT. LS wants to screen out those students

who have high HOT and CT with personal points of views and knowledge.
But with this kind of assessment in LS would not be valid to grade students
CT and HOT.

Thinking is something very internal, only expressive things can reflect their
ability. It could be written or spoken. It can also be presentation or
drawing/picture etc. But the exam is only in written form and that is not
secure because with limited time and topics plus stressful environment. That
is not an ideal assessment.

The ideal one could be like the TOK (Theory of knowledge) or Extended
Essay of IB. There is only past or not past. It requires student to have HOT
and CT in order to do the self-learning. It can reflect the whole learning

b. Sample questions about pursing

That is related to youth sub-culture. LS requires the students to understand

others opinion no matter agree or not. They should know that are the
rationales behind. They have to understand what are the stand points and
assumptions. Your assumption would not be perfect but you have to explain
why after you have considered different opinions, you still think your stand
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point is more important. That is about choices of values. If the kid says the
parents are too conservative, then I would ask how about if you were the
parent? They have to put themselves in the boot and understand the others.
Understand is very important. If you dont agree to have pursing, then you
should think about why the young people will think like that and how does it
become a conflict? No matter you agree or not, the most important thing is
understand different opinions. At least, there are still different opinions but
you can still have your own choice with reasonable explanations.
c. Mode of LS exam

The assessment of Liberal studies was not totally bad. But the exam setting
limited the environment, time and resources to do the exam. All the
expectations in LS ended up with this assessment which weighted 80%. This
is a failure. If you the kids to listen and express their opinions or values, they
can absolutely do that but they cannot do that freely in such conditions. The
setting of the exam weakens this process. Is that necessary to have this exam
setting to check their development and achievement?

One take exam in essay form is not good.

The ideal assessment should have more project based assessment because
they are more flexible and safe .

It is hard to use one fine tune to grade the students in this assessment. The
best could be using past or not past plus distinction. They tried so hard to
distinguish students into so many levels in order to make all the students to
fit into different levels.

We cannot just say the exam is not good because of the case of Taojie ().
Why he could not do badly in the exam? His answer was irrelevant. It is just
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like a good football player breaks the rules then he has to have the penalty

This exam was not extremely bad but the written form to check ones
thinking might not be the best.

The setting of the exam cannot be secure for students to express themselves
as well as thinking.

This exam cannot check students critical thinking because there is not clear
marking scheme. There are only five levels of descriptors and those are very
vague. It depends so much on EDBs standardization and the quality of the
markers. No matter what, it is very hard to check students in such setting.

It is easy to make the exam topics but hard to do the marking.

5. Critical thinking and values in LS

LS emphasize the views and values but it is not about indoctrinate values to
students. We have to use different values to compare and contrast our own
values in order to develop the choice that we go for. There are different issues
for the students to enquiry and there is no absolutely right or wrong. Every
perspective has its certain assumptions and interests. The students are
constructing their values in their life while they are choosing to have their
own values in various issues.

The most important thing is still respecting and understands different values
and interests from the others. That is what is called high level thinking.

There is no value free. Value free can be a value too. I will not hide my
personal value and students will know that in general. I will not put bias
when I give the response or feedback to them. I will ask the students on
purpose about other opinions and possibilities. If you ignore any other
opinions, that is still not good enough.
102

That is very important to have a frame work to consolidate different

perspectives from students in the class. What are the stakeholders and based
on what reasons/common interests you and I will see the thing different?

I will have my own values towards some unreasonable views. E.g. I prefer a
faster democratic process in Hong Kong. But when students ask about that, I
will try to think more the views that I dont agree with. For example, I will
ask have you thought about the reality of HK politics and the autonomy and
responsibility of the place.

There is not right or wrong value. No matter what value you choose, you
have to understand what is the limitation of this value.

If you can explain

those, it is still your own choice.

What is the meaning of a good citizen? It is very vague. Can a person who is
anti government be a good citizen? How about if I am being a good citizen
criticize an evil government?

There is something that I will say that is true or false. No matter what is the
political situation either stable or in danger, there should be something about
right or wrong e.g. should the government shoot or killing the people with
tank. After this how would they explain? All of these are related to some
basic value.

I dont think they will ask about Tiananmen incident in the exam but LS is a
very broad curriculum, you can use different issues to deliver your class.

When students use the terms Tiananmen massacre, I would not judge them
whether it is politically correct or not. If the students use this word without
any evidence no matter that is pro-Beijing or pro-government, they dont
have logical support. Do you have data to support? Any first hand
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information? Why you cannot use this term? It is not about politics or not.
Nanjing Massacre is used by foreigners or some of the Japanese people too.
If a student does not have enough information including look for the sources
by themselves, they just borrowed some slogans. That would be dangerous. It
is not about political correct but lack of evidence and judgmental.

Although when I was teaching, I would say it is massacre because I had seen
different news reports and evidence. Even they could be very different, but I
would rely on which I think they are reliable. How would you justify this
word-massacre? How many people die would be massacre? It is hard to
argue. My interpretation to this word would be even no one die but you use
real guns and tank to the people that are still a massacre because your target
is killing. No one die is just the result. This is how I will justify my word
when I am teaching this topic. If the students cannot explain like this but just
using the term, I would say that is dangerous.

6. Teachers training
a. Training in thinking

Theoretically every teacher can teach but no guarantee they can teach well as
the objectives mentioned in the Curriculum Guide.

We need to have more training to teacher in thinking as well as the

understanding of the modules. At least they should have basic knowledge.

Hong Kong teachers need more training in thinking including being open
minded. Once they have such skills, they will know how to train the students.

Universities and secondary schools dont pay much attention in the training
of thinking especially in high order thinking pedagogy.

I have read about six thinking hats. If the teacher does not have strong
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thinking, they might need a frame work to teach the student. You cannot just
talk about HOT, CT and multiple perspectives because those are very vague.

You have to have a thinking direction for the students to do that step by step.
Those models are helping the students to understand the framework more.

b. School environment and support

School should help every teacher to have the ability to teach LS because the
content is so broad. Students and teachers can help to develop that.

There are lots of topics in IES. The best thing is invite all the teachers in
school to be the advisor. Every teacher has his or her own expertise.

What students can learn from LS can apply to other subjects.

Teachers who learn how LS teach would be benefit from that because they
can teach other subject better.

If we dont have good training in thinking, that will hinter the development in
university. It is not about high or low. Primary school also need that too
because we should not hinter the curiosity or habit of children to explore the
world. Children are very inquiry.

7. Can LS liberate teachers and students

a. We finally end up in a low level result- assessment

If we keep using this way to deal with LS, I would say no. No matter how
great is the process, we finally end up in a low level result- assessment. We
should not limit the time and the mode of assessment in order to get those
grading without any meaning. How many students and teachers can liberate
from this? The exam is the one does not liberate the students and teachers.
That is the ultimate problem of Hong Kong Education.
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b. Problems of HK educations

Exam is so important and that is still the main structural problem of Hong
Kong Education.

We dont have enough university quotas for students. Once we dont have
enough university quotas, we need to use comparatively standardized
standard to screen out the students. The less argumentative method would be
public exam because everything included time, place and questions are
standardized. That is why we know that cannot check the multi-intelligence
of the student but we still have to do that.

There is only around 10% students can get into universities. 60% of the
students can have further study including associate degree and high diploma.
If we compare this number with other developed cities, it is very sad. Having
tertiary education should be the rights for people. If 60% of this people are
qualified to go to universities, why there are still very less people can get in.
It is the resources distribution problem.

There is not study prove that the quality of the university students is worse
than before. If only 1% of the top students can get into the university, of
course the quality of the graduates are very good but the quality of the
society would be worse. But if 60% of students can get into universities, then
it might affect the quality of the university graduates but the quality of the
society would be good.

If the quotas are that limited, exam should be the only way. Then School
Based Assessment is not applicable. We argue a lot about the assessment
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because we dont have enough quotas. If everyone has enough resources,

people would not mind what should be assessed or not. I dont think NSS can
bring a big change to HK education.

You can ask any F4 teacher, what is their target? Get a good mark in NSS in
order to increase numbers of getting into the universities.

Having LS is better because we dont insist in raw learning better does not
mean good.

c. Language ability as an issue in the LS exam

Having good language ability would help in their assessment because now
we are using written exam to assess. Our tasks are mainly written to drill the
students to do the exam.

Having good language ability would help to get the information and express.
Also, good language ability would help them to reflect values easier.

8. Subject discipline and critical thinking

Every subject can do that. It depends on the teacher. Chinese or English can
develop CT and HOT too. LS is the most ideal subject to develop this type of
thinking skills because the curriculum is designed for this. But the other
subject might see these skills as supplementary. But still depends on the
teacher e.g. how do they set up the topics for the students to argue.

9. Personal /working experience and critical thinking

My major is social work. In social science, we emphasize to have critical

thinking and logical thinking. Also it always related to social issues. I have
more social conscious after I finished my major. Also, I will try to see the
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world in multiple perspectives because of social work training. It required me

to be non-judgmental and value free in order to underhand different
perspectives from various people. It helps me a lot to see the things in LS in a
comparatively objective way with no much bias. If I can do that, students can
do that too.

I have been teaching in different schools and working in different posts in

these 18 years. I have been teaching 6-7 subjects. I have met different people
from different classes including colleagues and students. Those experience in
life help me a lot to have different perspectives.

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4.6 Observations and analysis of Participant C

Participant C used metaphors and daily life examples to demonstrate his ideas. He
seemed very easy-going during the interview. He used the word kids instead of
students in the interview. He also used words such as empathy, respect,
willingness to listen to the others and non-judgmental, widely used in social
work. He mentioned that his views on critical thinking and knowledge are largely
influenced by his university work.

He used the metaphor ingredients and cooking techniques to represent

knowledge and critical thinking skills. We cannot easily separate the two things
and the two items are both important in liberal studies. Participant B emphasized
that students have to learn basic knowledge too. He said that case of Taojie is like
a good football player who did not follow the rules and would need to have
penalties.

Throughout the interview, he emphasized the importance of listening to the others,

respect, and being open-minded. He encouraged students to ask questions and he
is willing to ask questions too. Open-mindedness is certainly important and this
means having respect for other viewpoints and being willing to consider
alternative ideas. This includes an intellectual curiosity in considering new
questions and seeking new answers. (Geertsen, 2003)

For him, the most important thing is having high order thinking, including critical
thinking, and this requires students to see the world with reference to different
perspectives, based on respect. Irrespective of the values or stance students have,
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they have to care about other views. He further explained that having a socially
conscious society is very important because, through reflection, we can create a
better society. Thayer-Bacon (2000) emphasises the need to transform critical
thinking into socially constructive thought and advocates a constructionist view of
higher-level thinking directed outward to others which values imagination, feeling,
and the social construction of meaning.

He commented about the assessment in LS. He noted that Liberal Studies has
vaunted aims, and that good assessment methods are important.
He noted that the biggest problems of examinations are the settings. The
examinations do not allow students to demonstrate critical thinking and abilities
and there is limited time, space, and restricted questions. Time restrictions affect
critical and reflective thought. It rewards quick judgments and hasty conclusions
rather than the carefully reasoned, thoughtful judgments typical of good critical
thinking (Paris, Lawtoon and Turner 1992).

Finally, he argued that if we want to liberate students and teachers, we have to

confront exam oriented culture, and noted that there are not enough university
places. He stated that universities have falling standards

and this can limit

university quotas. Discourse involves sequences of signs that are enouncements

(Foucault, 1969). An enouncement is not a unity of signs, but an abstract matter
that enables signs to assign specific repeatable relations to objects, subjects and
other enouncements. Thus, a discourse constitutes sequences of such relations to
objects, subjects, and other enouncements (Foucault, 1970). Different people can
have various interpretations of the quality of university students. He further noted
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that if we have more university students, this might affect the quality of students,
but the whole quality of the society would be improved. This might ease the
problem of LS assessment. People put too much focus on exams and should
explore different modes of assessment.

He encourages students to ask questions and find information from different

sources by themselves. They have to question different positions to understand
strengths and weakness in arguments. Being inquisitive and asking questions are
essential in critical thinking. High level thinking blossoms when it is watered by
knowledge by students hungry for knowledge and who ask penetrating questions.
It is through verbal and silent questioning that weaknesses in position are revealed
or doubt encountered (Geertsen, 2003).
His personality as an easy going person with respect to the others plus the training
from university influenced a lot to his interpretation of critical thinking as well as
views towards the whole schooling system.

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4.7 Case Study of Participant D

1. Reasons that participant D became a LS teacher

Because I did a TV program before and met X. He was teaching Economy. I

chatted with him a few words, and I found that sounded very interesting. He
told me I just need to use the video. Since I am usually very busy, but video
would not be a bad choice.

In fact I have some personal opinions about LS and I would like to put that in
practice. That is why I started to become a LS teacher

2. Focus/Nature of Liberal Studies

There is no focus in LS but you have to see through the thing.

I have learnt a very important rationale in EMBA. I asked my professor how

I can get an A. He said that if you understand you can get a C. If you can use
it you can get a B. If you can think about what is that then you can get an A.
It is very clear that we can distinguish thinking in this way in university.
People argue if there is a grading system of Liberal Studies. It should be like
this but people dont know about that only.

What they have to learn is understand the key problem and distinguish what
is fact and opinion. Students have to zoom in and out to see the facts and
opinions by asking when Why How where who what.

After I give you some rationales, you can apply those to other situations.

There should be three important things in the world5: The sky, the ground and
the people. The relationship between the sky and the ground is good and evil.
The relationship between the people and the people should be beauty and

Refer to the picture that Participant D drew.

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ugly. We learn LS because we have to understand rational, law and love.

Everything seems to have answer and we shouldnt miss anything. We should
see thing world in all aspects and apply our own experience to practice.
Everyone should have their own views towards religion, philosophy and
human relationship. If my students can see through all these aspects, they
can get the mark and that is what I am teaching.

It is good because we spent so long time to memorize the content in the

books, syllabus, and the words or format that we can gain the mark in exam.
We forget the world is not like this, where is the answer? The answer is in the
way of operating the world. The good thing is I know people dont
understand, many people dont understand. Parents and commentators dont
understand. It doesnt a matter, they will gradually understand.

3. What is Knowledge

Astrology, five forces and Chinese medicine are all knowledge. (

.. ).

There are evidences. Now all the knowledge is dominated by western

knowledge. There are so much knowledge cannot get into that discipline.
There are so many things in the society cant be learnt by studying but by
practice and work.

Chinese people would have two sets of rules: on the table or under the table.
Why a girl can be promoted so soon, may be she could use her body. All of
these wont be seen in the books or study.

It is just like yinyang (): -ve +ve; light and dark; move and static. All of
those would not be considered formal knowledge. But I can combine this
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with western system e.g. management and repackage--- I am not teaching

you five forces but stress management.

I am just like a sponge to absorb everything even dirt because I have to know
there is dirt int the world e.g. office politics, stress, bad people try to date
girls. Now we are having information explosion but not knowledge.

4. Knowledge in Liberal Studies

There should be content knowledge. For example can you use 6Ws to talk
about Hong Kong. When would be the important dates for Hong Kong?
Where would be the important places in Hong Kong? Who are those
influential people in Hong Kong? If you can understand this rationale, it is
the same to the unit of China.

What dates are important to China? 1949 1978 1989

Once I taught you this methodology, you can look for anything. It does not a
matter if there is content. Of course you should know 1989. You should know
about 1997 for Hong Kong and 1992 consensus of Taiwan and china. There
is content you should know.

5. Working experience in media and ways of teaching in Liberal studies

My style is very different from other teachers. I have already use the way of
Liberal Studies to see the world and work. It is just like a History teacher
would see the world in a history way. It is just a way of seeing. My working
experience cannot absolutely help me to teach LS but it helps me think about
some new things to teach.
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Different perspectives as a former journalist. The job nature was very

different before. Before the motto to be a reporter would be right and wrong;
black and white. Now I have to use my own platform to promote right and
wrong; black and right. You have to know how to think in order to have this
ability. I have to know how to think and teaching the Chinese government
officers, CEO, entrepreneur and executives to think.

I can teach communication, memorizing skills, stress management. Once you

call me teacher, you have to listen to me. I have been working in the
university, school and conference because I have to make myself famous in
order to promote right and wrong; black and right. This motto hasnt changed
but I am doing that in other way.

6. Assessment in Liberal Studies

It looks like reading comprehension to me. I give you lots of data and you
should do the analysis and response.

You have to make sure there are some meanings from the questions about
either Hong Kong, mainland China or globalization.

The questions are bad and the marking schemes are bad too beascue they
cannot make the grades clear. The best is using three levels: understand,
application and to get beyond.

There is no standard answer and there is no necessary to have a standard

answer. You just need to understand what the main point of in various issues
is. You have to know there is facts and opinions and what is the difference
between these. You have to know what is the standard to weight the things in
the world.
115

There are many levels of thinking. Let me use a metaphor. If you want to
chase a girl, are there any grades? There should be one type that even she
comes to you and you would not date her. The other one is even she does not
come to you but you would go for her. The last one would be you dare not to
go to date her. If you know these frame work, you will know what is pork
chop.

The problem of the exam is just an album of information. Students have to

take exam but dont know how to take. They just stay in the level of old
thinking.

We shouldnt just use written exam. It should be a debate, interactive game,

drawing, commentary, marketing or one minute speech.

It could be compulsory with past or not past but it should be fun. It shouldnt
be just memorization. Liberal Studies could be a river drifting, bungee
jumping.. But the problem is we should think.

If you dont know what liberal studies is, you dont even know how to
apologize even you are department head because the books would not tell
you.

7. Own ways to teach CT

Can you look for the main point in an issue?

The ability to do deduction e.g. what will be affected from the economic
depress in US to Hong Kong and China. They have to understand what the
relationship between HK and China is. Is there any standard? Can we see that
with historical perspectives?

Do we have a framework to see the world? You can see the world with
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Economic perspectives- micro and macro. You can see the world with
management perspectives- five forces model

We have to know how to see those models. It can help the students to
understand model. There should be some models lasted for very long time e.g.
Wu Xing() five movements

There is no set framework because I would improvise. For example last week
I was being the MC for a show. I asked the audience to do think about an
interactive game in order to show what are their feelings about mothers day.
There should not be standard answer but the assumption is it should be
interaction.

8. Nature of critical thinking

Doubt except doubt

in a word

verbal plus non verbal

X bench mark

system thinking

touching

We have to know these six things especially how to doubt. There are so many
ways to doubt. You have to think about how to doubt.

9. High order thinking in Liberal Studies

There is high and low level thinking.

Many people think LS is just about general talk but even that should be a
direction. We have to understand two concepts: knowledge and information.
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Most of the people are just in the level of information. They have so much
information and dont know which should be knowledge. After knowledge,
there should be wisdom. If people are staying in the level of information,
they might find difficult to distinguish. There should be knowledge then
wisdom. You can apply those wisdoms in life. I would not blame the people
if they dont understand because they still can see through the world.

There are some people dont need much information but by using their
intuition to look for the answer. Some people use the wisdom to get the
answer. Many women have intuition and I have known so many cases are
like this.

People would ask Confucius what would happen in millions years because he
has his own way to see the world. You can see that from Maozedong, he
would have another concept too. You can see Dengxiaoping too, there are
many things he could foresee. This is wisdom but not information. He
probably has read so much information in order to have wisdom. Critical
thinking is one of the wisdom.

When people can think? When they get rid of the frame, money, live and
death.

This generation is very spoiled. They keep asking why dont you help me.
They have to understand the whole picture well first and what is that. In this
age, you have to know how to think because there are so many illusions.

You have to believe even an ordinary people can affect the others e.g. Susan
Boyle. There was a student use the way of cycling to do the fundraising. All
of these are my teaching materials.

Yinyan (, ,, X,). Everything is

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changing and there is nothing always. The stock market would fall but then it
would rise again. There would be failure after prosperity.

People can change too. Those are very submissive and good when they were
young, they could became bad when they reached their 40s e.g. XX. There
would be some really bad boys became really good people who work for
church.

10. Can LS assessment examine students ability of critical thinking

No, because the six modules are too as one pleases and how can people have
a clear understanding of that? The course design is very as one pleases too.

11. Critical thinking and working experience

I have been working in two fields but participated in many occasions e.g.
government, school, social community and business. I have to stand in
different perspectives to see the thing. Some times I have to see the things
from the HK perspectives or mainland China perspective. Every party has its
blind point. You need to have question mark to look for different
perspectives. You cannot just tell people how to think. I am just like the
youshi () in chunqiu() dynasty. I will tell them I have been to
different countries (countries in chunqiu dynasty), please
listen to me. If they dont listen, then I would go. If you dont belong to any
countries and people, there wont be any personal privileges, and then what
you are doing would be very different. I dont ask for money or frame (),
I am like a free walker in the world, I mean free mind walker.

After my generation, there are so many people dont know how to think
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because they are so used to think in their old ways. We called that is
elephant leg. Even you unchain them; they would not go because he was
chained when he was young. There is some common sense that we can use to
judge e.g. Why X TV station would still show the sports news? The other TV
channel has its own channel for football already. Why you still show Hong
Kong football even we just have half hour of news per day? Is there any
other news? Why it always have to be the same time? Why we cant change.
The other channel is always earlier than them.

Habits can be changed, you dont even know the world is changing and the
others might know. It depends you are a manager or a leader. You got to
think and face the challenges.

I believe education can change too. It is like butterfly effects. There is

nothing for sure it will change better. It is just like the rationale in yijing(

12. NSS and LS

It is good that they have education reform. Before we were having

spoon-feeding system, now we have to reform. Just like what have said in
yjjing( X ) you will know that
gradually.

The world is changing really fast. I went to listen to the talk of Mr X. he said
in 1984, he went to Beijing to have a national banquet. He was expecting
something more after the fish and peanuts. But that was it. He called to other
restaurants because at that moment the restaurants would closed after dinner
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time. It was 1984, the world is changing so fast. Dont worry, you would
understand gradually. That is why education has to reform.
Foresee Liberal Studies

The core problem is HK people dont have the courage to become pioneers.
There are no conditions for them to do that. For example, Shanghai has to
build the financial center, liujiazui() is doing that now. Liujiazui is six
times larger than Hong Kong. What Hong Kong is doing now? I think British
government gave us that so called democratic system on purpose. It might
be conspiracy because it makes the administration so difficult. I used to look
for democracy. But if there is no suitable candidate, that would ruin our own
system. Most of our regional council members a kind of populism. They just
only ask for vote and it is just like the exam. We are not following the truth to
speak or express.

There is no perfect system in the world. Of course there are some much
problem in mainland China. There is a big desire to look for materials but the
level of thinking is not enough. Hong Kong has many these kind of problem
too. For example people knew that why Mr Tung Chi Wah was gone because
of 85 thousands, but they still asked to have home ownership scheme again
because it is a populism.

13. Value and critical thinking

Most of the teachers would apply the norms or method that recognized by
people to teach critical thinking but I would not. I would take the risk but
school would not do that because that would not relate to the exam. I dont
care because teaching is not the place that I earn money but a place to
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practice my dream. My real job is a trainer to CEO and executives.

What I am earning from teaching is just like peanuts. That is why I dont care
if other people are doing this or not.

In the past people would say you have to put a star here and use this word. If
you write this, you would get high mark. I would not do like this because no
one would understand and why I should use those fake words to gain the
mark. You would not use those words in daily life. Students have to use some
words in order to gain the mark in exam but those cant help them to gain the
mark in daily life. That is the reason of failure.

I know getting into university is important but people like this even they can
get it, they would be high achievers in exam with low ability in thinking.
This type of people cannot survive in life.

All the people think exam is the most important thing but that is wrong. I am
not sure if he would get high mark because of me but I am sure he can
maintain good in his life if he listen to what I said. If he can manage to be
good to his life, exam would not be the matter.

14. Other experience in developing critical thinking

My life experience made me see through the world. 1. Fate 2. Luck 3

Fungshui 4. Be good as a person 5. Learn and study (
) It is just like what it says in yijing (
) that is why I understand it is not about fate, fungshui, luck or
try so hard to be a so called good person. The most important thing is study
through the books but not memorize the books. You can study through the
books and gain the wisdom but not information.
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In the context of Hong Kong, Confucius said if you could understand big
wisdom, you could go away. (). I might be different from
others because when I am teaching Liberal Studies, it is more than materials,
money and frame. You can see the others are fighting in the tutorial. They got
so much money which is enough for them to live many times but they are
still fighting. I see through live, death, frame and money. Those could be
illusions .

My students might not understand what I am talking about now but one day
he or she would know. It is like a frame work. For example, how to deal with
the conflicts with parents. It is about how but not it would be exam or not. It
is not only about theory.

Critical thinking and knowledge is just like Zhongzi ()said. What are
you chasing for whole life could be fake (
) He asked you not to
chase for things because those are big wisdoms. You should have knowledge
to understand the big wisdoms in order to forget. It is just like
zhangsanfeng() taught zhangwuji(). It depends on how much
he can forget, and then he can understand the big wisdom. One day my
students come and tell me that they forget everything already. Then I know
they understand what I said.

I have checked their test papers. There are couple of students could
understand this.

Any job would require critical thinking e.g. There are so many incidents that
people follow the rules would not work. Such as the staff in Caritas; not
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sending any plane to help the HK people even there were unstabilities in
Thailand. We have to change and cope with the society.

15. Constrains of thinking critically

Many people are still in the beginning level. They could not even understand
basic thing. If you cannot understand but you just memorize the things, it is
very scary.

Examples: They asked if I want to date the girl, will there be any
standard answer?
Li: you could send her flowers.
Student: not working
Li: send her chocolates then.
But is that really necessary to send chocolates or flowers in real life?
Not exactly. The street kids might not be well educated but they could
date girls, why? They would action but you just study.

The knowledge that they learn in school, they might not apply in life.

I was talking to one new reporter about how to make the story. But he said it is not
necessary, you just need to tell me what to do. This is such a classic student from
Hong Kong.

I have learnt about how to deal and live with people and thinking in my field.

16. School Training and critical thinking

My major had certain influence on me. The biggest influence to me in critical

thinking was my secondary school.

It was a catholic school but Christian fellowship was allowed. We could wear
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white pants back to school instead of grey in summer or you could wear jeans.
If you found that was too short, you could cut them into medium long pants,
shorts or super shorts. My classmates drew the badge into silver. They could
have beard or poly tail. You could wear any types of sports shoes. Students
were allowed to play the music they liked in the parties in Xmas or New Year.
In the parties, you could tune the light and invited the girls. I could tell the
teachers the teaching method was not good enough and they would ask me
back how they could improve. We had a magazine called Path finder ,
we explored the ancient Chinese sex culture which was a lot more high level
then the tabloid newspaper from XX university.

My secondary school gave us a very high flexibility plus latter I took

journalism as my major, all of these gave me a lot of insights about critical
thinking. When I was working, I found out there was no standard formula to
do the things. I have to cooperate with the camera man and other people.
There is no model answer.

17. Teachers training of critical thinking

The main problem of teacher training is there are so many people who do not
want to be teachers but they go to study education. You can do the survey by
asking them if they really want to be teachers. Most of them are doing that
because they could not think about other things or their exam results
restricted them. It has to be you want to be instead of just you have to be.

18. Cultural difference

I got a course with 90% students from mainland. The main point is as a
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teacher, are you willing to change. They follow your standard to mode. If I
say they have to be creative, they would try their best to be creative.

Students from Macau are very innocent. There are not students who are
difficult to teach critical thinking. Students from Macau and mainland China
has very strong power distance, I used my authority to make them think. I
asked them to think from different perspectives.

19. Can LS liberate the teachers and students

I believe yes. You might not need not to follow the rules or roads the people
had made for thousands years. They might not be the best. But you can make
them better. It depends if you have courage or not.

Be water, my friend http://www.youtube.com/watch?v=USlnfTGlhXc

System may help, it is always the exam that's makes the difference.
Teachers and students will follow the exam style. In other words, it all
depends on what happen next year. And I can tell from sample questions and
answers that the relevant authority not quite understands what is LS

I believe LS can change the mode of education because I believe myself. If

you dont believe, you could not make it. You always have to believe.

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Figure 2
Picture of the illustration of Liberal Studies drew by participant D

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4.8 Observation and analysis of Participant D

Participant D is very good at communication with well structured of the
conversation and tones. He was willing to share his thoughts and experiences but
it was difficult to stay on the subject. He showed his confidence in many ways.
When the interviewer asked about his own ways of teaching critical thinking, he
answered that quickly with his own words and examples.

In the whole interview, he did not use much terms from the C&A Guide in Liberal
Studies. He picked up his own examples which are very different from other
participants e.g. level of thinking is just like there are different levels for dating
girls.
He used a lot of metaphors in order to express and demonstrate his ways of seeing
towards critical thinking and knowledge in Liberal Studies. Also, he is very
familiar with international politics and current issues and he used quite lot
examples from those fields. On the other hand, he combined the theories he learnt
from his business courses e.g. Five forces theory as well as the Chinese
philosophy e.g. Yijing, yinyan and Confucius etc. He used those theories to
interpret critical thinking and knowledge in Liberal Studies. In fact, everyday
knowledge is not concerned with transcendent truths, but it is the latter that are
regarded as power-bearing are then more highly valued. (Paechter, 2001)

He expressed to a certain extent, the training in university as a journalist helped

me to develop critical thinking. But what influenced him the most was his
secondary school. The whole school environment, teachers and students are
willing to try new things, creative and open-minded. Those things influenced him
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a lot. That is why he thinks one of the elements in critical thinking is being
creative and has the courage to think different. For example even himself is very
creative, he answered the nature of critical thinking actually is like the symbols in
mathematics + X .

His interpretation towards critical thinking in liberal studies is quite unique. He

said when people can get rid of the clinging to power, money, life and death, they
can start to have real thinking. It is a kind of philosophical. His views are
combined with psychology, business, sociology and philosophy. It is just like
Facione (2007) mentions about critical thinking will lead to liberal education.
There is the refinement of ones humane sensibilities through reflection on the
recurring questions of human existences, meaning, love, life and death. There is
the sensitivity, appreciation and critical appraisal of all that is good and all that is
bad in the human condition.

He thinks the nature of Liberal studies is understanding the human being in

different levels and perspectives. It is just like the realization of the ways all our
lives are shaped by global as well as local political, social, psychological,
economic, environmental, and physical forces. The growth that comes from the
interaction with cultures, languages, ethnic groups, religions, nationalities , and
social classes other than ones own. (Facione, 2007)

He emphasized one of the elements of critical thinking is doubt the doubts and
see through the things in the world. What he means by + X could be
explained as withholding judgment until proper evidence is obtained includes a
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systematic skepticism and objectivity. Also we have to uncover macro linkages

which reveal the big picture and contextualize in order to have a overall picture of
the inquiry by assessing an evaluating the multiple consequences of the
meso-micro-macro-leakages. (Geertsen, 2003)

He explained the knowledge that we learnt in school, most of the time is just for
the exam and study. There is not much relation between the school knowledge and
daily life. That is why he used his own way to teach the students to think which he
would say he could not guarantee if they would get a really high mark in LS but
for sure that knowledge that they learnt from him would be useful in their life. In
fact, the general public and educationalists seem to believe that school knowledge
is in some way different from that found and used in the world outside. That is
why there are more concerns towards the issues of power-knowledge in the
classroom relationship in last 30 years. The imbalance between teacher and
learner in terms of whose knowledge is given legitimating and importance is an
important aspect of power-knowledge relations in schools. (Paechter, 2001)

He used many examples which are to demonstrate that learning is not just learning
the knowledge from school but they have to practice in daily life. That is when he
further explained how to grade critical thinking is just like what his professor told
him about how to get and A. Students have to understand but not memorize and
put that in practice.
It is just like
I hear and I forget
I see and I remember
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I do and I understand
(Walkerdine, 1988:p.155)
He believes himself as teacher can liberate the students. Liberal Studies would
have a positive role in liberating the students and teachers but the main problem is
the exam is the main issue instead of anything. It is all depends how would be the
result when the first year NSS students finish the exam.

His personality of being confident, creative and open minded with his training
from secondary school and university plays an important role for his development
of critical thinking skills and interpretation of knowledge.

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4.9 Case Study of Participant E

1. Main focus/nature of Liberal Studies
a. It started off with individual.

As you can see beyond that, it goes from Hong Kong, China and
globalization.

And also the other issues which is involved such as Sustainability. There are
key issues for any well informed citizen. This hopefully would help for the
subjects which are chosen by the students that provides a wider world.

There is a content I think. The approach is logical and rational. In terms of

the skills, again I think we shouldnt focus too much on specific content, but
should make the people think about the issues related to the subject and the
idea to deal with them critically and be aware there are no simple and straight
answers.

Part of the aim of LS is help to develop critical thinking and rounded

citizens.

b. Skills in LS

They key skills are the ability to use data and information. The basic level of
understanding and then to interpret it. The ability to analyze the data and
consider the data or the information in a critical way. Consider that is
context provenance and the purpose and so on.

Also, one of the thing is the SBA (IES) would consider as other skills such
as individual research skills, analyze what they find and the research
methodology and the whole processing skills that they have to use. And
those skills you would not use in other subjects. So there is a range of skills
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have to develop.

2. Nature of Critical Thinking

I think critical thinking is about preparing people to be active citizens and

ultimately that means people can reach opinions.

It is developing skills that people can reach the opinions with the
considerations based on the subject, on the critical reading of information
and arguments. So it should be develop the skills what people simply would
not accept what were told or expected to think and really they think for
themselves.

They conscious of the fact that people want them to think in certain way and
therefore our role is aware of that in developing their thoughts.

For me, it is the skills which enable people can be critical and prepare them
to be active citizens. It does not have to be simply political. It can apply to
other things e.g. as a consumer Being a citizen in modern country, you have
to understand the approach of people selling good and the advertising that
we saw. I think it is really those goals. It is not necessary to be critical but it
can be a consumer and it can be as an employee or employer as well.

Some people will justify in terms of the skills that we developed which
may be soft skills that is useful for employee and employer.

I think it is more able to be more affecting to work out what is going on and
to be aware to be able to think critically and what is around you, what people
expect you to do and so on.

So to an extend I guess what I want to say is consciousness. Its the situation

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believe that the situation just happened to you. To a situation to those

contexts where you ware conscious of different argument and processes and
different opinions.

3. Own ways to teach Critical Thinking

a. Sometimes I teach critical thinking.

But unconsciously sometimes I dont do it because in a sense you teach

content instead of critical thinking.

Although sometimes you do need to teach content and you cant have no
content. I am conscious that I dont always do it. The other thing I want to
next year is to consciously building critical thinking into what we do more
often. Perhaps to have a kind of a route to develop framework which forces
and enable us to think critically, so we have a set of questions or set of
activities which we are aware of and we can use from time to time. We cant
constantly doing critical thinking. But we do need to do more. I am
conscious with that.

b. High order thinking

I think as a teacher we tend to do it without thinking anyway. We probably

do more but a lot of that is orally and in questioning rather than in a written
form or written work.

c. Examples of teaching critically thinking in Liberal studies

One example might be if you use newspaper article. At basic level the
content for comprehension and understanding. In that sense you arent doing
critical thinking because you are forcing them to understand the content.

But then you take it further, you start to say alternative views to the one
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being express. So you relatively raise an alternative view. You draw attention
to the way which the writer has used information to give us certain
impression. And also, you raise another issue such as who the writer is?
What the publication is and so on. What is the motivation of the writer?

When I do that, I do critical thinking. Another example, when we did

ecological footprint, we looked at several calculators, and so I encouraged
the students consider that how the results different depended on which
footprint we did and why they did for. There are different ways for doing it.
May be different factors affect the results?

4. Correlation between knowledge and critical thinking in Liberal Studies

a. What is knowledge and critical thinking

There is a connection between knowledge and critical thinking but I guess it

depends what you mean by knowledge. On the one hand, in English, it went
to a word to know so its the things that person know, so it is what the person
knows.

In this sense, knowledge might be a fact but knowledge might also be the
awareness that how the fact is contested and likewise it could be ways of
analyzing a news article- looking at the origins and the purposes and so on.

So in that sense, you could have knowledge how to do things as well as

specific subject knowledge. So you could not think without subject
knowledge. For example, professionals such as teachers would be able to
read a news article and that might be a subject they dont know anything
about but I would hope that they might be able to read it critically and be
aware that the article might be one-sided or the article might be using
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evidence partially or whatever.

You can have critically thinking without specific knowledge. Hopefully, the
skills would stay with them and ultimately they can apply those critical
thinking into other context. So I would say that you can have critical
thinking ultimately. But it is absolutely right there is a body of knowledge
with in this syllabus because otherwise I dont know how you can assess
critical thinking. There was some kind of shared knowledge.

Ultimately we cannot separate both of them (knowledge and critical

thinking). I do agree with the idea of taxonomy although I consciously know
that we did not apply practically.

That should be something that we should consciously apply more. Also, we

need to make the student aware of. Havent said that, I think one of the
interesting things is that the way that I was taught, it was assumed that we
wouldnt need to be taught in those stacks. I guess many people in HK were
taught into that way too.

It was assumed as a person in a grammar school, the students in the school

would develop their knowledge and critical thinking would happen
alongside. That is what you develop when you grow older, those thinking
skills would happen and developed or you would pick up that naturally. The
argument would be whether the bright / most academically able students
actually need it or they just know these things anyway. They pick up and
develop these skills without having to be taught.

b. Correlation of knowledge and critical thinking

It is difficult to count because in a sense that you need to separate it. I would
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certainly dont think the knowledge could be more than 50 % rather it should
be more or less 50%.

I think critical thinking should be half of it at least. Otherwise, it might be

just be any subject. The critical thinking part of it what made it central take.
As I said, that should be the part that they would take ultimately and
hopefully they would be able to use.

c. Inborn with critical thinking

Some people would say inborn to have critical thinking, they might not
know the subject very well but they have the kind of skills.

I think it is possibly it is true. But I dont think you were born with that. I
think there are skills you picked up without having been taught by a teacher.
I think the students who read a lot or students talk a lot would develop those
skills. Students who bought up reading a lot of newspaper, perhaps I was
bought up reading newspaper, so I just started to acquired gradually a lot
those skills for me. Of course most people dont do any of those things, so
you can argue that those skills need not be taught.

d. Critical thinking can be taught and trained by teachers

For the majority students, it is necessary to train them. But the top 10%, they
probably dont need to be taught these skills . They might have being taught
by being strengthened and reinforced those skills. Actually given them a
framework, so it posts it together for them but those students probably have

most of those skills. So those top 10% probably would do well in Liberal
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studies, I suspect. But I might be wrong and I dont have any prove or
evidence. That is just my own opinion.

e. Language as an issue in Liberal Studies

I think it is certainly the case that if you can communicate well. It is

definitely an advantage.

It is almost impossible to separate the language ability from their successful.

Same in history, students have to write good essays and so on so.

There is a significant content and we are not supposed to be overly content

focused. But certainly of what I have seen from the potential examinations,
you do need to have their kind of background knowledge of the subject to be
able to do well.

So I dont think it is purely general knowledge plus English ability. Also,

one of the keys is that LS should act as a framework for students to discuss
these issues in the context of what is happening in a wider world. And I
think that is the key to get people success.

I dont think simply have good English or even have half of these general
knowledge is good enough. It is to be able to use that knowledge in context.
I think that is very important. I really dont accept that view. I can
understand why people would say that but I certainly hope that wont be the
case.

Some schools invite English teachers to teach LS because they have better
language skills. If that is the case that English teachers teach LS because
they can phrase their answers nicer, then it makes LS fail.

People should communicate well. I think it is individual rather than teachers.

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Some people are interested to think critically. Some people are more
interested what is going on in the society and some others dont.

Although I would suggest humanities teachers are generally take more

interest to what is going on such as news and social issues. In any
department some people are more interested in what is going on. If you
dont care their environment and you just only like fashion, then you should
not be a LS teacher.

5. Pedagogy of critical thinking in Liberal studies

a. Constrains in teaching critical

Our situation here is because of MYP, straightly it made it more content

based. I expect next year we will focus less on content knowledge. We
would focus in the framework of those topics.

In F.5 and F.6 we will use more new items than this year. Partly is because of
our unit plans. We have to have everything plan out. Next year we will reset
more items about the news.

In a sense to link to what I have just said. I guess LS makes critical thinking
more important. I think the vast majority of students likely to learn critical
thinking at school. For many of them is the key way accessing. I would hope
they will think critically in school subjects but I know thats not always the
case.

It is necessary and I think it is a way raising the level of thinking and enable
them to think otherwise it could not be done. I think this also enable them to
be active citizen. I think its got potential to enable them to enable them in
that way.
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So I think one of the problems that the 10% perhaps dont need this so much
to be active citizens. In another sense it might broaden the percentage of the
people who would be more active as citizens.

b. Examples of teaching critical thinking in LS

One of the examples could be HK identity because HK identity is unusual

anyway. Also to enable them to recognize HK identity is quite unique and in
a way that is constructed and being shaped. At that kind of basic level that
knowing about that is important. How we develop critical thinking is raise
the issue of different interpretation of HK identity and the people can see
that idea or concept in different ways.

I think it raise the issue of multiple perspectives which is very important.

Automatically, it raised the issue of contestation and the ideas can be
contested. It raised the issue of how the ideas and perspectives and the
experiences of people that shaped. Also beyond that, it takes us to the idea
looking information in a critical way. So for example, when we study, we
look at different media organizations. On different levels the issue of HK
identity is an important and useful one.

c. Own way to teach Critical thinking

I am not sure I have my own ways. What I am trying to do is make people

think there is not a single right answer.

I encourage students to challenge me or correct me if I said something which

is factually wrong or at least which they disagreed with. I think I encourage
people to think critically about what I am saying.
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I encourage people not simply accept what I say. Sometimes I try to provoke
students by for example making stereotypes from western people towards HK
people and waiting for them to react. Unfortunately, F.4 nobody react and they just
sit there.

So I try to include disagreements. I try to include debate. I encourage people

to respect to the peoples view or peoples right to hold the views. I think it is
very important to make people be comfortable that they are not worried about
speaking.

But I would say the nature of F.4 class limited the success of this kind of
teaching. Beyond that in terms of critical thinking, part of my approach or lot
of my approach is primarily I was being a history teacher, so in Britain,
history focused a lot in skills such as knowledge of usefulness and reliability
of the sources and also we look for bias and so on. You looking to do things
compare and contrast as well as different sources. That would probably
shapes the way that I teach a lot.

6. Assessment of LS
a. Can LS assessment examine students critical thinking

From what I have seen from the exam papers, they seem to be very
ambitious. They look like questions which students can be taught to answer
in a certain way.

But I think I would hope that LS ought to be something that is difficult to

cram for. I would hope the LS exams would be something that the people
who work in those cramming schools. I would like to see them get off from
the business.
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As liberal studies exam are like this, I am afraid that they would be people
who can make a lot of money. I think the exams could try to be more radical
and imaginative. It is a shame that they lost the opportunity they should add
oral component and I think that would be a lot harder to cram for. Its a
shame that they are not ambitious enough to put the oral component.

If the assessment is a debate or presentation could be possible in order to

check their critical thinking.

I was involved long time ago in something called Cambridge history project
which was completely criteria reference. Part of that, what included an oral
component and I examined the oral component which worked well. The
problem is time consuming and it is not an easy to do. I have a group of 14
students but if I have a group of 45 , then it would not be easy, so I do
acknowledge that but I do know it is possible to do effectively.

I am stannic of what I have read from the newspaper it says it is all matter
about the opinions of the makers. If there is a clear criteria making and the
markers are being trained probably. If the chief marker keeps an eye on the
marking, I dont think that is a problem. If the markers are trained proper,
there is a clear criterion, there should not be a problem and it is fair.

The problem is how well written the criteria is and how well train the
markers. It is a problem people are not used to mark in this way, so that is
the problem not a in the method itself.

7. Constrains and difficulties in teaching critical thinking in LS

One the problems is producing those materials. One of the people during the
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course presented some of the materials that he put together. The materials are
good and one of them is spectacularly amazing and several teachers there
said they could not ask their departments would not do that. They would say
they would not be capable to produce those materials.

So clearly one issue is production of materials. Again, perhaps because of

the western background and MYP, we are used to produce materials and
everything. When I was in PGCE, we were taught to make worksheets and
you kept practicing it such non teaching skills.

In some schools expect you make lots of your own worksheets. You will
create your own materials and clearly materials would be the significant issue.
Another issue is the critical thinking. Traditionally, people in HK are used to
be taught knowledge rather than skills. Cleary that is the tough one. People
would simply translate spoon-feeding knowledge and spoon-feeding skills.
Obviously you cannot spoon-feed skills.

8. Subject disciples and critical thinking

The age of students and the nature of NSS. If you compare students in
England at the age of 14, students would be doing lots of thing like writing
letter, oral components and some literature. Then when they turn to the age of
16, if you continue to do English, then you will do English literature. For HK
diploma, it is more a Math thing which most people are going to do Chinese.
You ultimately want to produce certificates where everyone can be examined.
Only 10% of people would do literature. That is part of the problem. That is a
dooming down especially for those capable students. I would thought doing
classical Chinese Literature would aid students critical thinking because
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reading and write literature which gives people a head start. Perhaps brighter
student pick up these thing naturally. But for example students who read
great literature develop lots of those critical skills. They develop it A.
because they taught the students about the text. B. simply by reading it, you
internalize a lot of that. People who study classical history e.g. in Europe,
that is a fantastic way to develop people critical thinking skills.

The previous systems in HK did not necessary not teach those skills. But they
only taught them effectively only small percentage. The people who getting
top grades. E.g. Alevel history which is content based but which end up
you have lots of critical thinking skills. But there were not many students
doing that. Most people could not get any access to critical thinking.

9. Teachers training in critical thinking

a. Teachers combination

n our department, there is a generational thing. Older member of our

department, if people are knowledgeable enough, they will gradually have
their skills. But younger generation believes that can be trained. The old
system suggested that seems to use the natural ability to gain that. In the new
system, by teaching them skills, you can actually raise the level, so end up
there would be higher level of proportion of people are capable to achieve
them all. Larger number of people are capable to think.

Although people are different countries but they have very strong characters
of where they are from. Apart from me, we have two people from Britain.
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They are both very British in different ways. I think it is not necessary lead to
greater knowledge of different perspectives.

I think people who have certain mind of thinking. I am interested in how

people are different and unconscious of the mind of one country. It is not
easy for people. They have to recognize something that is not universal.
People from some countries have to recognize the way of doing thing is not
the way of other people doing thing.

You can certainly learn different perspectives from this if you are interested. I
am more interested to the conscious that we take something for granted. We
all have something take for granted otherwise you have to think every word. I
am more conscious of the ways which things are different. Our version of
English are different and so on. I am not always certain that all the Native
English speakers are any more conscious when they start to work with others.

Some people can learn and some others cannot. Its potentially an advantage
that we have people from different background and ethnicities. It does give
different perspectives. Kids can benefit from that.

It would be advantage if we can have teachers from different subject.

Weve got teacher from History, Geography and Chinese specialist or from
different countries. Ideally we would have people from different subjects.
The more perspectives is better. More types of brains, more ways of thinking
and more types of learning we have that benefit kids to learn and think in
different way. If you are taught by only a teacher by the same of way
thinking and that is an disadvantage. But you are taught by many teachers of
many different ways of thinking, you are going to benefit from that.
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b. Not every teacher can teach liberal studies

You will imagine every teacher has a sense and potential to teach liberal
studies but that is not the case. It could be argue, throughout HK context,
some people would have better social skills and more into current news and
issues and actually more interested in other people than some teachers. Some
teachers definitely not communicate effective enough and are not interested
in other people. It could be argued clearly people like that I would not
suggest them to be liberal study teachers.

But I would argue that the majority teachers who ought to be capable teacher.
I think for any new course that ought to be training even e.g. to be a history
teacher. You have to have PGCE but there is flexibility in that in the system. I
taught economics and sociology but I dont have the qualification in that but
I had studied that before. Even you start to teach new syllabus, you need to
have training. I think it is the same LS teachers ought to be capable for the
knowledge part of LS. As educated people, they ought to be capable finding
out. They still ought to be training about thinking skills, exams and different
aspects of liberal studies. So whoever you are, you ought to have trainings.

Some teachers might not interest in critical thinking, they might just want to
transfer the knowledge. That is why I said those people should be off the list
of LS teachers. If the people are not interested in the ideas of thinking skills,
it is pointless to ask them to teach in that way.

That is the central. Subject areas should not be significance. In our school,
its obvious that mainly humanities and one Chinese teacher. But it ought to
attract teachers from any subjects.

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c. Are teachers capable to teach Critical thinking?

I think it is gonna to be difficult to them. I think because the way they have
been bought up and part of the way of the system which reinforces that. I
wonder also because HK is hierarchical place, for that reason.

There is one teacher in the workshop that has lots of ethnic minoritys
students in school which might be of that reason that is a band five school
because of the disadvantage in language. The other teachers were so shock
and kept asking what it was like? Are they really not intelligent? So clearly,
there is a built sense of that. There is hierarchy among teachers. The one who
teaches in EMI band 1 school .. I wonder if that kind of hierarchy mentality
forms the ways they teach.

I dont know, it might not do. But I think there could be possibility that they
assume the students can be capable to do certain things.
d. Even teachers would have different high level thinking

Absolutely. In terms of my view of intelligence, I support the ideas of

multiple intelligence. We all have some aspects of intelligence. Some of them
are better developed and the others not. Some teachers are better developed
in that and some are not. Some teachers just better in everything than others.
It is not simple thing to say you are good and bad. The key thing is people are
interested in a wider world.

e. Training for teachers in critical thinking

One of the problems of Liberal Studies is lack of priority of what they really
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want. One example is the relationship between the skills. The guide suggests
you should give the basic and fundamental of the content and then going to
the skills, then they will pick up the content.

But I am not sure if they will ultimately work in their exams. We need to be
clear about what we really need. I think we do need more training on critical
thinking. Teachers perhaps need to be given more exam prime materials of
critical thinking because in the books for example, the questions are quite
simplistic. The other books which are very compact about psychology and
what or how people can learn, I would never think to use that way to think
for myself. So we need more help in creating materials which cooperate
critical thinking. For example, Hong Kong Identity, they could give you
information and give you the idea of critical thinking.

10. Can LS liberate the students and teachers?

I think no subject itself can liberate anyone. You can be liberated with the
whole education and you would need to have the whole structure and the
whole nature of the system. That is a systemic question.

If you are saying can liberal studies do that, I would say it can play a positive
role because you can liberate people by opening their minds to the idea from
very different perspectives.

Critical thinking should be critical in a tough way. It should open the minds
for one thing or better way better than shallow things around.

It can help them by enabling them to cut through the non-sense or rubbish to
try to get to the truth more. Or there is another issue that there would be
many truths or there is no truth. Hopefully it could make them focus on
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things beyond what is written on the page. On that sense, that is a kind of
liberating.

I think I agreed the idea we do have a hierarchical society and personally I

would like to have a much equal society. I dont think that is a job of teacher
to bring them about. I believe the job of teachers is get people think critically.

If you talk about environmental issue, there is progressive view about what
causing problem is or what they likely to commit. Personally from what I
have read, I do agree with that.

But as a critical thinker, we should understand not everyone agrees with that,
there are alternatives. In the media, a lot of news talking about climate
change deniers receive a lot of publicity. Then to think critically, if you can
recognize that in terms of scientific thinking, in terms of numbers, they are
actually not the representatives as they appeared to be. It raised the issue of
balance. Why should the view is held by 1% of scientists? For example 99%
of scientists think Galileo is wrong, so critical thinking is about the people
thinking whether it is the truth and why everyone thinks that is.

It is not about I have given outcome that I have decided. I would like to think
we might ultimately the teaching will lead to a more equal society. I dont
want to brainwash people to come out with that. I think that is possibility you
give certain perspectives. I want people to their lives and think critically,
having a society want them to participate at least some level even something
like small e.g. voting. I want people to be an active and caring citizen not
necessary to the way of caring and active that I want them to be. But I want
them to have a view. Even their view may be end up to setting a free market
thing town, I have done my job. I have got them thinking and belief in
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something so I think what LS is about.

I dont think its about free the oppressed, I think is about making people into
critical active thinkers. If we get enough people to think like that, that is
going to lead to more people perhaps to want to have a better society. But
there is no guarantee in that. In UK people do think generally the more
educated people, the more liberal society.

It depends on many factors. Depends on what do you mean by liberal too.

Also progressive, it is an oily word and it could mean nothing as well. I dont
think is our job to liberate the masses but it is our job to make the masses
thinking. They decide whether they want to liberate themselves.

11. Cultural differences among Hong Kong and UK students

a. UK critical thinking

In UK, for AS level, you can do a subject called critical thinking. There are
books. You might do A-level too.

You can do A-level philosophy which is a kind of relevant. I know some

primary schools, not many but a small numbers, they study philosophy. Quite
a few people in AS-level do critical thinking.

In IB, they have theory of knowledge.

b. Students in UK

Students in UK are more out spoken. Students from very young age, they are
encouraged the express their opinions and think for themselves and so on.
Definitely students are more likely to have their own opinions.
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On the other hand, you can argue in UK, there are lots of different opinions.
One of the problems in England or in lots of countries which have free
speech. People often come out is not based on evidence, its based on
feelings and opinions rather than evidence. I think we got to clear whether
lots of people having opinions or having critical thinking. There is a
difference between having lots of opinions and thinking critically. I am not
convinced that people in Britain are necessary talk to think critically. To talk,
you can have your opinions and there is not necessary the right answer but
that does not mean that you think critically.

A big difference is the willingness to speak in class of Chinese. It is lower

generally. Even the most academically able or intelligent students who are
suited to the subject, they are still likely not to speak.

In UK, as long as those academically able students are fairly well socially
and confident, generally, they would be more confident speaking. My
teaching experience in HK just based on this school. I am doing some critical
thinking. It might be different in other HK schools; there would be students
who are very different.

c. Attitude to have international mind

I think we are facing the same problem in Britain and HK people are quite
inward looking and valuing material things, increasing to the exclusion of
everything else. I think it would be generally people are less interested in
current affairs as they were before. You could be argue the nature of current
affairs are different now. People are less interest in specific political thing
and more interest into single issue. There is always a tendency of people
bemoaned the younger generation and to have an idea what they used to be
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like. I think we always got to be careful with that whether people are getting
less conscious. We might be looking in the past through our spectacles.

d. Difficulties or constrains to teach critical thinking and HOT in HK

I think it is the unwillingness to discuss things. When I was taught English, it

is important to talk in the classroom. The way to talk in central. I think it is
important for a language teacher to talk in developing people ideas and allow
them to internalize the knowledge, get ownership of that knowledge and deal
with the ideas and develop the ideas.

It is incredibly difficult to do that unless you verbalize these ideas. So if they

want to verbalize this ideas, it is very difficult to access those skills. Some of
them would do it through written work. If they are doing that, I am not sure
we are teaching them in that case. I think there are skills out there. But
actually to teach high order thinking, to get into that, its got to be done
verbally and orally. Where they wont talk either to you or to each other, a lot
of time is very difficult to move beyond the basic level.

Not all that much differences in different perspectives among students in

Hong Kong and UK .

Hong Kong people are always proud to have multicultural. But in HK there is
not that case. People are from different places, but there is not much
integration. Britain is more multicultural, you will have friends from different
place compare with HK. It seems like to have contradictions that HK is a
society where most of the people are not from HK. It actually quite inward
looking. For example, the lack of interest to mainland china of our students.
British students are not necessary interested in China but they might be
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interested in US or Europe whatever.

e. Influences of UK in Hong Kong NSS

The previous one obviously have big influences from UK but UK syllabus
has changed and HK syllabus did not which stopped quite 60s of Britain.
That is quite strange.

The new system still have this continuity but it is now rather more Scottish
system perhaps having people doing wider range. But I dont think that is
towards Scottish system. That is just purely coincidence but it involved of
British system.

There are clearly some similarities which is quite old fashion even the look
of the exam papers that I did more than then exam that I taught people. Even
the front set is still very old.

12. Subject discipline and critical thinking

I would say history. Its inherited in history. I think it is impossible to teach

history without any elements of critical thinking because history is such a
battlefield.

I have seen geography textbook seems to take a lot of thing for granted.
Although, in geography of senior school level , they are taught not always
accept the certain set of truths.

In history, there is much greater acceptance there is a lot of disagreements

and you have to aware of those disagreements etc. however there are history
teachers and students are actually devoid of critical thinking. I am not
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idealizing history teachers. You could argue cultural studies too. It is all
about critical thinking.

In HK context, most of the history teachers look very different from UK. In
UK, there are some conservative teachers. The vast majority of teachers
politically would be left. History teachers would often mostly likely to
challenge head teachers and principals and staff or union representatives.

But the number of History student is definitely far more than in HK. The
strength of history is got a very high prestige associated with it in Britain. Its
seen as high prestige subject and difficult subject. For example, geography
would be seen as an easier subject.

The most famous academic private school, history would be one of the most
often seen as important subject e.g. David Cameron did politics and
economics. Gordon Brown did a PHD in history and lots of important people
with current affairs studied history. And also lots of successful business
people often studied history rather studied business.

A lot of history graduates become history teachers. A lot of people study law
after they graduate from history as well because in history, the thinking skills
and so are very relevant to that. I dont want to exaggerate the situation of
history. But there is much stronger in Britain. Employers take that as a head subject
that seen as intellectual worthwhile subject, so it has credibility for that as well.

Hong Kong History syllabus is very content driven rather than skills compare
with UK. The books seem to imply the right answer. Obviously in history
you should know certain facts. If not, we will end up in talking philosophy
like Jacques Derrida. But HK curriculum seems to have huge heavily content
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knowledge driven.

13. Foresee Liberal Studies

The problem is the exam. We should assess what we value. But the problem
is we value what we assess. My concern is the assessment will come first
what we should value.

The course that I went to, the person in charge argue that LS should not be
compulsory and should not be exam because it is very difficult to assess what
we really want to. The problem is if that is not assessed, no one would value
that.

Language could be a problem but it seems like it is a less problem than we

thought. I suspect that generally students who have higher thinking ability
will have stronger language ability such as English is best perhaps I am
wrong. It tends to happen also because of the peoples expectation as well.

What could be issue political correctness? People who write in exam either
self censored or word censored. Some of the elements do with the
development China of traditional culture. The way which is the syllabus kind
of misses the harm under the Cultural Revolution. The tragedy of Mao did to
Beijing. How would that be wonderful for us to see Beijing before Mao
smashed and destroyed it? Those particular thing we are arguing the
traditional culture were destroyed than opening up. To me it is a kind of
political dimension. In many schools, they would not talk about Tiananmen
incident. Even though they should, they are not dare to.

It seems like there are political dimensions in schools in HK. In UK, we are
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not allowed. It should not happen. It should have no political dimension at all.
I was reading about these 67 riots, people were from pro-Beijing school. You
can have pro-government or anti government school at all. All schools are
political neutral. They supposed to and they try to. That kind of thing should
not happen in Britain. I am not saying it does not if the head teacher or
certain teachers. Even graduates wont influence the mother school at all.

14. Personal experience in critical thinking

Working overseas I think so because I hope it has given me multiple

perspectives. I am conscious of perspective. The fact of way when you look
at where you are. On the planet, we are the central of the map but because
that is the way we draw the map.

Having different center makes you look at the word in a different way.
Something I am conscious of at the moment, Thailand and Korea are huge
issues. To me those are huge issues but to many people in England, those are
not. It gives you insights into how limited people knowledge is and the sense
that the more you know, the more you realize you dont know.

I think you have the same feelings of that too by living overseas. I think
knowledge of your ignorance is actually important to develop your critical
skills because you constantly aware of the things you dont know and the
arguments that youve not heard. You are conscious of that when you reading
things. It makes you read things more critically.

After this, do you feel like more confidence to teach high order thinking. Yes.
Being geographically different perspective does make it a very real thing. It
does not necessary to happen to everyone. There are many people can live
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abroad from their own countries are not learning anything. People who never
leave the countries are far more multiple perspectives because they are
actually more interested in things.

Some people will live in their own world in foreign countries. It has a
potential to do that. I feel it ought to be done. I certainly hope I have learnt
something.

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4.10 Observations and analysis of Participant E

Participant was willing to talk and understand or observe the others. He is
interested to other peoples life and explore different things. With his overseas
working experience, he understood more about how the cultural difference would
affect the interpretation of critical thinking and knowledge among students and
teachers. He emphasized much about how the school training of History major
influenced him

The teaching team of Participant E is very unique because there are six teachers
from different countries are teaching Liberal Studies. Participant E believed that
might have positive influence to the students to develop multiple perspectives
thinking and so on.

He tried to clearly define knowledge and critical thinking but he thought it is not
easy to separate these two items. Also, he thinks critical thinking is about
preparing people to be active citizens and ultimately that means people can reach
opinions. So it should be develop the skills what people simply would not accept
what were told or expected to think and really they think for themselves. They
should conscious of the fact that people want them to think in certain way and
therefore our role is aware of that in developing their thoughts. That is why
critical thinking employed by an informed citizenry is a necessary condition for
the success of democratic institutions and for competitive free-market economic
enterprise. (Facione, 2007) Participant E further explained that it does not have to
be simply political. It can apply to other things e.g. as a consumer Being a citizen
in modern country, you have to understand the approach of people selling good
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and the advertising that we saw. I think it is really those goals. It is not necessary
to be critical but it can be a consumer and it can be as an employee or employer as
well. From this we can refer to the book of Thinking for a living: Education and
the wealth of nations (1972), the writer Ray Marshall and Marc Tucker mention:
The future now belongs to societies that organize themselves for
learning nations that want high incomes and full employment must
develop politics that emphasize the acquisition of knowledge and skills
by everyone, not just a select few.
Participant E thinks critical thinking is more able to be more affecting to work out
what is going on and to be aware to be able to think critically and what is around
you, what people expect you to do and so on. So to an extend it is a consciousness.
People are conscious of different argument and processes and different opinions.
They should have a tendency toward carefully considering and pondering new
possibilities when confused, bewildered, or filled with doubt. (Geertsen, 2003)
For the pedagogy of critical thinking in LS, participant E pays much concern in
encouraging the students to ask questions or even challenge him. This is probably
because the inquisitive thinker has an unrelenting desire to know and has a strong
inclination to ask questions. But if the students have no inclination to use the
thinking skill, then helping students to maters a particular dimension of thinking
has limited value. (Geertsen, 2003) That is why he further explained that
ultimately students can apply those skills in their daily life.

He expressed that his university training as History majored definitely help him
develop the critical thinking because it requires to them to see the knowledge of
usefulness and reliability of the sources and also look for bias. History is just like
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a battlefield because there are lots of disagreements. He further explained that

History teachers in England are quite different in Hong Kong because most of
them are willing to challenge or being the union representatives. He expressed
that with this background and his habits of reading helped him to develop critical
thinking a lot. Also, he is a person that likes to observe and listen to the others. All
these helped him to develop critical thinking.

He further explained humanities subjects can actually help people to develop

thinking skills which probably are a kind of liberal education. It is about learning
to learn, to think for yourself, on your won and collaboration with others. It can
lead us away from naive acceptance of authority, above self-defeating relativism,
and beyond ambiguous contextualism. (Facione, 2007) He had named some
influential people from different fields who also studied humanities subjects e.g.
David Cameron did politics and economics. Gordon Brown did a PHD in history
and lots of important people with current affairs studied history. And also lots of
successful business people often studied history rather studied business.

His personal experience that working overseas given him multiple perspectives
because that is the fact of way when you look at where you are. He thought having
different center makes you look at the word in a different way. He further
explained the knowledge of your ignorance is actually important to develop your
critical skills because you constantly aware of the things you dont know and the
arguments that youve not heard. Because of that he feels like more confidence to
teach high order thinking. It does not necessary to happen to everyone. There are
many people can live abroad from their own countries are not learning anything
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because they are actually more interested in things. All of these dedicated to his
development and ways of seeing critical thinking and knowledge.
At last, he thinks there is no subject no subject itself can liberate anyone. You can
be liberated with the whole education and you would need to have the whole
structure and the whole nature of the system. But LS can play a positive role
because you can liberate people by opening their minds to the idea from very
different perspectives. It should open the minds for one thing or better way better
than shallow things around.

He would like to have a much equal society but he does not think that is a job of
teacher to bring them about but get people think critically. But it depends on many
factors. They decide whether they want to liberate themselves.
He could observe that there is cultural difference between Hong Kong students
and British students are the willingness to speak and discuss. With reference to the
context in Hong Kong tend to be submissive, they unconsciously accepted the
corrected answer and lost the opportunities for thinking critically.(Alazzi, 2008)
But he clarified people in UK tend to have lots of opinions but they often come
out is not based on evidence. There is a difference between having lots of opinions
and thinking critically.

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4.11 Case study of Participant F

1. Nature or focus of LS

It depends on which perspective you are talking about. LS is a curriculum. It

covers lots of areas.

AS LS talks about interpersonal relationship and modern world. NSS has 6

modules.

The focus is following the curriculum. The other focus is Issue enquiry Study
in order to compensate the modules. The third focus is the assessment. How
they perform their critical thinking is about their writing.

I have my responsibility to help my students to take the exam well

2. Definition of critical thinking

The ideal is having reflective thinking to see the world in different

perspectives.

He or she should understand what he sees is not ultimate truth. He might

need lots of thinking with multiple perspectives.

Students need to think about different stakeholders, situations and contexts.

But in reality, it is really hard to go to this level because if students can have
reflective thinking and own opinions, that would be enough.

3. Examples to teach critical thinking

Interpersonal relationship: asking about social participation. He should think

about different context and there should be different extent of social
participation. If I dont want to participate, no matter I like it or not what will
be the benefits? To think about this problem socially, it might be the
requirement of the policy because school has to nurture students personal
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growth. This is a kind of seeing the same issue from different perspectives in
order to look for a balance.

We should see the HK political system with different stakeholders. Even

globalization is talking about this kind of thinking.

You can see world cup in different perspectives. How does it affect you
individually? Are you interested in this? Why? How would a child think
about what is the meaning to have world cup in South Africa? Are there any
hostiles among those countries? LS is forcing students to think about this
types of issues.

4. Knowledge and critical thinking in Liberal Studies

Skills and content cannot be separated because it is a mutual relationship.

No skills is a kind of skill because you directly say something out.

If you want to say something out with skills, you definitely should have
content. I cannot just teach one.

If there is some content, it would be easier to teach e.g. political development,

I can let them to see there are different stakeholders.

If the content is about world cup, then I can talk about geographical
differences and how does it related to globalization.

5. Pedagogy of teaching critical thinking in LS

a. Teaching critical thinking in LS

Depends how do you define critical thinking.

If you force the students to think in multiple perspectives, then LS can help
them to develop critical thinking.
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But you have to force them to think in this way because in daily life, they
would not do this e.g. Siu Ming suffered from lots of stress. How would you
analyze this case? You would not talk to your friend like From the aspect of
his family, From the views of his school and individually But LS force
students to think like this with different perspectives but I cannot guarantee if
the students will do like this after class.

b. Own ways to teach critical thinking/high order thinking

It depends how you define high order thinking. If there is a lower thinking
which is comprehension, high order thinking would be correlation especially
in academic which is related to constructivism. Can he apply his own
experience in that?

For the beginners level, students still need to do comprehension and data
response. For high order thinking, they have to apply personal experiences and
different news issues.

For the class and assessment, I still ask them to think about personal
experience and how to apply the knowledge that they have learnt. Another one
is their life experience and moral development.

It is a framework to teach them to see the world in different perspectives.

Stakeholders would be one of the examples. We should connect with different

concepts from various subjects or different aspects e.g. politically and
economically.

c. Values as an issue when teaching critical thinking in LS

I take it very simple. For example, in the topic of interrelationship, if he knows

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how to think about others opinions and he has his own opinions, that is
enough. About homosexual issues, as far as he can consider different
perspectives e.g. religion, human rights etc.

Based on religion could be very stubborn but if you cannot think about other
perspectives it is still stubborn. If they try to think like this a try to look for
other perspectives, even they still stay with their standpoints is fine. It is not
about teaching but about do I have this ability to teach them multi
perspectives.

Teachers are from different background with different values. I would not ask
them to change themselves. This is not related to LS but cooperation. He is a
member. I have to work with him and I make sure he is comfortable. I should
give him some time and give him chance to see different things. If I enforce
him to do certain things, that would hurt his professionalism. I as a panel can
see different types of people e.g. experienced and new teachers. It is a kind of
training of critical thinking too.

Sometimes we have to jump out of the frame to put the priority of values. The
most important thing is we should have a common consensus to look for what
core concepts we want to teach the students. I will hand that to my colleagues
to choose and ask for opinions. If they really dont agree with that, then you
choose something else to teach but it should be the same concept.

You should let the others have their own choice too. Trust and respect is very
important among the colleagues. He can change if he does not mind to have
more preparation for the class.

It depends on if there are any universal values. The curriculum guide mentions
there are universal values. It even mentions teachers in fact are not neutral and
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there is no value free. Value free is a kind of value too.

We are in one team. I still have to teach homosexual this topic even I have
religion. But it depends on the views of sponsoring body of school too.

d. Difficulties and constrains in teaching critical thinking of Liberal

Studies

Time is limited.

E.g. There are so many questions in the topic of homo sexual. Even for the
same religion, they might have different views. It requires very high
expectation to teachers because it seems like he or she has to know
everything.

6. Assessment
a. Language as an issue

If the students have better language ability, they can get higher mark. That is
true because e.g. If you need to write an argumentative essay in Chinese,
should the teacher teach the students how to write Chinese well or how to
write argumentative essays. It is hard to distinguish.

What is the meaning of language? Better choices of words? Better writing?

Better grammar? or they know how to organize? If that is argumentative
essay, you should have all the things that I mentioned.

It depends on how you write it, vocabularies, grammar. At least, there should
not be too much grammatical mistakes. How to organize, write the rebuttals
and do the compare and contrast?

If they have better language ability, they would have better critical thinking
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because it is about expression. Writing in LS is about critical thinking and

expression.

There are many people who can think but cannot express. There would be
problem. No matter how critical you are, you still need a media to express.

Some students are good at oral; some students are good at writing. But the
assessment is in written form that would be easier for those students who are
good at writing.

If those students take LS for exam, then it should be their ultimate goal.

Language ability and critical thinking cannot be separated. If there is only

one, that should be language ability.

b. Exam and critical thinking

There are lots of skills are included in this exam.

I would say this exam can examine critical thinking of the students.

If a student does not have much critical thinking, but he has a very high
language ability and basic content, then the exam might not have this function.

But all the skills from this student deserve to have certain marks.

I would not use critical thinking as my ultimate outcome. That is because if a

student can an A in LS does not mean he is good at LS and critical thinking. It
could be his language ability, IES6, interpretation of data, organization, content
knowledge or critical thinking is good. But which one would be the most
influential or more, I cannot be sure. It could be he has done everything quite
well but not that critical.

Independent enquiry study

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c. Written form

In this subject, we have to evaluate students in written form but if you just talk
about critical thinking, then it should not be just written form. I am not sure if
the policy will change because may be some people would think that is not fair
and it involves more thing.

There are so many students can think very well but not good to express.

There is no ideal curriculum. I would not expect LS would be ideal. If

someone can take get a good result from LS, it just means that he has good
grade in assessment. I dont have too much expectation in LS. I would tell my
students LS has 6 modules. They should study that well and get a good grade
in exam.

For those life experience or other attitudes, I dont think I can use this
assessment to evaluate them.

It is really hard to train the student thinking but not having exam. In the
context of Hong Kong, if you dont exam, people would not care about that.
Hong Kong is exam oriented. If there is not standard, people would not take it
serious including critical thinking.

7. Constrains and difficulties in teaching critical thinking of LS

There is a information gap. Students and teachers dont not know the criterion.
NSS LS is still very new, students dont know whats going on and teachers
suddenly have more workload to teach this subject. They might think it is easy
to get through, then it comes to a problem.

There is no ideal curriculum. I am a teacher not a policy maker. What I can do

is do my best to teach.
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I guess the policy maker is trying to take this opportunity to solve the original
problem of our education. There is no ideal way to do this. If ways of teaching
LS is ideal, then people would say the basic knowledge is not enough. If we
pay more attention to the content knowledge, people would say we are
spoon-feeding the students. Ideal way to teach is very personal.

We did not have LS before, we would blame the spoon-feed style in education
or students are high achiever in exam but low ability. But now we have LS,
people would say we dont have standard. LS came out because people think
the students dont read the news and maps. They dont even have common
sense. It is so hard to have a balance in both.

I would rather think about how can I work out my ideal way under such policy.
Even when I was teaching Chinese history before, I would ask the students to
think about different points in order to understand the meaning of life apart
from the book although they would need to memorize certain thing.

There are certain constrains in LS curriculum but I will try my best in this
limited condition. Before we asked the students to memorize everything but
now we asked the students to think everything first.

There is a very high expectation towards teacher. I think every teacher can
teach LS based on trust but not request. Sometimes it would become a fought
fighting thinking e.g. Cant you teach?

I would say you can teach and there are so many things involved. You are not
only teaching a curriculum simply but many areas involved.

Teachers feel comfortable or not. It involves many factors e.g. understating of

LS, age, administration in school, resources, cooperation with colleagues.
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Sometimes may be because of the administration of school, teachers feel

uncomfortable already before he or she starts to teach.

Can teachers teach or do they have the ability to teach well is really hard to say.
It involves in many factors. I dont know how to evaluate.

8. Subject disciplines and critical thinking

Every subject has to critical thinking including Chinese, Mathematics and

English. You are not only learning language but also debate, reading, writing,
speaking and listening. History and moral class would have critical thinking
too.

Not only LS can teach critical thinking but every subject. Even Mathematics
can teach critical thinking because it is about logic and persistence. In different
subjects, there would be critical thinking. In Mathematics, you can apply the
most.

One of the ways to teach critical thinking is how to use the data and logic.
They have to think in a logical way. Some Liberal Studies students saw the
others doing mathematics, they would say you cannot generalize that because
it is not convincing. If we can apply mathematics into different context and
extend the mathematics stories to daily life, that would be critical thinking too.

Science has critical thinking too because they always ask why? Always ask for
a theory/hypothesis. The most important thing is depends on the teacher even
curriculum and assessment would be the constrains. But there are some thing
that wont be counted for exam. It really depends on teachers family
background, personality and interest.

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9. Teachers training of critical thinking in Liberal Studies

a. Every teacher has the ability to teach LS

I guess every teacher has to have the ability to teach LS because there was no
training before and no matter which subject major you have, you still have to
read the syllabus again. So everyone can do that. You just need to have the
ability to train the senior secondary school students.

I am not sure if every teacher has critical thinking. You can be very critical to
listen to my words. It is hard to define what is critical thinking because it is
vague.

If the curriculum say yes then there should be critical thinking. I am very
practical. Except expressing my opinion, I have responsibility to lead the
students finish walking this road and do well in exam.

No matter how much I dont like or disagree with the curriculum, I have to
make sure they do well in exam. Even I have so many opinions towards the
curriculum, if the curriculum says the students should learn critical thinking,
we should make sure that they are learning that.

10. Personal experience and critical thinking

Not every subject can do that easy.

There is a teacher who is teaching computer information. He did not only

teach how to use the software but also telling the story of the people. I thought
he did that for QA to praise him. But I found out he also teaches Music. He
would teach the background of the song and anything that we can learn from
this song for the attitude to life. Students learnt from him a lot because they
remembered not only the songs but what he talked about the stories behind.
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It really depends on the teacher.

History helps me with the writing for critical thinking. The debate and data
responses help me a lot to think. We have to see the historical incident from
different views and take care about the information and evidence. I have learnt
how to put the topics in daily life.

11. Can Liberal Studies liberate the students and teachers

I dont think LS can liberate the students because teacher is the one who
liberate them but not curriculum. Any subject can liberate students and
teachers, it all depends on the person.

LS is a subject that you can look for topics easier.

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4.12 Observations and analysis of Participant F

Participant F was very busy. The interview was held at his school. He is on the
panel of Liberal studies. During the interview, he expressed his concern for proper
assessment of LS. He was also concerned about school administrative issues and
cooperation with teachers. When talking about the nature of LS, he used most of
the terms and content from the C&A guide. He was very familiar with the
syllabus.

He explained that his responsibility is to teach the students so they can take exams.
He noted that he is not a policy maker. He said he was focused on teaching rather
than the search for an ideal curriculum. His opinions seemed based on the C&A
guide. When questioned about critical thinking, he said if the guide stated that
then he accepted it.
Most of his concerns were practical and about assessment because he believed that
teachers have the responsibility to help students do well. If standardized testing
becomes a larger part of teaching assessment, teachers will teach to the test just as
students direct their learning to their tests (French and Rhoder 1992:129-132 ).He
said that it is impossible to have an ideal way to teach LS because if it is based on
content, people complain that is spoon-fed learning. However, if the focus is on
skills, then people complain that there is no content.

He expressed that, to a certain extent, his History degree helped him to develop
critical thinking in written form. He noted the difficulty in defining notions such
as critical thinking or liberation. Different people could have various
interpretations. Also, he noted that one of the most important elements of critical
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thinking is being reflective, learning multiple perspectives, and applying personal

experience. Reflective thinking involves two types of self-examination.
Foundational thinkers try to grasp the logical foundations of thought in an effort to
improve and integrate personal structures of thinking (Geertsen, 2003).

He believed not only Liberal Studies can teach critical thinking but also the other
subjects. It is mainly depends on the teacher. Critical thinking is not limited in its
content because it is the process of judging in a reflective way, what to do or what
to believe. It has connections to professional judgment and to thinking about
problems and questions in science, ethics, and civic life is straightforward.
(Facione, 2000)

He used the music teacher as example, even Music and computer can be Liberal
Studies too because that teacher was really inspiring and always encouraged
students to think beyond the subject. In everyday situations and in every domain
of knowledge or professional practice, good critical thinking involves attending to
the contexts, theories, methods, evidence, and standards within which problems
are framed and decisions formed. (Facione, 2000)
He mentioned teachers personality and attitude is very important and he believed
teacher should be the one who liberate the students but not the curriculum itself.

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4.13 Case study of Participant G

1. Focus of LS : Differences between AS LS7 and NSS LS8

There is not much difference towards the approach of both curriculums. Both
of them are using issue enquiry approach. But there are some differences of
Scope.

In AS LS, there are 6 topics; students can choose two to do. For the exam the
issues are still in those topics. The issues are come from the modules.

But although NSS has 6 modules also, the issues enquiry is inside the whole
curriculum. Students have to study all six modules and those are curriculum
issues but not the issues in the modules. It is really hard to separate issues.

Social issues always involve different contents of LS. Inside the issue, it
includes concepts and knowledge. But ASLS does not clearly stated out these
two items.

But for NSS, LS, it is clear that there are concepts and knowledge. It is a big
improvement because although in ASLS, there are concepts and knowledge
but they are not clearly stated. It might be difficult to understand.

But for those students in ASLS, their ability is quite high, they can gradually
internalize those concepts. NSS students ability is not as high as those
students in ASLS because they start to study when they are in F4.

If we dont make those concepts clear, it would be difficult for them to study
because they are lost without any goals.

In the past, there were only limited teachers who taught ASLS. But now LS

AS LS stands for Advanced Supplementary Level Liberal Studies

NSS LS stands for New senior secondary Liberal Studies

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became a core subject, there are a lot more students and teachers, if the
framework is not clear; it might be difficult for them to practice.

2. Nature of critical thinking

For secondary school students, it might be difficult to ask them to think

especially when you ask them to justify and express their opinions. When
you ask them to give some evidence and support to their arguments. They are
very used to look for authority or authoritative theories. But those authorities
might not be universal rules or absolutely right. That is why sometimes
students take them wrong.

It seems like correct but those arguments cannot stand. That is why if you
want the students to have critical thinking, students have to learn how to ask
questions. When they go through the issues, can they ask some related
questions?

Through the process of asking questions, they can understand the phenomena
of the issues or events. They can understand the rationale behind and
gradually they can build up their own views from that.

We should not jump to a conclusion such as I agreed or I accept but through

the looking for the truth and explore that by them. After that, they should
understand the whole thing more and then they have to think about will they
agreed or they will have other opinions.

What we want the students about critical thinking are they have to think a bit
in depth in order to have their own opinions. From this process, they can
prove rather their action is rational of not. E.g. drugs- you can accept or not
but it depends on your arguments. But behind all these are related to
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values.e.g. I dont think drugs are totally wrong, we can try that sometimes.
Then we would ask what the arguments are behind? We need to agree with
them about taking drugs but after understanding the whole thing, we might
understand what kind of factors is affecting this students decision.

Values : Even sometimes students might have some standpoints that teachers
might not agreed, teachers have to ask more questions in order to reflect. If
we can do that, it is helping them to have in-depth reflection.

So critical thinking is not only justifying on what they think but latter
they might have some actions on certain things, then they have to think
about why they have that such actions.

Things and people keep changing in the society. This moment they might
think it is ok but then next moment they might have some reflections and find
out some problems. E.g. when the students grow up, they reach the drinking
age. Now red wine is so popular. They might accept this is a regular game,
and then they start to drink red wine. After they got drunk, they might do
something silly or wrong. Or they dont really like the feeling of being drunk.
Might start to think is that good to do so. They have to think is that good to
do such thing? They might need to rethink about something that they
accepted in the past. Is that good to do this thing as an individual and so on.

Critical thinking is a habit that you will not accept anything at the
beginning time but after the thinking process, then you internalize that
thing. It is actually a habit like the Chinese saying

3a. Defining concepts and knowledge

We are not going to that way define what is knowledge in an academic way.
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In a contrast, those are public knowledge or general knowledge. We might

say that is common sense.

For their study, when students have to justify certain topics, they need to
have basic knowledge. That is we called that public knowledge which is
easily understood by the public in the society.

That is why we would not teach knowledge purposely but through the issue
enquiry approach which is student centered, students can learn from
discussion, interactive activities with teachers (dialogical teaching) in order
to have knowledge construction.

3b. Responses from the students of dialogical approach

Well, this depends on students motivation. To be honest, it really depends

on students because if they have higher motivation, then definitely they
would have higher achievement and definitely they will learn more in
knowledge.

For those students who are less capable, they still can learn those public
knowledge and common sense.

But the main point would depend on what they are interested. If they are not
interested, they might learn less than the others.

Examples: Sometimes, if teachers can use those so called

entertainment news well in order to teach those concepts and
knowledge, students can still learn from those. For example, we want
them to learn some life skills. We would want them to have some
alerts to drugs. There are some artists involved in those issues.
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It might not necessary to teach the students what are the drawbacks of drugs
directly and we should keep a distance from them. I would say there is a high
flexibility in the content.

4. Own ways to teach critical thinking

It is a bit weird to say you teach how people think.

After the human beings were born, they started to think already. Gradually,
their ways of thinking will become certain format. This way of thinking is
modified by his or her daily life. So it is very difficult to teach people how to
think and it is not easy to change ones thinking or habits of thinking.

What we can do is during the study time, we use some learning tools or
thinking tools to help students to develop good learning habits. You can only
modify their ways of thinking through learning but it is very difficult to teach
them a new way of thinking.

Junior secondary is easier to modify their ways of thinking because they have
not been fully developed. But once they have developed their standard way
or habitual way of thinking, it is not easy to modify.

When they are in senior secondary, you can use certain method to modify but
for their mode of thinking in daily life, it is too difficult. In the study, you
might still be able to do certain things through some learning tools.

5.

Teaching tools to teach critical thinking

I use more open way to teach at the beginning time e.g. open
discussion-focusing question. Those discussions are comparatively open. But
then at the end, the students might not know what for.
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Tools are actually you provide an effective path to think in a limited time. We
called that route plan. In each check point, it has certain task. If they follow
the route, the whole group is discussing the same topic. Then the outcome
would be good. That is why if we really open the discussion to the students
without the route, they might discuss the same thing but not in the same
directions.

With those learning tools, they can think in the same topics at the same time.
With focus, the outcome would be more effective and clear. I normally use
graphic organizer. In this, there are certain focusing tasks. In the limited time,
they have to finish those tasks. They have to do some group works and
thinking in order to have certain conclusion and products. They have to drop
down what they have thought. Even after class, they still have the record of
what they have gone though. It is not easy for them to forget each one has
mentioned. If they want to do a summary, they can have a look of this.
Comparatively it is easy for them to check otherwise everything will go with
the wind. If they drop down the things in details, those are dialogues.

Teachers can ask questions by checking out those dialogues in order to help
them to organize their dialogues. This organizer is very useful because it is a
record, review and teacher can see whether the focus of the discussion is
going to the right way. It is convenient for teachers to do the debriefing. Are
they doing the task that the teachers assigned? Or they are doing something
that even it might not expected by the teacher but it can reflect certain thing.
It helps to debrief and organize their ideas into the content for them to learn.

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6. Response from the students to such way of teaching

Once you open the discussion, sometimes if both teachers and students are
not in the same focus, it could be wasting of time. If there are some tools,
even they might learn less but still they are learning certain things.

Sometimes, some students might escape from the discussion, the result could
be unsatisfactory. If there are some tools and everyone has a task e.g.
recording, leader, observer... they can take turns. They have to write down the
things otherwise when the exam comes, they dont know what they are
doing.If we can organize the thing well, there is a quite good outcome.

But we cannot be too hurrying. If you start to do such thing in F4, the first
half year, students might still need to adapt to such learning mode. The
productivity and effectiveness might not be the best. Once, students are used
to learn in this way, you might see the good outcomes.

Sometimes, teachers have to keep the mouth close. It might be hard. When
they are doing the discussion, teachers have to remind themselves not to tell
the students directly what they think. When you ask questions, you should
not use your own perspectives as the standard answer. If not, when students
post the questions, they tend to look for model answers. When you ask them
questions, they might think about what are the answers from the teacher. If
your answer is comparatively open and general, that might prompt them to
think in depth, the outcome would be better. They have questions and during
the thinking process, they might bring up other questions. Then they have an
in-depth understanding of the issues. If they dont know how to post the
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questions, they will learn the thing very quick which means they dont learn
them in depth.

7. Relations between content knowledge and critical thinking

It depends what is content knowledge. If they students are lack of some so

called basic knowledge. We might need to use the way of direct teaching to
teach them in a short period of time. If they dont have basic understanding,
they cannot start the discussion of the issues. They have to understand the
background information and critical terms. For example, we always discuss
social issues. We now discuss the length of departure time period of Social
Security Assistance. This is related to policy. If the students know nothing
about the public policy, there is no way that they can discuss this issue.

On the other hand, if they dont know the function of the policy and
government, there is no way that we can have an in-depth discussion of the
issue. If they dont know the structure and function of the government, there
is no meaning of them.

They might not need to have understood the whole thing in-depth but they
got to have basic knowledge. From this they start to post questions. Then
they ask more relevant questions. They might understand more about the
issues.

In other countries, they might have Policy Studies. They will think about
once if they carry out the policy, what will happen. From that, they will
modify the policy. But for the case of Hong Kong, we dont have that system.
Mostly, when the policy comes out, there is a big feedback from the society.
Then they might change. If they can understand, policy is not perfect. In the
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society, there should be someone to study and make the amendment. When
time past, the policy has to change. If they are used to this, they can look for
something clear from the discussion and give some suggestions to improve
the whole situation.

If the students do not have some basic things like this, he would just express
his desire passionately. It could be a nice desire but it cannot help with the
whole issue. He might mention something that government cannot do
because it is not the function of the government.

Students have to understand the structure of the society as a democratic

society.

They have to understand the responsibilities of government;

otherwise, it might come to a funny expression. For example, there are

certain things the police force will do but not immigration department. You
have to understand the whole thing first in order to express your opinion.

For general public, they might not know such thing because not everyone has
lots of education. But for students, they have to aware to those solutions and
drawbacks in the learning process. It is related to study. Everything should be
taught by teachers? No absolutely, teachers can organize some content
through the searching of information by students.

It is very easy for the students to look for information e.g. government and
internet. When they are doing such searching, they have the IT skills already
and what you need to do is prompt them to search. You can even assign two
WebPages content (NGO and government) then at least you have two
perspectives already. Or you can look for some more organizations. For
example, Taiwan wants to start ICAC, mainland China wants to start ICAC...
what is the main concept of ICAC? Singapore also has ICAC. You can
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understand more through the comparison of different places. Comparison is

the first step of in-depth learning.

8. High Order Thinking

If you want to do high order thinking. You have to have basic knowledge.
You need to have initiate process to understand. You need to understand the
complexity of the issue. You have to understand different stakeholders
points of views. Those ideas are based on what reasons? What are the
interests of the stakeholders? How does the controversy come out?
Sometimes the controversy comes from the power struggle of the authorities
and the imbalance power in the society. That could be related to historical
reasons too. Why this group would not negotiate? It might be because they
were bullied by the others too much in history. If you can understand, you
can do better analysis. What is high order thinking? Based on the
basic/factual understanding, we can know more the whole picture and
understand the reasons behind those demands and requests. Then you can do
a complete analysis and looking forward to the future. It is not something or
theories really advance. We are not trying use complex theories to explain
that. It is thinking but based on the facts and evidence. In this process, we
would ask some critical questions in order to strengthen the understanding of
the issue.

9. Assessment
a. Can Liberal Studies assessment examine students high order thinking
and critical thinking?
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Yes. Even we might have limited time but the design of the exam gives
students a scenario and issue. They have to look for the scope in order to
have further steps in order to show you understand the question. How you
can use the data to analyze and express your own opinions. We can see their
critical thinking through their understanding of the issues and analysis.

b. Language ability and the exam performance

For example, if a person cannot express himself well, then he might have
some disadvantages especially in our exam which is in written form. Some
students who have learning difficulties would suffer too because they might
need more time to answer. If we want to do better in future, we should learn
from the overseas experiences. If you can medically certified you have
learning difficulties, we should extend the exam time depends on each case.

We want to maintain a fair exam. In the teaching process, we might need

some scaffolding in order to help them to do the presentation.

c. Possibilities to have oral exam in Liberal Studies assessment

If we need to do so, we might need to refer to other experiences. We might

need to make the exam into two parts. The written exam can weight 50%.
There is school based assessment. That might not only related to the SBA but
also including the performance in class and homework e.g. oral presentation,
debate and effort. Some students might not be talented but we still award his
or her effort.

We should have a balance and award students effort. We might need this
kind of change. But it seems like in our society, we dont have such
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experience and compromise that allow us to do that.

Parents and public... Some parents of those students who have difficulties,
they might not admit. They still think their children are fine, dont stereotype
them. It would be related to the publics understanding of this issue.

Also, there are not enough resources to help the students who have Dyslexia.
If we check with the statistics, one out of ten has the problem of Dyslexia.
The ratio of boys and girls is 7:3. If we have 100 thousands students to take
the exam, you can imagine there is actually quite a lot of students have this
problem.

We sometimes cannot understand why some students cannot concentrate.

They have problems. Some people cannot accept this even there are some
organizations can help. That is why we are quite far away from the fair and
open space. It is hard to blame only one organization for one thing because
that could be the public dont understand the whole issue well and accept it.

There are still lots of difficulties. If there are more studies or scholars about
this kind of research of study in order to make the students to face the fact.
You are asking if we are helping them or not. It is not only about are we
helping or not but also the parents/students admit the truth or not.

d. Constrains of the exams: Will liberal studies become a comprehension?

Those students who have certain frame work but without content will not get
high mark. In the past, there is a research in HKU which took some students
scripts to study. There was one marker gave a student 3 and the other gave 8.
(10 as full mark) The students language ability is really high but without
content and quotes the data.
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e. Can the rubrics of the exam help to grade the CT of students?

It is related to skills. They have to understand the question and the data well.
What is the correlation between the data and the question? If he cannot
understand those items, he might not focus to the question. Once, he has to
understand the question. We rarely pay much attention to the language ability
which is not the main focus. We concern if the student can understand the
question well. Also, can he use the data to response to the question? Can they
show the skills e.g. multiple perspectives? Lastly, the way of communication.
We dont require them to make it perfect but it should be easy to understand.

f. With reference to the news about Taojie(), will that kind of case
happen?

Taojies writing showed a very high knowledge background. He is has a high

academic ability. He has very good understanding of China. But he was out
of the focus of the question. After the National Peoples Congress of Peoples
Republic of China, the president will give some orders based on the issues.
High security and less pollution was the main issue. Also the incidents of the
mine are quite a lot. That is why it has such indicator for the policy. It does
not a matter if they can make it or not but it is an indicator. Students have to
understand why president would give out such order. But Mr Tao has not
followed the question but only expressed the opinions. His answer was not
wrong but irrelevant.

g. When the markers mark the answer or students answer the questions, are
they supposed to be value-free/neutral?

There is no value free. We would not examine their values directly through
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the question. Through their reasoning and answers of the question, you can
see their values. E.g. Students think piercing is cool and no problem. In the
data, it states about the health problem. If they do not deal with the problems
of health, they might ignore the value of health. They just care about outlook
but not health. It might be the same case of Mr Tao. When we give out the
data, you have to deal with them. They can write the outlook is very
important and even they might die, it is not a big deal. They can write like
this but it means they neglect some values. He cannot explain why. He is just
expressing his feelings but no evidence or arguments.

If you refer to political issues. There are different interpretations of political

issues. The students might refer to those and it might not reflect what he
really thinks through his writing. He can still bring it out. We give the mark
or not are not based on his opinions; it is based on his arguments and the
holistic analysis. If he can explain and give the arguments well. We would
not give the mark if he only says it is a fair or a massacre. What we concern
is the process of argumentation as well as the critical thinking skills. Those
are what we concern instead of just expressing his feelings and simple
conclusion.

10. Dealing with values or different opinions

For education, we dont want students to become too radical when they are
too young. In a contrast, we hope that they can listen to different voices
rationally and have a tolerant attitude towards different opinions.

That is why in general, teachers can express themselves but he or she should
not only take their own opinion as the standard answer. In a contrast, they
188

should ask the student who support act now. What is act now? Do we know
well before it carries out? On the other hand, students support absolutely
wrong if we do like this, is that absolutely wrong? In where? What we can
improve? We can use question in order to help the students to think in
different ways. If the teachers can do this, they can lead the students to
respect their opponents and protect the right to express them even we might
have different opinions.

11. Influence of religion and the sponsoring body to the ways of teaching in
school?

It is strongly related to the breadth of mind of the sponsoring body of school.

Some of the will see those thing as value/life education or some of them take
those thing as cancelling. If they are doing this, they might have some
disadvantages. It might be difficult for the students to learn what they are
expected in LS which is tolerance and listen to different voices. If we want to
do better, for those sponsoring bodies, they might need to have less insistence
of the doctrines.

For example, Catholic Church would disagree on abortion but they should
still let the people to discuss about this. Discussion does not equal to
agreement. Through the discussion, you can understand both sides more. For
example, you can be the debater for either sides but it does not mean that you
agreed with the topic. Through the discussion, people can understand more, it
might help them to explain why they are anti abortion. Or they can look for
some new points through discussion to explain why they are anti abortion.
189

Even, they might need to do some reflections. Because our society is moving,
the technology is going, the ways of thinking and traditional habits might
need to have some modifications too. There are some churches found that
young followers are comparatively less than before. Why? Does it mean
religions are not as popular as before? Does it mean their doctrines are too
conservative and they cannot cope with the needs of the society especially in
this modern age which is full of informative technology? It might crash with
that philosophy in the past and we cannot apply that any more. It might
reduce the attraction to youth.

If they dont think about those questions but only

insist the doctrines, it is a possibility that those religions would gradually go down.

12. Teachers training

a. Critical thinking and Liberal Studies

It depends how you would define CT. If we follow some scientific research
saying that CT is just logic, then not every teacher can do that. Can you
teach LS? It is really depends on the personality of the teachers. If your
personality is very rigid, not willing to open. You might find difficulties
during teaching. In a contrast, those teachers who are willing to open and
listen to the others, it is comparatively easy for them to teach LS.

b. Suggestions to improve

This teaching mode/method of liberal Studies is very new. If the teaching

institute wants to improve, they might need to go into the school to observe
in order to formulate the teaching and learning mode. They might need to
bring this teaching and learning mode to the teachers who are under training.
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This is the pedagogy of LS. When they understand this kind of practice, the
teachers come out can act as a catalyst. If we cannot do that in the teaching
training, we might need to face quite a lot of difficulties and challenge.

c. Flexibility and open to the curriculum

The design of the curriculum has this function but the key point is how the
teacher teaches. Also, it depends on the teaching training in order to make
sure teachers will maintain their class to be open. The purpose is let nurtured
the skills and attitude of the students. If we can go to this direction, then this
subject can be more open.

But in the contrast, teachers might find difficult to correct open question.
That is why he or she might consider what they say in the class as the
standard answers for the exams. Of course, they might still do LS but the
performance of the students will be very different. Students might look for
the standard answer and take the exam easily. Students might not know LS is
a subject to shape their personality, ways of thinking and attitudes.

d. Teachers from different subjects

It depends on the personality. If he or she is comparatively rigid, it might

affect the performance. There are certain skills from different subject that
you can apply to LS. E.g. Chinese writing and speaking skills as well as
English. (Public speaking and writing) those will help the students to present
their ideas. E.g. Mathematics, they can use their logical mind? Step by step...
they can apply these skills in facts finding.

Logical mind is a convergent thinking. But when they have to analysis, they
191

need to do divergent thinking. The training in science subjects can help them
to analyze the topic logically. Then they have to jump to next step.

In the human society, there is not only one pattern. That is why they have to
do divergent thinking. CT actually is divergent thinking and convergent
thinking takes turns.

If the teacher can use the knowledge from their major and they are not rigid
or radical. They can co teach LS. It might take time for them to get used to
have dialogical and interactive teaching. Gradually, they can teach
effectively. Those teachers who change to teach LS would be different from
those teachers who are fresh graduated from IED because they might need
more time to get used to this kind of teaching mode. It might be easier for
the fresh graduate teachers to teach in this mode because they never have
any experience in other ways of teaching. They can pick up the thing easily.

e. Changes of responses and attitudes from teachers and students

towards this way of teaching

There are some changes. It depends on how much space the school
gives to the teachers. If they are more open and let go, the changes will
be faster. If the teachers are still afraid to be wrong, the changes of the
students will be slower. If schools can provide these types of class to
junior forms, the changes will be obvious and faster.

13. Critical thinking and subject/disciplines

There is not necessary to have a correlation but it will have influences.

Especially, people pretty much have developed their own ways of thinking
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before they enter the university. Students might reinforce their thinking and
personality in those subjects or majors, especially the major will affect.

So if the personality of the student is not that open plus the major really
shape him into certain ways. It might be hard for him to teach or understand
LS. E.g. he cannot accept 1+1 is not equal to 2

In every subject, there is a part for critical thinking. When we ask how and
why, we are also doing critical thinking. Even scientific questions, if they
ask what driven, there is still critical thinking.

Sometimes it is hard to say which subject has CT or which subject goes well.
It really depends on the attitude when we ask question as well as what we
expect for the answer. If we expect only one answer and we cannot allow
there would be more than one answer that might be hard to do CT because
you cannot enquiry the standard answer.

So every subject is LS? You can say that. If you are talking about skills, yes.
But why do we need LS. Every subject might have its own framework and
partition. But LS is very unique because it is about daily life. E.g. daily
moths, daily physics. That is why we always use news as the materials.
Because news is our daily life. If we can use news as the examples as the
starting point would be good. LS is authentic study, we have to learn from
daily life. We can solve the problem of daily life. Even the exam is authentic
assessment. The questions are come from current issues. The conceptual
framework hasnt changed much. E.g. Political participation in Star pier,
Queens pier, Guangzhou-Shenzhen-Hong Kong Express and Act now.
Social development. We can use that topic to assess students and those are
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related to social development.

14. Social conscious of the students

We are using current news. Students have more sense of social issues and
they would have the habit to read the news every day. This is the starting
point. Apart from social awareness, you also need to have participation and
action. Post 80s can do that but post 90s are not ready yet.

15. LS and liberation of teachers and students

This is a very in-depth question and good question. It is worth for us to think.
If education is work for the politics, then it might teach the students to
become civil citizens. Even civil education in England, it is not just being a
good citizen but also a person who dedicate to the community.

That is why we want students to learn how to listen to different voices and
tolerant various opinions. We want them to understand even some grassroots
communities or different communities should be respected.

They might understand law is protecting every class to live with dignity. That
is why everyone should have the equal opportunities to participate in the
society. If we extend that more, or if we look for an ideal in education and
not serving for certain people, if education is serve for the development of
human beings, LS should liberate teachers and students.

16. Culture of the school and critical thinkers

I believe it is related to the school culture. X (Principal of the school that he

194

taught before) her personality is very open and accept different voices. That
is why in school, she provides a space for people to discuss as well as
different opinions. The atmosphere is very free. This kind of atmosphere will
benefit to the teaching and learning mode that I mentioned before.

You can express your opinions freely but you will not have penalties. In
contrast, if schools concern more about rules and doctrines, students from
there would be hesitate to express because they are afraid they might get the
penalty and they are not accepted by teachers.

XX (School Principal) has a breadth of mind. She believes no matter which

class you are from, you still have the right to express yourself. She maintains
a very open atmosphere in the campus. Even in the staff meeting, she allows
different voices and people to express. Students can gradually learn from
this environment. Even sometimes students might not agree with teachers
ways of teaching, they can look for her and discuss with her.

She let the students to speak and express a lot. If there is a problem, she will
fix it immediately. If the students request is reasonable, they always get the
feedback.

At that moment, media is not that powerful and exaggerate. But in this age,
students can sell the information to the media or reporters. Or they put the
video in YouTube. That would bring a negative effect to the school. It could
be difficult for the school.

The society has changed, even the sponsoring bodies have such breadth of
mind, but they might be hinter by those external factors e.g. media. And now
we have so many associations of alumni and Incorporated Management
Committee (IMC) would have many influences to school.
195

The professional decision of education might be substituted by the political

decision. That would be quite challenging and they would have the dilemma
too. They might not open to the students to discuss and express their
opinions. The consequences of being reported by the media are hedge. You
might want to do something in this subject but suffer from the critics
outside. .... It is a dilemma. If they dont let the teachers do what they
suppose to...it is a dilemma...

17. Future and liberation of teachers and students from Liberal Studies

Those comparatively capable leaders in the society had a comparatively open

learning atmosphere when they were in secondary schools and universities
(60s-70). Colonial government did have a repression on communist
activities. But as far as you did not have much radical action, they would not
arrest and put you in prison. There was freedom of speech until 67 riots.
After that riot, the freedom of speech was reduced. But the universities were
protected. Those leaders who were born in that age grew up in the
atmosphere which cares about the poor and public. (Social concern) because
of this, they had very strong responsibly to the society. If we dont protect
this area- education which let the people to do certain things, there are not
ways to train the leaders for next generation.

You can have a look of the legislative council. There are no young, energetic,
proactive members who have strong social responsibilities. We did not train
them? The thing is there is no space for them to do something.

The university students are lack of passion and not concern about the society.
What they care is earning money. You can ask any students graduated from
196

the university what do they want to do? I bank... big four...they are lack of
the social experience. They cannot understand the life of grassroots people
and the situation of unprivileged class. If there is no social experience or
concern, HSBC would not promote social interpreter. That is because
Vincent Cheng was the leader. When he was in universities, he participated a
lot in social actives and he had seen the real life of the poor.

If the university graduates only hold the Hello Kitty to graduate, they would
not have empathy and concern the unprivileged group. That is part of the aim
of LS too. If we can ask them to start this thinking in secondary school. They
can develop more when they are in universities. The society is changing so
fast, if we dont do something when they are young which supposed to learn
the most, they would just concern about earning money after they graduated
from the university.

There are not many people to choose humanities subjects. If they choose
history, parents will ask what for? Parents have a myth towards the major.
They dont understand there is not a necessary correlation between the major
and work. They want the children to earn money.

I would say LS would be useful to liberate students and teachers but we have
to have persistence. There are difficulties and oppositions too.

18. Foresee Liberal Studies

Now our certificate of NSS has gained the approval of international

recognition. It is not easy to change the items inside. If we change, they
might think why? It might not be easy to change in this moment except the

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result or the outcome is not satisfactory. It is quite hard overthrown

everything.

It is not easy to become an exam oriented subject. Even though there are
many tutorial centres provide LS course. Because it is authentic learning, you
cannot think about what would happen in future. It would not help it the
students memorize the thing. E.g. there is a question talked about red tide,
students tried to write what they have learnt in Geo. They cannot get a high
mark like that because they neglect the data.

We cannot stop the commercial actives- tutorials. They might not gain much
from those centres. They need to understand this is authentic learning which
they cannot only memorize. Through the learning in class, they understand
the skills and apply that in the exam. Maybe some students can gain some
marks from the tutorial centre.

LS are not only focus in local issue. E.g. public health and globalization and
china participate in the world. Students can develop their international mind
from this. E.g. some issues can be involved in international level e.g. diseases.
Swine flu, world cup. HK immigrants and HK people travel a lot, transport
and IT. .those is helping us to have international mind. HK is WTO or WHO
member. HK has quite a lot international involvement. HK-China-world. We
would not set one single issue talks about world issues.

IB can carry the qualification to other countries. TOK is more philosophic. If

you have the international mind set, it is easier for you to pick up the local
issues. It is related to the subject nature. LS are more related to HK and
China issues. There is an iron triangle HK-China-World.

198

It is not easy for us to change it to past or not past. IB is an international

organization. It is easily recognized by the others. HK NSS certificate need to
gain the regconization internationally. If there are 5 levels and some subjects
just have past or not past. It is hard to justify. Compare with those in
Australia, England. ... We need to have such bandings. The public might not
understand it is not easy for us to change because you cannot just change one
subject. It is related to the whole certificate. We have different backgrounds
and conditions.

19. Language and cultural differences

It depends on the students. This is authentic learning. If students are native

Chinese speakers, it is better for them to use Chinese. If they are English
native speakers, they can use English. It would be a bit difficult for Chinese
native speakers to use English to learn because they might need to do lots of
translation. For those students who are from East Asia, it is better for them to
use English.

Oversee students are more active. Chinese local students are more passive. It
depends on the students e.g. they have the vocabularies in their own language
already. It might be hard for them to gain the history and culture. They need
to be aware of the social issues. If the government can do better, they can ask
the Chinese news channel to have English subtitles. They have to concern
about unprivileged class too. Ask them to read newspaper.

199

4.14 Observation and analysis of Participant G

Participant G was very busy and the interview was conducted in his office. He
was willing to talk and share his experience. As far as I could observe, there was
not many response effects 9 among participants. Even the senior curriculum
officer from the educational department did not use a bureaucratic tone when he
answered questions.

With reference to his fruitful experience in teaching Liberal Studies, I asked how
he observed the changes in ASL LS and NSS LS. He pointed out there was not
much difference in approach; however, in NSS, concepts and knowledge are
clearly stated out.

Participant G was very familiar with the curriculum. He explained every detail,
from the C&A guide to the sample paper. He did not need to ask for further
information. Participant G was also very conscious of social issues. Regarding
issues related to critical thinking, he used ICAC in Taiwan as an example to
conduct analysis.

Regarding knowledge and critical thinking, he used mentioned

public

knowledge. He stated that teachers do not need to be highly academic to study

this knowledge. Moreover, assessment needs to be authentic. This is very different
from most of the traditional subject work solely within the school
knowledge-world, ignoring what would be salient features of a situation according

Response effects refers to measurable differences in interview data that can be predicted from

the characteristics of informants (or respondents), interviews, and environments. (Bernard, 1994)
200

to common sense, that marked out successful students. (Keddie, 1971)

During the interview, he emphasized liberating students. Critical thinking needs to
be enhanced, as well as values and attitude to life. He noted that the ultimate goal
of critical thinking is to develop a social conscience, listen to different people
irrespective of class, and nurture concern for the underprivileged class.
He further explained that students nowadays are not willing to choose humanities
subjects as they are focused on the commercial world. They are keen to earn as
much money as possible, and are interested in the companies they aim to work for.
It is hard to envisage a better society if students are entirely instrumental and
money-oriented, and do not use critical thinking. An expert in critical thinking,
Facione (2007), notes that if people do not use have critical thinking, children are
no longer being taught truth seeking, the skills of good reasoning, or lessons of
human history and basic science. Then cultures disintegrate, civilization fail, and
massive numbers of people die. Sooner or later social and political chaos ensues.

Participant G noted many times that the society is changing fast. Reflective,
critical thinking and open mindedness is essential to cope with that change.
Critical thinking should be considered skills that help students read and think
better, do better in classes, learn more, and achieve better grades. Who cares in the
long run? Technical content is expanding fast and changing. A job is a good thing,
but that should not be the ultimate goal of critical thinking (Facione,2007).
Critical thinking might be related to the time at university. In the 1960s and 1970s,
the fiery years, many university students were involved in different social events
with a passion and mission, involving social responsibility (as Participant G noted)
Vincent Cheng, chairman of HSBC, was cited as an example to illustrate the
201

importance of showing concern for the unprivileged. Educational areas, such as

schools and universities, should be places for people to speak freely and think.

The notion of liberation is also important. He asked: What is the goal/function of

education? That depends on whether LS can liberate students and teachers. When
we talk about liberate, liberate from whom? Students should be independent and
no longer infallibly deliver opinions beyond their capacity to challenge, question,
and dissent (Facione, 2007).

In the whole interview, it was repeated many times that everyone should have the
right to express themselves. Liberal Studies focuses on critical thinking because
ultimately students should develop a social conscience and practice what they
have learnt, and participate socially.

He thinks there should be a hierarchy between students and teachers. Teachers

should not be afraid to be wrong and they should encourage students to ask
questions. He used his teaching experience in school to illustrate the importance
of the school environment, including the principal and sponsoring body. Teachers
want their students to excel on their own, to go beyond what is currently known,
to make their own contributions to knowledge and to society (Facione,2007).
In the whole conversation, he showed his open-mindedness towards various
controversial issues. He tried to understand various issues and differing
perspectives instead of trying to convince or persuade the interviewer to take his
own stance. Regarding difficult question or dilemmas, he discussed them openly,
and took his time to think. He was considerate: he asked the interviewer if the seat
202

was comfortable. He clearly had a good attitude and personality that improved his
teaching: he was open-minded and not worried to be wrong.

203

Chapter 5
Summary of the Findings

5.1 Table 5. Focus and nature of Liberal Studies

Participant A
Not

Participant B

Participant C

content Not only the focus in

knowledge

Participant D

Participant E

Basic Learning Skills No focus but students

but

the content knowledge

(Data analysis, critical

have to learn how to see

some long lasting

but through the social

thinking

and

through the things

skills that they can

issues

learning)

which

Train the students to

use in life.
LS

could

be

platform

have thinking skills.

for In

the

process

apply

for

self

can Understand

different

Comparatively

the

issue

and problems clearly

opinions

knowledge 6Ws

students to express

analysis, students have

content

and develop their

to learn to think in

would

critical thinking.

different perspectives.

important because the Zom out- apply in other

After that, they can

focus is on skills

not

204

be

that Data analysis

context

off with individual.

It goes from Hong Kong,

Distinguish the facts and

disciplines
of

the

Instead of content, it started

China and globalization. T

There are key issues for any
well informed citizen.
Hopefully would help for the
subjects which are chosen by
the students that provides a
wider world.

make

their

own

judgment.
There should be a
knowledge

Daily life and common

Shouldnt focus too much on

sense which they can

specific content, but should

also apply for other

make the people think about

subjects

the issues related to the

construction.

subject and the idea to deal

ABC one of them is

with them critically

Be aware there are no simple

CT but also encourage

the students to care

and straight answers.

Part of the aim of LS is help

about the society more.

to develop critical thinking

and rounded citizens.
Table 5. Focus and nature of Liberal Studies (continued 1)

205

Table 5.

Focus and nature of Liberal Studies (continued 2)

Participant F

Depends on which perspective you

Participant G

are talking about. LS is a

curriculum. It covers lots of areas.

and knowledge

NSS has 6 modules.

The focus is following the
curriculum.
The other focus is Issue enquiry

Students have to understand certain concepts

The issues enquiry is inside the whole

curriculum.

Social issues always involve different

contents of LS. Inside the issue, it includes
concepts and knowledge.

Study in order to compensate the

modules.
The third focus is the assessment.
How they perform their critical
thinking is about their writing.
Assessment

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5.2 Table 6.

Interpretation of critical thinking

Participant A

Logical thinking

Independent

thinking

Participant B

Critical thinking is

Participant C

more than transition.

Participant D

Communication.

Doubt except doubt

Listen from different

in a word

citizens and ultimately that

verbal plus non

means people can reach

verbal

opinions with the considerations

X bench mark

based on the subject, on the

system thinking

critical reading of information

You have to

people

understand the

Non judgmental

whole issue well,

Multiple perspectives

and then you start to

Listening to different

think.

people

Look at the issues

from different
perspectives

Participant E

Contextualize each

touching

Preparing people to be active

and arguments.

The skills what people simply

We have to know these six

would not accept what were

things especially how to

told or expected to think and

doubt. There are so many

really they think for themselves.

ways to doubt. You have to

situation

They conscious of the fact that

think about how to doubt.

people want them to think in

certain way and therefore our

Creativity

role is aware of that in

developing their thoughts.

207

Enable people can be critical

and prepare them to be active
citizens.

Some people will justify in terms

of the skills that we developed
which may be soft skills that is
useful for employee and employer.

It is a consciousness. Its the

situation believe that the situation
just happened to you. To a
situation to those contexts where
you ware conscious of different
argument and processes and
different opinions.

Table 6. Interpretation of critical thinking (Continued 1)

208

Table 6. Interpretation of critical thinking (Continued 2)

Participant F

The ideal is having reflective thinking to see the world in

Learn how to ask questions. When they go through the issues, can they ask some

different perspectives.

related questions?

He or she should understand what he sees is not ultimate truth.

Through the process of asking questions, they can understand the phenomena of

He might need lots of thinking with multiple perspectives.

the issues or events. They can understand the rationale behind and gradually

Students need to think about different stakeholders, situations

they can build up their own views from that.

and contexts.

Participant G

We should not jump to a conclusion such as I agreed or I accept but through the

But in reality, it is really hard to go to this level because if

looking for the truth and explore that by them. After that, they should understand

students can have reflective thinking and own opinions, that

the whole thing more and then they have to think about will they agreed or they

would be enough.

will have other opinions.

What we want the students about critical thinking are they have to think a bit in
depth in order to have their own opinions.

209

5.3 Table 7. Interpretation of knowledge in Liberal Studies

Participant A

Background

Participant B

Participant D

Content knowledge is

also require

but through the social

critical thinking

issues

broad content. It does

and Chinese medicine

its the things that person know, so it is

LS does not have a

not require being deep.

are all knowledge. (

what the person knows.

Deal with the issues in

Not teaching content

daily life, common

).

might also be the awareness that how the

not memorize in

and knowledge

sense / basic

Now all the knowledge

fact is contested and likewise it could be

LS

heavily but how to

knowledge

is dominated by

ways of analyzing a news article- looking

Knowledge is not

analyze and multiple

LS does not have a

western knowledge.

at the origins and the purposes and so on.

the most

perspectives.

knowledge but

concrete knowledge.

issues

Depends on what you mean by

content knowledge

Students have to

relatively loose.

6Ws in LS for the

Participant E

knowledge but it

understand the

Not only focus in the

Participant C

But there is a basic but

very in-depth content

Astrology,five forces

There are so much

important thing

because it hopes to fill

knowledge cannot get

but it is

in the gap including

into that discipline.

necessary.

There are so many

things in the society

210

knowledge.

In English, it went to a word to know so

Knowledge might be a fact but knowledge

How to do things as well as specific

subject knowledge.

cant be learnt by
studying but by

Students can use the

knowledge that they

Common Sense

practice and work.

and Knowledge.

It is just like yinyang

have learn from other

(): -ve +ve; light

subjects.

and dark; move and

static. All of those
would not be
considered formal
knowledge. But I can
combine this with
western system e.g.
management and
repackage--- I am not
teaching you five
forces but stress
management.

Table 7. Interpretation of knowledge in Liberal Studies (Continued 1)

211

Table 7. Interpretation of knowledge in Liberal Studies (Continued 2)

Participant F

6 modules in C&A guide of Liberal Studies

Participant G

Not going to define what is knowledge in an academic way.

In a contrast, those are public knowledge or general knowledge.

We might say that is common sense.

For their study, when students have to justify certain topics, they need to have basic
knowledge. That is we called that public knowledge which is easily understood by
the public in the society.

That is why we would not teach knowledge purposely but through the issue enquiry
approach which is student centered, students can learn from discussion, interactive
activities with teachers (dialogical teaching) in order to have knowledge construction.

212

5.4 Table 8.

Participant A
There

Participant B
a When

is

connection

Correlation of critical thinking and knowledge

and

you

Participant C
are

thinking, you need to

background

priority

between

have

critical

thinking

information

and

Participant E

There should be different

It is difficult to count or

a foundation, a base.

levels towards these two

separated

Content knowledge is

items.

Content knowledge is

the ingredients, skills

information.

and knowledge

knowledge in order to

is like cooking.

make the judgment.

Cooking without good

Background

Participant D

knowledge should

materials, regardless

come first

of how good skills the

cook has, he cannot

You

these two items.

will

have

After you internalize that

becomes knowledge.

make a good dish.

After you have read and

can

critical

specific knowledge.

knowledge, you will have

separate both.

Critical thinking is one of

have

thinking without
Ultimately

the wisdoms.

213

each.

seen through those

wisdoms.

develop
You

it

You need 50% of each to

you

cannot

Table 8.

Correlation of critical thinking and knowledge (Continued)

Participant F

Participant G

Skills and content cannot be separated because it is a mutual

Students have to have basic knowledge and the understanding of the background

relationship.

information and critical terms.

If you want to say something out with skills, you definitely

They might not need to have understood the whole thing in-depth but they got to

should have content. I cannot just teach one.

have basic knowledge

Then they ask more relevant questions.

Comparison of different information.

214

5.5 Table 9. Own ways/approach of teaching critical thinking

Participant A

Will

not

Participant B
teach

critical

thinking

consciously
through

but

Participant C

Discussion is very

important

have

Encourage the students to

There is no set framework

I encourage students to

listen

from

because I would improvise

challenge me or correct me

people

first

Can you look for the main

Encourage the student to

point in an issue?

have the knowledge of

The ability to do deduction

usefulness and reliability of

different
including

watching

e.g role play

controversy of the

different

Add some elements

issues.

from various people.

e.g. what will be affected

the sources and also look

Students have to express

from the economic depress in

for bias and so on.

high

order

understand

to

Participant E

the

of

activities

Students

Participant D

They

have

to

and

hearing

information

thinking e.g. I

understand different

these different values or

US to Hong Kong and China.

You looking to do things

would not say what

standpoints and what

opinions to the others.

They have to understand

compare and contrast as

did the media say

are

It is important for the

what

well as different sources.

about.

behind

people

or

between HK and China is. Is

other

there any standard? Can we

would

But
ask

what

media is? Why they

the

reasons

to

see

understand
opinions.

see

would talk like that?

the

that

relationship

with

perspectives?

215

historical

Construct

thinking

of knowledge but

stakeholders,

not instruction

have

Constructivism

compare

approach to plan his

contrast. Then they

activities.

Look for different

to

do

they

can

have

the world with Economic

to everyone, why they

and

perspectives-

still have such opinion.

absorb those information,

they are developing their
ability

already in order to make

him to stand outside of
his limited knowledge.

micro

and

macro. You can see the world

During the process of

communication

Do we have a framework to
see the world? You can see

conclusion after listening

the

can comment on that.

They

with

management

perspectives-

five

forces

model

We have to know how to see

those models. It can help the
students

to

understand

model. There should be some

models lasted for very long
time e.g. Wu Xing() five
movements

Table 9. Own ways/approach of teaching critical thinking (continued 1)

216

Table 9.

Own ways/approach of teaching critical thinking (continued 2)

Participant F

Participant G

For the beginners level, students still need to do comprehension

and data response. For high order thinking, they have to apply
personal experiences and different news issues.

For the class and assessment, I still ask them to think about personal

Open way
Discussions are comparatively open with route plan
Graphic organizer
Discussion

experience and how to apply the knowledge that they have learnt.
Another one is their life experience and moral development.
It is a framework to teach them to see the world in different
perspectives.
Stakeholders would be one of the examples. We should connect
with different concepts from various subjects or different aspects
e.g. politically and economically.

217

5.6 Table 10.

Participant A

Sustainable

Issues of teaching critical thinking

Participant B

development

Participant C

Anti

Participant D

Social participation

Guangzhou-Shenzhen
-Hong Kong Express
Rail.
Minimum wage

Migrant

worker

depress

in

Hong Kong identity

Sustainable development

United States
-Act now

Economic

Participant E

Dating girls

Tiananmen incident

in

mainland China

Drug

Participant F

Participant G

Interpersonal relationship: asking about social participation.

Guangzhou-Shenzhen-Hong Kong Express

World cup

Social participation: Act now

ICAC in different countries

Drug

218

5.7 Table 11.

Participant A

The focus is not

Constrains and difficulties of teaching critical thinking in Liberal Studies

Participant B

Public or students

Participant C

Participant D

Participant E

We finally end up in a

Still exam oriented

Teachers and students will

clear

might have some

low level result-

Requires very

illusion or prejudice

assessment

high ability of a

towards liberal

teacher

studies

to the limited quotas of

show the real meaning of

Teachers might need

universities

LS

Exam format

cannot really

Too exam oriented due

to prepare a lot

There are still some uncertainties in

the exam

follow the exam style.

Problems with producing materials

The assessment of LS can

From spoon-feeding knowledge and

spoon-feeding skills.

Teachers training especially

represent

in critical thinking is not good

students

enough

Obviously you cannot spoon-feed

skills.

performance

Participant F

Participant G

Time is limited

Very high expectation to teachers because it seems like he or she

willing to open. You might find difficulties during teaching. In a contrast, those

has to know everything.

teachers who are willing to open and listen to the others, it is comparatively easy for

Teachers personality and attitude is important. If your personality is very rigid, not

them to teach LS.

219

5.8 Table 12. Which subject is best at developing critical thinking?

Participant A

Every

subject

Participant B

Suppose

every

can teach critical

subject

thinking and it

critical thinking

depends on the
teacher

Participant C

can

Participant D

Liberal Studies

Liberal Studies

History

teach

But the most would

be Liberal Studies

Participant F

Participant E

Participant G

Supposed every subject can teach critical thinking and it depends

In every subject, there is a part for critical thinking.

on the teacher

It really depends on the attitude when we ask question as well as what we

expect for the answer.

220

LS is very unique because it is about daily life.

5.9 Table 13. Can Liberal Studies liberate?

Participant A

LS can Liberate
students mind

Participant B

Participant C

It could be but it
depends

on

the

teacher.

Participant D

Participant E

If we keep using this

I believe LS can change the

I think no subject itself can liberate

way to deal with LS, I

mode of education because I

anyone.

would say no.

believe myself.

No matter how great is

System may help, it is always

structure and the whole nature of

the process, we finally

the exam that's makes the

the system. That is a systemic

end up in a low level

difference.

question.

result- assessment.

You would need to have the whole

LS can be a positive role because

you can liberate people by opening

Having LS is better

their minds to the idea from very

because we dont insist

in raw learning better
does not mean good.

different perspectives.

There would be many truths or

there is no truth. Hopefully it could
make them focus on things beyond
what is written on the page. On
that sense, that is a kind of
liberating.

221

Participant F

Participant G

Teachers are the one who liberate the students but not the

It depends what education is for?

curriculum itself.

If we look for an ideal in education and not serving for certain people, if
education is serve for the development of human beings, LS should liberate
teachers and students.

Table 13. Can Liberal Studies liberate? (Continued)

222

Chapter 6
Discussion
The following discussion is in four parts. First, we focus on the nature of Liberal
Studies, critical thinking, and knowledge. The second part concerns the pedagogy
of critical thinking. Thirdly, the constraints and difficulties of teaching critical
thinking in Liberal Studies are discussed. The last part discusses new ideas in
liberal studies, as suggested by the participants.

6.1 Nature of Liberal Studies

Liberal Studies (LS) is considered a pioneering issue in the Hong Kong
educational system. All respondents in this study have quite different ideas1 of the
focus and nature of Liberal Studies. Five of them noted that instead of fixed
content, LS should be about skills and concepts. Two participants discussed the
six modules and issue enquiry approach. Participant A and D stated that LS is
focused on critical thinking and yet, confusingly, there is assessment, and a lack of
focus in LS.

Irrespective of content, or ways of teaching and learning, LS is different from any

other secondary school subject. There is greater flexibility for teachers and
students, and there are different ideas about the focus and nature of it. Participants,
teachers, and students discussed different ideas about critical thinking and LS.
Five argued for long lasting skills, such the development of students critical
1 Refer to the Table 5

223

thinking and analytical skills. All agreed that, apart from the modules, LS can
focus students thinking onto the world issues.

6.1.1 Interpretation of knowledge in Liberal Studies

Knowledge and teachers are closely linked: a goal of teaching is imparting
knowledge. However, another question is how is knowledge interpreted, and what
is knowledge? As noted in the LS C&A guide, there are is no concrete content but
only guiding questions and concepts in LS. All participants stated that there is no
in-depth, concrete knowledge in Liberal Studies, but there are different aspects to
knowledge.2

Only one participant identified six modules, as stated in the C&A guide and
Participant E discussed knowledge in this way: In English, Its the things that a
person knows. Knowledge may be facts, but knowledge may also be awareness of
how facts are contested. It may be awareness of ways of analyzing news - looking
at origins and purposes and so on. He emphasized those are issues in daily life.

Participant G noted that knowledge in Liberal Studies should be considered

public knowledge, or perhaps even common sense, and raises the interesting
question as to the existence of non public knowledge. If common sense is
supposed be what everyone knows, then why do the students study it in Liberal
Studies? Therefore, some people argue that Liberal Studies does not much content
and is just general talk.

2 Refer to the Table 7

224

This all, it really depends on our interpretation and understanding of knowledge.

Michel Foucault (1980) noted that certain knowledge is dominant and some
knowledge is what he calls subjugated knowledge, and is suppressed.
Participant D argued that some about that knowledge, such as astrology, the five
forces, and Chinese medicine (.) is subjugated by
dominated western knowledge. He further noted that so much knowledge cannot
be shaped into a formal discipline.

Some concepts or issues in daily life are not considered knowledge; even the C&A
guide uses concepts and issues instead of the word knowledge. According to
Foucault, knowledge is institutionalized and standardized to become real
knowledge recognized by people. Liberal Studies can help understanding of
public knowledge, previously ignored by teachers and students as it was
subjugated to school knowledge. Students and teachers can open up knowledge
and critically reassess the existing curriculum.

LS emphasizes authentic learning, as noted by Participant G, and may be

pioneering, with new concepts and critical thinking applied to daily life. The
content/knowledge should not be treated as abstract, or be decontextualized,
simply to gain exam grades. Participant D noted the problem: If you write this,
you would get a high mark... You would not use those words in daily life. Students
have to use some words in order to gain marks in exams but those can not help
them gain marks in daily life. He argued that this is one reason education is
failing.

225

Dewey (1933), an influential educator, argues that school knowledge can be

different from the world outside. Liberal Studies can help explore subjugated
knowledge to develop more opportunities for people to reflect on what is
knowledge. Instead of reinforcing the status quo, teachers and students should be
open to various kinds of knowledge to develop critical thinking.

Participant D found a way to deal with the system. He said All of this is not
considered formal knowledge. However, I combine this with the western system,
such as management, and repackage it. For example, I would say stress
management instead of stress management.
Teachers should be alert to complex knowledge and power relationships within
schools because:
In a sense, educational knowledge is uncommon sense knowledge. It is
knowledge freed from the particular, the local, through the various languages of
the sciences or forms of reflexiveness of the arts which make possible either the
creation or the discovery of new realities. Now this immediately raises the
question of the relationship between the uncommonness knowledge of the school
and the commonsense knowledge, everyday community knowledge, of the pupil,
this family an his peer group (Bernstein, 1971:58)

226

6.1.2 Critical thinking

Since the last century, scholars and researchers from different fields have
discussed definitions of critical thinking. People have different notions of critical
thinking depending on their field, the participants, all working in Liberal Studies,
have similarities, but most have quite different notions of critical thinking.3

It is not always easy for participants to answer the question as to what is critical
thinking. Some attempt definitions, or use right the way but with further examples
to illustrate meaning. From observation and interpretation of their words, we see
some pointers related to school training, personality, and cultural identity.
Teachers themselves are more important than one perfect definition of critical
thinking. Teachers should be role models, as Stephen Brookfield (a renowned
scholar of critical thinking), argues. It is crucial and important for educators to
model critical thinking on their own actions (Esterle, 1993), and then students will
develop good approaches to truth seeking and be open-minded.

3 Reference to the table 6

227

Each participant has his or her own ideas on critical thinking. All elements that
they discuss are critical thinking skills, dispositions, or habits of mind delineated
by scholars or researchers and summarized in the following table:

Table 14. Comparison of the elements of critical thinking

Elements of critical thinking Critical thinking skills, dispositions

mentioned by participants

or elements of habits of mind

mentioned by various scholars

Participant A

Logical thinking

Logical reasoning
Scheffer and Rubenfeld(2000)

Understand the whole issue well

Take into account the total situation by

Ennis (1987)

Contextualize each situation

Participant B

Contextual perspective Scheffer and

Rubenfeld(2000)

Transition

Applying past knowledge to new

situations (Costa and Kallick, 2008)

Communication which can be Interacting with others

interpreted as one of the skills Ennis (1987)
mentioned by
Participant C

Non judgmental

Open-mindedness

mentioned

by

Facione (1995)
Listen to the different people

Listening with understanding and

empathy (Costa and Kallick, 2008)

Doubt except doubt

Reflective Skepticism McPeck(1981)

Participant D

Defining terms and judging definitions

In a word

in three dimensions: Form, definitional

strategy, content

System thinking

(Ennis 1987)

228

Participant D

Touching

Logical reasoning
Scheffer and Rubenfeld(2000)

Simply would not accept what

were told or expected to think and
really they
Participant E
Conscious of the fact that people Empathy (Sizer, 1992)
want them to think in certain way
and therefore our role is aware of
that in developing their thoughts.

Thinking about thinking

Participant F

Reflective thinking

(Costa and Kallick, 2008)

Multiple perspective

Reflective thinking (Dewey,1933)

Being open minded

Open-mindedness

Participant G

(Facione,1995)
Willing to ask

Inquisitiveness
Scheffer and Rubenfeld(2000)

As we can see from the table, they are actually using their own words to interpret
elements of critical thinking mentioned by various researchers. As a critical
thinker, they might not use professional terms like scholars but their
understanding of critical thinking should be asserted. Without this comparison,
people might interpret those words as not being authoritative or scientific because
their choice of words related to critical thinking might affect their credibility. It is
a kind of rhetoric in the discourse of various disciplines, particularly in science
(Michel Foucault,1975).
229

Nevertheless, participants agreed that having multiple perspectives is one of the

most important elements in critical thinking. Also, regarding their interpretations,
critical thinking seems to be an attitude more than just a thinking skill.
Each participant had their own desirable, ultimate goals related to critical thinking,
and all thought critical thinking important. The findings are Summarized below:

230

Table 15. Ultimate desirable goals of critical thinking

Participant A

Participant B

Participant C

Participant D

Participant E

Participant F

Participant G

Independent

Understand the

Willing to listen

See through the

Conscious and

Do well in the

thinker

society more with

to different voices

world

aware what

assessment

multiple

in the society

Have the social

conscious,

people make them

listen to

perspectives-they

think and become

different voices

are part of the

an active citizen

in the society no

community

matter which
class they are
from.

Social
participation
and action

231

6.1.3 Correlation of critical thinking and knowledge

All participants noted that it is difficult to separate knowledge and critical thinking.
Participant E argued that you can think critically without specific knowledge.
Hopefully, these skills can be applied in other contexts. Ultimately students
learn skills with content, but once they have learned it, they can apply it to
different situations.
Critical thinking and knowledge can be considered a mutual process of knowledge
construction; during learning knowledge, students develop critical thinking skills
as they analyse. However, it is difficult to develop critical thinking without
reference to any knowledge. It might become what Participant D notes it is just a
general talk but general talk in Liberal Studies still needs direction

Participant B notes it is possible that students might develop critical thinking but
without enough knowledge, such as students in F.4 of her school. They are willing
to ask and doubt but they might not have enough knowledge to understand the
whole situation. Teachers need to encourage them to ask and explore, gain more
information, and reinforce critical thinking. That is because a critical thinker often
scrutinizes new as well as existing knowledge to base evaluations on compelling
and/or logically consistent evidence. Students should be inquisitive and ask
questions (Geertsen, 2003).

Participant B used noted context when explaining knowledge and critical

thinking. Knowledge should be contextualized to develop critical thinking and
resolve ambiguity through reference to the topic being discussed or relevant
circumstances. Words taken out of context can be misleading. Putting knowledge
232

or words in to context prevents being mislead by unscrupulous individuals.

Participant E said: They are conscious of the fact that people want them to think
in a certain way and therefore our role is to be aware of that in developing their
thoughts. We should remind students that intellectual integrity and respect for
truth seeking are needed when information is interpreted during learning (Facione,
2011).

6.2.1 Pedagogy of critical thinking

All of participants stated that they are able to teach critical thinking and they have
their own ways to do so.4 Simply talking about critical thinking is insufficient, as
it is important to integrate it in Liberal Studies. All examples5 given were unique
and all were related to daily life and social issues. Such examples not only reflect
their observations of daily life but also the values and desirable goals of critical
thinkers.

All participants seemed to be very proactive in teaching critical thinking in Liberal

Studies. Their approaches to teaching were very open. Participant A noted a
constructive instead of instructive approach.

The relationships between teachers and students are very different in Liberal
Studies. Participant B noted the importance of teachers as facilitators. The
banking model of learning has changed. Knowledge is not simply being
possessed by teachers and transmitted intact to the learners; students now can

4 Refer to the Table 9

5 Refer to the Table 10
233

discover chance to reach different information or resources. Participant G said: It

is very easy for the students to look for information on the internet. In doing so,
they develop IT skills. All you need do is prompt them to search. Previously
teachers were seen as fonts of all knowledge, and this knowledge was transmitted
to students at the teachers pace and discretion. To readdress the balance, there has
been a move towards student-owned knowledge (Paecher, 2001). Examples
mentioned by participants are drawn from daily life instead of some abstract
knowledge or concepts, and students can explore those topics in various media
instead of waiting for teachers to explain them.

Participant B and G both argued that concepts or knowledge raised in class should
not be too in-depth because students should explore by themselves. Motivating
students to learn themselves is crucial rather than just transmitting content
knowledge in class. Teachers can use common interests as a starting point to
inspire discussion. Participant D argues that the open approach is a good way to
teach critical thinking.

Teaching of Liberal Studies should be dialogical and the roles of teachers and
students should be equal, as noted by Participant B and G. Such a process can be
carried out through discussion. The authoritative image of teachers can be
modified as Participant C and G mention. Teachers sometimes need to have their
mouth closed to let student discuss and think first. Despite teachers having
standpoint on certain issues, they should not use standard answers.

234

The relationship between teachers and students can transform from teacher of the
students or student-of-the teacher to teacher-student and student-teachers
(Freire, 1972). The important thing is that the teacher-student relationship is
mutual and not one-way. In the learning process students are not only students but
also teachers. A teacher is a facilitator (as noted in the Liberal Studies curriculum
guide). Discussion in class should be treated as a process of knowledge
construction and a learning process in which students are not passive receivers but
active participants (Freire, 1972). Participant B and D encourage students to query
or even challenge them. They inform students that teachers may not be absolutely
right and will not know everything in the world. In Liberal Studies classes,
students are not passive object but active and productive people. They can learn
by doing (Dewey, 1933) through observation and listening to different people.

In the dialogical approach of learning and teaching, teachers attitudes are very
important. Most participants mentioned open-mindedness is an essential quality of
Liberal Studies teachers. Teachers can raise controversial topics in the classroom
and

would encourage students to develop arguments. This can involve

discussion of values, but teachers stances are not the standard answers. Students
must have the opportunity to confront ill-defined problems for which there are no
single correct answers (Kuhn&Weinstock). Understanding controversies requires
epistemological thinking to deal with source, structure, and credibility of
knowledge (Mason, 2006).

235

6.2.2 Critical thinking and Liberal Studies assessment

Four participants were concerned with assessment related to questions and the
grading system. Participant B and G were quite positive about exams but
questioned whether it was possible to evaluate the critical thinking skills of
students. Most participants discussed Liberal Studies assessment.
One issue is whether it is necessary to have an expert in critical thinking involved
in LS assessment. Some of the participants discussed the case study of Liberal
Studies assessment by Cable TV in 20096. Although there was some controversy,
it is still a good case for participants to reference and discuss.

According to the Cambridge handbook of expertise and expert performance

(2006), novice means someone who is a new probationary member. The expert
can mean a distinguished or brilliant journeyman, highly regarded by peers, whose
judgments are uncommonly accurate and reliable, whose performance shows
consummate skill and economy of effort, and who can deal effectively with rare or
tough cases. An expert has special skills or knowledge derived from extensive
experience with sub domains.

However, even as regards experts, experts but there are many other factors that
affect his or her performance in critical thinking which are not easy to quantify.
They may relate to school training, personality, or working experiences. As
regards Liberal Studies, particularly critical thinking, all participants argued that
personality and attitude are the most influential factors.

6 Refer to the appendix 5

236

Among seven participants, only two argued that assessment in Liberal Studies can
examine a students ability to critically think. Most worried about that written
assessment could hinder evaluation of ability, particularly regarding critical
thinking. Four participants suggested adding oral components to the assessment to
evaluate critical thinking of students in a different way.

Participant G argued that assessment in Liberal Studies could gauge students

ability in relation to critical thinking because we might have limited time but the
design of the exam gives students a scenario and issue. They have to look for
scope to make further steps to indicate an understanding of the question and the
data is analyzed and opinions are expressed. We can see critical thinking through
their understanding of the issues and analysis. He also stated:
Those students who use a certain framework but without content will not get high
marks.

The style and content of answers are important. Students may describe the data
quite well but use very little critical judgment. They may not see the detail of the
data. What most distinguishes the students is the working heuristics (strategies or
procedures) used them in evaluating data (Wineburg, 1991).
All teachers agree that Liberal Studies is not a content/knowledge based subject. It
includes different type of skills as well as ways of thinking. As Participant B notes,
they students cannot just memorize content and answer with their knowledge even
id they are familiar with the topic. Experts may impose their conceptions on
readings, seeking motives, causes, and explanations, rather than merely reciting
knowledge.
237

Even the highest achieving student rarely exhibited the frame of mind in reading
texts. Reading to understanding is a matter of recollection, recitation, and relating
one set of facts to another. That involves normative judgment, irrespective of
views held by most other people (Wineburg, 1991).

Participant C argues that the setting of assessment is not sufficient or secure for
students to express themselves and show their critical thinking in such a limited
time, using the questions asked, and under high pressure.

Participants A, C, D, and E agree that there should be alternative Liberal Studies

assessment to examine critical thinking, such as the use of presentations, project,
or debate. Participants C and D view LS assessment as a high-stake examination
with the attendant consequences for students (Biggs, 1996).

Moreover, Participants D and F do not think Liberal Studies exams are

assessments of learning (Black and Williams, 1998), but only assessment to
achieve good grade to get into the university.

6.3 Difficulties and constraints of teaching critical thinking in Liberal Studies

Most participants noted that Liberal Studies requires a lot from teachers, including
teaching materials, the correct attitudes, skills, and knowledge. Liberal Studies
teachers have to be all rounders and know everything. Their main concern7 is
the assessment, as mentioned before. Participant A, C, D and E were all concerned
about the written exams in Liberal Studies. Moreover, Liberal Studies is
7 Refer to the table 7
238

compulsory for the Hong Kong Diploma, and teachers are concerned that it might
become another exam-oriented subject irrespective of how outstanding the
teaching and learning process is. Participant E argued that a low level
result-assessment may be the outcome. He further explained that assessment is not
the main problem, but that a screening process is needed for universities.
Participant G described the process of that in a word spoon-feeding knowledge
and spoon-feeding skills.

The both constraints and difficulties of teaching critical thinking in Liberal

Studies are illustrated in Table 7. There many challenges in teaching Liberal
Studies, including public illusions concerning Liberal Studies; teaching critical
thinking; and the attitude/personalities of teachers.

On the other hand, as Participant D and G mentioned, students in Hong Kong

often do not doubt or challenge data or sources. Participant G said: For secondary
school studentswhen you ask them to give some evidence and support to their
arguments, they are very used to look for authority or authoritative theories. But
those authorities might not be the universal rules or be absolutely right. That is
why sometimes students get it wrong.

Students might be very used to authoritative data which actually is the exercise
of authority. This is a kind of governmentality8 in school. However, if rationally
8 With reference to Foucault, governmenatility is related to power and it is not only in terms of
hierarchical, top-down power of the state but also involve the forms of social control in
disciplinary institutions such as schools, hospitals and psychiatric institutions etc. as well as the
forms of knowledge.
239

legitimated as educationally appropriate, and not normally by power, children's

academic and social behavior can be changed (Michael Foucault, 1976).

Further, in the Hong Kong, as Participant D notes, students are not active in
discussion and do not ask or challenge teachers. This may take time to change, as
it is cultural. Students accept the correct answer and do not think critically.
(Alazzi, 2008)

6.4 Liberal studies: prospects and suggestions

6.4.1 Teachers attitude
As noted before, all participants agree that teachers attitudes are influential in
teaching critical thinking. As participant G notes if a teacher open-minded is
important in teaching LS. Training in critical thinking is important, and so is a
good attitude. Some participant note there are always some people not interested
in others and what is going on in the world, but some are.

Moreover, the Liberal Studies is highly flexible. Teachers need to adjust their
approach and attitude to teaching. Participant B and G both said that teachers
should not afraid to be wrong as there are many things they may not know.
Knowledge is not as owned by schools or teachers. Students and teachers learn
together and construct knowledge.

240

6.4.2 Discussion in class

Most participants noted that discussion is a good way to teach critical thinking,
and is a liberating pedagogy, a process of generating knowledge by teachers and
students. That is very different from the banking concept of education which
considers knowledge a gift bestowed by those who consider themselves
knowledgeable upon those whom they consider to know nothing. Projecting
ignorance onto others is a characteristic of the ideology of oppression which
negates education and knowledge as processes of inquiry (Paulo, 1972).

However, many people have trouble arguing productively. They may not be good
at distinguishing evidence from theory, and tend not to consider alternative
positions.(Andriessen, 2006) Participant G suggested teachers have route plans for
the students to discuss to ensure they are discussing the same topic and jotting
down the notes, otherwise everything is gone with the wind after class. Students
cannot simply learn critical thinking because arguing to learn requires significant
scaffolding. Argumentation is good for learning but creating appropriate learning
contexts is crucial (Andriessen, 2006).

6.4.3 Non-written tasks for critical thinking

Exam-orientation is common in the classrooms of Hong Kong. As Participant F
notes, students may lack motivation if tasks do not count for exams. Motivation
and familiarity in selected topics are important, as noted by Participant G. Some
tasks teachers can do in the classroom, such as non-written expression (drawing,
debate or presentations), to help students with various learning styles. Students
may like to discuss, debate or draw instead of writing. Regarding argumentation,
241

they may have good verbal skills but low written skills. These tasks help them to
develop critical thinking. Participant B and G noted that role plays and drama can
help students think using different perspectives as different stakeholders.

6.4.4 Asking questions and arguing

Open questions without standard answers, and involving controversial topics,
encourages students to learn through arguments to develop critical thinking as
noted by Participant B and G. Good answers require good questions. If the
questions are not open and inspiring enough, students may not provide good
answers. This hinders student creativity and narrows thinking. Teachers should
avoid asking questions that have standard answers.

Adolescents care about the others when they express themselves, ask questions, or
give opinions. Arguing to learn needs to be embedded in collaboration, and be
driven by a desire to understand and share understanding with others (Andriessen,
2006).

Hong Kong students are hardworking and attentive students, but they are too
submissive and not willing to ask or challenge opinions, including those of the
teacher, as noted by Participant E. Teaching argumentation to develop critical
thinking boosts personal development with others, rather than personal success at
the expense of the others (Stein & Albro, 2001). It is relevant in various learning
contexts, as arguing contribute to learning when it is not competitive. Students
need to balance assertiveness in advancing claims with sensitivity to the social
effects of their argument on their opponents (Andriessen,2006). As Participant C
242

notes, even if you disagree with your opponents, you must be respectful, listen and
understand.

6.4.5 Critical thinking: data and materials

Participant E noted that history training and reading helped to develop his critical
thinking. Teachers can encourage students to question sources of data and
information, and use doubt in argument. Students should be encouraged to assume
that sources and data reflect selective use of information and interpretive
reconstructions of actions and motives (Wineburg, 1991).
Teachers should inspire students to think about source and data critically, not only
by looking at existing data in various media carefully but also think about missing
data. They should ask why authors write like that, and why some information is
not there. Students then may see a broader picture.
Having a critical mind is a must. More information does not necessarily mean you
are nearer to the truth. Excessive information can be oppressive. Teachers should
encourage students to withhold judgment until proper evidence is obtained.
Systematic skepticism and objectivity are important (Geertsen, 2003).

6.4.6 Critical thinking in the young

Three participants noted their degrees helped them to develop skills but that they
also learned skills at secondary school. Two participants noted that working
environments and experience develops critical thinking.

Critical thinking and argumentation skills are influenced by many different factors,
such as the school training. Participant E and C argued that their major helped
243

develop critical thinking. Participant E noted that skills such as multiple

perspectives, being non-judgmental, and having empathy were learned during his
degree in social work and this developed critical thinking. His life experience and
working in different places also supported his critical thinking. Secondary
schooling is also develops thinking, as Participant A and D noted. Students should
be encouraged to express themselves and be creative at an early age.
Some scholars think critical thinking is an integral component of educational
capital9, and needs to be taught earlier in formal schooling. It should be
accorded the status of a basic skill, such as reading, writing, and arithmetic.
These skills should be expected to be mastered by all students in pursuit of
greater equality of educational opportunity (Tsui, 2003). These skills are
crucial for university, as Participant G noted:
After human beings are born, they start to think. Gradually, their ways of
thinking accord to a certain format. This way of thinking is modified by daily life.
So it is very difficult to teach people how to think and it is not easy habits of
thinking Juniors find it easier to modify thinking because they have not fully
developed. But once they have developed a standard or habitual way of thinking,
it is not easy to modify.
That is why it is important to help students develop critical thinking when they are
young.

9 Educational capital involves a set of skills, abilities, and knowledge (such as grammar,
mathematics, ability to think critically) valued by schools or school officials (Tsui,2003).

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6.4.7 Critical thinking in Liberal Studies assessment

Regarding constraints and difficulties, some participants suggested different ways
to assess student abilities, particularly in LS. Half the participants suggested there
should be oral components or other ways of assessing projects, debate, or more
formative assessments in class, rather than final exams. Participant G, a
curriculum development officer, explained that is not impossible, but may take
time to add components, and involve other methods of assessment. He further
explained that it might not be easy to adjust grades accurately, and international
recognition may be a problem.

6.4.8 Marking the exam

Five participants were concerned about the assessment of LS as a compulsory
subject in a Hong Kong diploma, as well as the weighting of the final exam. They
were concerned about the counter-reliability of the markers. One issue involved
the elements important when students answer questions. Even with rubrics, there
is still a possibility of differing interpretations. Participant G said: One marker
gave a student a three and the other gave an eight (a mark of 10 was the maximum
achievable). Students language ability is high but without content and data.
Some makers may be very open to unique or alternative ways of answering.
Others may stay within a frame of connective words (as a matter of fact, as a
conclusion), using good language instead of ideas. Given the current lack of
conceptual clarity regarding critical thinking, a students writing style can fool
teachers and some experts who develop the test (Geertsen, 2003). Even using the
same rubric, inconsistency in markings can still exist. If there is standardization
245

before and after marking this will be an improvement, even if standard rubrics do
not entirely prevent differing interpretations words and descriptions.

6.4.9 Rubrics and complexity of critical thinking

A general rubric should give makers flexibility. However, teachers may find it
too vague. Participant D noted that rubrics are too vague and generalized. In fact,
all participants agreed that there should not be standard answers in exams. The
rubric should not be considered the golden rule. Rubrics can be considered in
two ways. The description of the rubric can be designed in levels instead of giving
marks, and then there are task specific indicators. Towards higher levels, there
should be more items involving critical thinking, such as thoughtfully analyzing
and evaluating major alternative points of view to indicate high order thinking10
(Facione, 2011). The rubric should be flexible to avoid it becoming standardized
testing technology which might hinder students high order thinking.

Teachers in Hong Kong mark in point form to grade. However,

Liberal Studies

can be marked using four principles, according to Philip Stimpson (2006):

1.

Can the candidate distinguish the dilemma and controversy of the

issue?

2. Can the argument be sustained with supporting evidence?

3. Can the candidate use the provided data effectively?
4. Are concepts appropriate and correct?
Moreover, critical thinking can be an abstract and ambiguous concept.
Argument has structure, and scholars specify its grammar (Andriessen, 2006).
10

Refer to appendix 1
246

However, thinking is more complicated then structure. It is not easy to quantify

critical thinking using one rubric. Participant E suggested more markers are
needed in Liberal Studies assessment.

Participant B suggested everyone, including teachers, students, and the public

should explore Liberal Studies without prejudice. Participant C argued for
increased university quotas to reduce the pressure on Liberal Studies, as
compulsory subject, becoming more exam oriented. Participant F noted that the is
not policy maker, and his focus was on getting students through the exam.
Participant G said that the school environment provides a space for students and
teachers to express themselves freely to enhance their critical thinking.

Above all, students should retain ownership of their non-school knowledge.

Owned knowledge is learned well, but also the possessor is an acting subject, able
to use knowledge in a dynamic way (Peachter, 2001).

6.5 Can Liberal Studies liberate?

The participants did not directly address whether or not Liberal Studies liberates
teachers and students. Most think the core problem is exams hindering liberation.
Three participants noted the importance of teachers, while others argued that that
other factors affect liberation in education, such as the system itself and the
purpose and goal of education.

A growing number of educators and policy makers now call for an infusion
approach to the teaching of thinking (Geertsen, 2003). Jones and Idol (1990:5)
247

describe infusion as occurring

within the context of specific tasks; therefore, instruction for thinking
should be situated in specific problems and functional contexts that
are embedded in the disciplines, rather than an adjunct programs
taught as ends in themselves. This approach has also yielded powerful
instructional strategies calling for a change in the role of teacher
away from giving information to teacher as model, decision maker,
mediator, strategist, and collaborator Infusion instruction for
thinking requires restricting curriculum, instruction, and assessment in
each content area as well as teacher education and models of
instructional leadership generally.

In our society, people tend to look for standard answers and believe in
authoritative data that is rational and good and cannot be challenged. Michael
Foucault (1976) describes another way to view knowledge which might help with
critical thinking. Students should not be encouraged to have many questions in
mind, and should accept ambiguity without standard answers. Many scholars ask
questions that do not have definitive answers. Students should not hurriedly get
standard or right answers.

248

Chapter 7
Conclusion
Conclusion:
Liberal Studies teachers need to reflect and thinking critically about their work,
values, and cultural identity in the learning and teaching process. We can ask
whether it is necessary to have an ultimate definition of critical thinking in Liberal
Studies, as such a definition is a contradiction in terms, actually undermining
notions of critical thinking. Teachers may have different interpretations of critical
thinking influenced by their personality, cultural identity, and working experience.
Talking and sharing insights and notions of critical thinking is all important. This
research involves critical thinking for participants, as they reflect on their teaching.
The participants argue that students need to become critical thinkers irrespective
of ultimate goals.

Critical thinking is about liberating education. It is about learning to learn,

learning to think for yourself, on your own and in collaboration with others. This
leads us away from the naive acceptance of authority, above self-defeating
relativism, and beyond ambiguous contextualism. It culminates in principled
reflective judgment. Critical thinking, and cultivating the critical spirit, is not just
a means to an end, it is part of the goal itself (Facione, 2007).

Perhaps we can return to the question: what is the nature of education? An

influential educator, Paulo Freire, notes in his various books that education is a
political act. Education is part of permanent liberation. Education should include
249

two stages. Firstly, through education, the oppressed become alert to the oppressor,
and that means no education is neutral. Teachers should not only have critical
thinking but this kind of mind set to help our students get out from the oppressed
situation.

In Hong Kong, education people believe the illusion that education is neutral.
Looking at the history of Hong Kong education, it is political. Liberal Studies is a
good example. Liberal Studies (NSS) further developed when Hong Kong
returned to China after colonial rule. The curriculum changed from being abstract,
decontextualized and depoliticized, to being more integrated, contextualized and
politicized. Liberal Studies has been an AS-Level subject since 1989. It was
proposed to make Liberal Studies a compulsory subject for all form six students,
but universities did not accept it as a required subject. Liberal Studies was not
popular subject in secondary schools (Morris & Chan, 1997). However, the whole
political context has changed, and Liberal Studies is a required subject for
admission to university. Education is not neutral.

To a certain extent, education could be an institutional tool of the oppressor, a tool

to control young people and make them to conform to the system, as some of the
participants imply. Teachers need to liberate education from the oppressor.
Education should work for everyone and become more human-centered. We can
make a difference, using education in the practice of democracy. Though
education, we can face reality critically and creatively in the process of changing
the world. Paulo Freire argues for libratory education and that teachers should be

250

critical cultural workers.1

By teaching critical thinking, we can empower underprivileged groups because
everyone can speak out. Everyone should have the right to express themselves
irrespective of class. As one participant noted, there may not be one absolute truth,
but more than one truth. Liberal Studies teachers can inspire students to use
critical thinking and explore other ways to map the world. There is no guarantee
that they will understand everything, but knowing is a basic step. That is why
Paulo Freire says that

I dont believe in self-liberation. Liberation is a social act.

Liberating education is a social process of illumination.
It is a complex society.(Freire, 1987:109)

In a post-modern age we suffer but also enjoy abundant information as noted by

the participants. The media, including the internet, is a sea of information.
However, there is difference between knowledge and information. There is
subjugated knowledge or owned knowledge, but it is also about how students
internalize or transform information into knowledge that can be applied in the

1 The meaning of cultural worker can refer to what Paulo Freire mentions about himself as a
teacher I can better understand why I fear and realize how far we still have to go to improve our
democracy. I also understand that as we put into practice an education that critically provokes the
learners consciousness, we are necessarily working against myths that deform us. As we confront
such myths, we also face the dominant power because those myths are nothing but the expression
of this power, of its ideology

(Freire 1998:41)

251

future. They can make good use of information through critical thought rather
than simply obeying instructions.

Liberal Studies can be a platform to rethink traditional pedagogy. It provides

space for students to learn and discuss instead of being merely passive learners.
Teachers are not solely responsible for transmitting knowledge. To liberate
education, the role of the teacher needs to change.

Discussion and dialogue2 can demythologize reality created by different people or

oppressors and students can become critical thinkers. Different types of media and
intertextuality3 are common but do not hinder the critical thinking and curiosity
of students. They can understand that knowing existing knowledge is not enough
to produce new knowledge. Epistemological belief affects teaching and learning.
In post-modern society, people may not be aware of the relationship of power and
knowledge. Liberal Studies provides an opportunity to explore different
perspectives, and we must never take anything for granted. Oppression manifests
itself in many forms. The most important thing is to be a critical thinker, be
conscious, and be passionate about creating a better world.

All participants agree that there is a lot of room for improvement in Liberal

2 Freire believes there should be dialogue between pupil and teacher, that understanding the world
was as important as understanding the word, that understanding should build social capital.
3 Intertexuality can refer to an authors borrowing and transformation of a prior text or to a
readers referencing of one text in reading another. (Wikipedia)

252

Studies. We should understand that school and education is like the whole of
society: it is not finished or unchangeable. Liberal Studies, with its imperfections
and inadequacies, it is not static or invulnerable. It is a result of ongoing change;
restlessness and searching by those who feel dispossessed results in tensions,
conflicts, hopes, and new alternatives. (Harper, Ceccon, Rosiska, & Oliveira,
2001)

253

Chapter 8
Limitations and further study
The focus of this study is the teachers ways of seeing critical thinking and
knowledge in Liberal Studies with an ethnographic approach through the method
of in depth interviewing. It requires quite a lot interviewing skills and techniques
for the researcher. Those interviewing skills can be read from the book but needed
to put in practice. With more practice, the interviewer can be more effective. That
might explain why there would be quality differences among the interviews. And
there is still some room to improve such as the control of the interview or against
leading an informant.

Further, the researcher was the only interviewer for all the interviews in this study
and there was not third person during the interview. One of the limitations would
be all the interpretations and observations are all depends on the interpretation of
the only researcher.

Another shortcoming of interviews is connected to the imperfections of human

beings. Lofgren plainly states,
Interviews will reflect personal bias because interviewees may be
unwilling to address directly controversial issues or mistakes and errors
they made
(Lofgren, 2006:3)

254

Also, the frequency of the interviews could be more often instead of just 1-2 hours
at once or twice due to the limited of time. For some cultural anthropology
researches, it might even require 40-60 interviews to generate sufficient data to be
worthwhile. (Bernard, 1989)

If we want to have a more holistic picture from each case such as his working
environment, colleagues and pedagogy in class, class observation and informal
visit might be needed. As we are studying each individuals interpretations
towards critical thinking and knowledge, human beings are complicated. The
concept about critical thinking and knowledge are ambiguous and abstract. Each
case is unique and representative with context. This study was not trying to
identify universal laws. When we to examine critical thinking, we should not
ignore the complexity and context of each situation. Continued research might be
needed to refine and clarify the patterns regarding the extent to which the
participants are familiar with teaching critical thinking and the extent to which
they teach critical thinking.(Alazzi, 2008)

Also, apart from the attitude, personality and working experience, there would be
some other factors which might affect teachers interpretation towards critical
thinking and knowledge. It could be the school culture, gender and students
response. Study might worth to explore in those aspects. Further studies might be
needed to investigate models that demonstrate how to teach critical thinking to the
practicing teachers.(Alazzi, 2008)Researchers might need devise a plan to further
evaluate the critical thinking pedagogy of Liberal studies teacher in Hong Kong in
future.

255

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Appendix 1
The Holistic critical thinking scoring rubric
A tool for developing and evaluating critical thinking
Peter A. Facione, Ph.D., and Noreen C. Facione, Ph.D.

Strong 4. Consistently does all or almost all of the following:

Accurately interprets evidence, statements, graphics, questions, etc.

Identifies the salient arguments (reasons and claims) pro and con.

Thoughtfully analyzes and evaluates major alternative points of view.

Draws warranted, judicious, non-fallacious conclusions.

Justifies some results and procedures, explains assumptions and reasons.

Fair-mindedly follows where evidence and reasons lead.

Acceptable 3. Does most or many of the following:

Accurately interprets evidence, statements, graphics, questions, etc.

Identifies relevant arguments (reasons and claims) pro and con.

Offers analyses and evaluations of obvious alternative points of view.

Justifies some results or procedures, explains reasons.

Fair-mindedly follows where evidence and reasons lead.

Unacceptable 2. Does most or many of the following:

Misinterprets evidence, statements, graphics, questions, etc.

Fails to identify strong, relevant counterarguments.

Ignores or superficially evaluates obvious alternative points of view.

Draws unwarranted or fallacious conclusions.

Justifies few results or procedures, seldom explains reasons.

Regardless of the evidence.

Weak 1. Consistently does all or almost all of the following:

Offers biased interpretations of evidence, statements, graphics, questions,

information, or the points of view of others.

Fails to identify or hastily dismisses strong, relevant counterarguments.

Ignores or superficially evaluates obvious alternative points of view.

Argues using fallacious or irrelevant reasons and unwarranted claims.

Does not justify results or procedures, nor explain reasons.

Regardless of the evidence or reasons, maintains or defends views based on

self-interest or preconceptions.

Exhibits close-mindedness or hostility to reason.

Authors: 1994, 2009, Peter A, Facione, Noreen C. Facione, and Measured Reasons LLC, Hermosa Beach, CA. USA
Source:

Facione, P. A. (2011). THINK critically. Upper Saddle River, NJ: Prentice Hall. P.10
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Appendix 2
This appendix presents the sample transcription of the interview
Date: 27th May, 2010
I: interviewer
PE: Participant E
I: According to your experience and interpretation, what is the focus of
Liberal Studies?
PE: I think the focus of Liberal Studies, the natural one, instead of content, it
started off with individual. As you can see beyond that, it goes from Hong Kong,
China and globalization. That is logical way of formulate the syllabus. And also
the other issues which is involved such as Sustainability. There are key issues for
any well informed citizen and so I think all of these areas or the subject areas are
appropriate to liberal studies because given this is the subject of people who will
drop a lot of subjects. This hopefully would help for the subjects which are chosen
by the students that provides a wider world. There is a content I think. The
approach is logical and rational. In terms of the skills, again I think we shouldnt
focus too much on specific content, but should make the people think about the
issues related to the subject and the idea to deal with them critically and be aware
there are no simple and straight answers. Part of the aim of LS is help to develop
critical thinking and rounded citizens.
I: Many Hong Kong will talk about LS because it becomes a hot issue in NSS,
some people might say you just need to have language skills to do Liberal
Studies. If you can write the essay well, you can get a high mark. Or you can
communicate very well; you can get a high mark. What do you think about
this kind of comments?
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PE: I think it is certainly the case that if you can communicate well. It is
definitely an advantage. I think you could argue whether it is true, you can do well
in literature or Chinese too because your language ability is good. It is almost
impossible to separate the language ability from their successful. Same in history,
students have to write good essays and so on so. A cannot get away from that and
B the key is about communication. In a sense communication is very important
which I think that is fair enough. But to see only of that is misleading because
there is a significant content and we are not supposed to be overly content focused.
But certainly of what I have seen from the potential examinations, you do need to
have their kind of background knowledge of the subject to be able to do well. So I
dont think it is purely general knowledge plus English ability. Also, one of the
keys is that LS should act as a framework for students to discuss these issues in
the context of what is happening in a wider world. And I think that is the key to
get people success. I dont think simply have good English or even have half of
these general knowledge is good enough. It is to be able to use that knowledge in
context. I think that is very important. I really dont accept that view. I can
understand why people would say that but I certainly hope that wont be the case.
I: But as a LS teacher, do you think we required the students to have lots of
content knowledge in order to learn this subject?
PE: Our situation here is because of MYP, straightly it made it more content
based. I expect next year we will focus less on content knowledge. We would
focus in the framework of those topics. In F.5 and F.6 we will use more new items
than this year. Partly is because of our unit plans. We have to have everything plan
out. Next year we will reset more items about the news.
I: How about the required skills of liberal studies? What kind of skills would
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be the main focus of LS?

PE: They key skills are the ability to use data and information. The basic level of
understanding and then to interpret it. The ability to analyze the data and consider
the data or the information in a critical way. Consider that is context provenance
and the purpose and so on. So those are the skills and also part of that as well
incorporate communication that we mentioned in the earlier part. Also, one of the
thing is the SBA (IES) would consider as other skills such as individual research
skills, analyze what they find and the research methodology and the whole
processing skills that they have to use. And those skills you would not use in other
subjects. So there is a range of skills have to develop.
I: How would you define critical thinking?
PE: I think critical thinking is about preparing people to be active citizens and
ultimately that means people can reach opinions. Its developing skills that people
can reach the opinions with the considerations based on the subject, on the critical
reading of information and arguments. So it should be develop the skills what
people simply would not accept what were told or expected to think and really
they think for themselves. They conscious of the fact that people want them to
think in certain way and therefore our role is aware of that in developing their
thoughts. For me, it is the skills which enable people can be critical and prepare
them to be active citizens. It does not have to be simply political. It can apply to
other things e.g. as a consumer Being a citizen in modern country, you have to
understand the approach of people selling good and the advertising that we saw. I
think it is really those goals. It is not necessary to be critical but it can be a
consumer and it can be as an employee or employer as well. Some people will
justify in terms of the skills that we developed which may be soft skills that is
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useful for employee and employer. I think is more able to be more affecting to
work out what is going on and to be aware to be able to think critically and what is
around you, what people expect you to do and so on. So to an extend I guess what
I want to say is consciousness. Its the situation believe that the situation just
happened to you. To a situation to those contexts where you ware conscious of
different argument and processes and different opinions.
I : As a teacher, do you think you teach critically? In what ways? Do you
think your classes are included critical thinking?
P: I think sometimes I teach critical thinking. But unconsciously sometimes I
dont do it because in a sense you teach content instead of critical thinking.
Although sometimes you do need to teach content and you cant have no content.
I am conscious that I dont always do it. The other thing I want to next year is to
consciously building critical thinking into what we do more often. Perhaps to have
a kind of a route to develop framework which forces and enable us to think
critically, so we have a set of questions or set of activities which we are aware of
and we can use from time to time. We cant constantly doing critical thinking. But
we do need to do more. I am conscious with that.
I: Can you give me some examples and in what ways you are teaching
critically thinking in Liberal studies?
PE: One example might be if you use newspaper article. At basic level the content
for comprehension and understanding. In that sense you arent doing critical
thinking because you are forcing them to understand the content. But then you
take it further, you start to say alternative views to the one being express. So you
relatively raise an alternative view. You draw attention to the way which the writer
has used information to give us certain impression. And also, you raise another
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issue such as who the writer is? What the publication is and so on. What is the
motivation of the writer and also in that sense; I would say that I do critical
thinking. When I do that, I do critical thinking. Another example, when we did
ecological footprint, we looked at several calculators, and so I encouraged the
students consider that how the results different depended on which footprint we
did and why they did for. There are different ways for doing it. May be different
factors affect the results?
I: Do you think there is a connection between knowledge and critical thinking?
How?
PE: Yes. But I guess it depends what you mean by knowledge. On the one hand,
in English, it went to a word to know so its the things that person know, so it is
what the person knows. In this sense, knowledge might be a fact but knowledge
might also be the awareness that how the fact is contested and likewise it could be
ways of analyzing a news article- looking at the origins and the purposes and so
on. So in that sense, you could have knowledge how to do things as well as
specific subject knowledge. So you could not think without subject knowledge.
For example, professionals such as teachers would be able to read a news article
and that might be a subject they dont know anything about but I would hope that
they might be able to read it critically and be aware that the article might be
one-sided or the article might be using evidence partially or whatever. You can
have critically thinking without specific knowledge. Hopefully, the skills would
stay with them and ultimately they can apply those critical thinking into other
context. So I would say that you can have critical thinking ultimately. But it is
absolutely right there is a body of knowledge with in this syllabus because
otherwise I dont know how you can assess critical thinking. There was some kind
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of shared knowledge.
I: What would be the ratio, like how much critical skills and content
knowledge? Is there any ratio that we can count or can we quantify that?
PE: It is difficult to count because in a sense that you need to separate it. I would
certainly dont think the knowledge could be more than 50 % rather it should be
more or less 50%. I think critical thinking should be half of it at least. Otherwise,
it might be just be any subject. The critical thinking part of it what made it central
take. As I said, that should be the part that they would take ultimately and
hopefully they would be able to use.
When we were doing the training, we always talk about taxonomy. What do you
think about this related to the content of LS and critical thinking? Do you believe
we should at least have certain knowledge first or you could not separate both of
them (knowledge and critical thinking)?
Ultimately yes. I do agree with the idea of taxonomy although I consciously know
that we did not apply practically. That should be something that we should
consciously apply more. Also, we need to make the student aware of. Havent said
that, I think one of the interesting things is that the way that I was taught, it was
assumed that we wouldnt need to be taught in those stacks. I guess many people
in HK were taught into that way too. It was assumed as a person in a grammar
school, the students in the school would develop their knowledge and critical
thinking would happen alongside. That is what you develop when you grow older,
those thinking skills would happen and developed or you would pick up that
naturally. The argument would be whether the bright / most academically able
students actually need it or they just know these things anyway. They pick up and
develop these skills without having to be taught.
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I: Some people would say inborn to have critical thinking, they might not
know the subject very well but they have the kind of skills? Do you agree
with that?
PE: I think it is possibly it is true. But I dont think you were born with that. But I
think there are skills you picked up without having been taught by a teacher. I
think the students who read a lot or students talk a lot would develop those skills.
Students who bought up reading a lot of newspaper, perhaps I was bought up
reading newspaper, so I just started to acquired gradually a lot those skills for me.
Of course most people dont do any of those thing, so you can argue that those
skills need not be taught.
I: You mean critical thinking can be taught and trained by teachers?
PE: Yes. For the majority students, it is necessary to train them. But the top 10%,
they probably dont need to be taught these skills. They might have being taught
by being strengthened and reinforced those skills. Actually given them a
framework, so it post it together for them but those students probably have most
of those skills. So those top 10% probably would do well in Liberal studies, I
suspect. But I might be wrong and I dont have any prove or evidence. That is just
my own opinion.
I: Do you think Liberal Studies can teach students critical thinking?
PE: Yes, in a sense to link to what I have just said. I guess it makes it more
important. I think the vast majority of students likely to learn critical thinking at
school. For many of them is the key way accessing. I would hope they will think
critically in school subjects but I know thats not always the case. It is necessary
and I think it is a way raising the level of thinking and enable them to think
otherwise it could not be done. I think this also enable them to be active citizen. I
278

think its got potential to enable them to enable them in that way. So I think one of
the problem that the 10% perhaps dont need this so much to be an active citizens.
In another sense it might broaden the percentage of the people who would be more
active as citizens.
I: Can you give me some examples to demonstrate in the syllabus which are
good for teaching critical thinking?
PE: One of the examples could be HK identity because HK identity is unusual
anyway. Also to enable them to recognize HK identity is quite unique and in a
way that is constructed and being shaped. At that kind of basic level that knowing
about that is important. How we develop critical thinking is raise the issue of
different interpretation of HK identity and the people can see that idea or concept
in different ways. I think it raise the issue of multiple perspectives which is very
important. Automatically, it raised the issue of contestation and the ideas can be
contested. It raised the issue of how the ideas and perspectives and the experiences
of people that shaped. Also beyond that, it takes us to the idea looking information
in a critical way. So for example, when we study, we look at different media
organizations. On different levels the issue of HK identity is an important and
useful one.
I:That is a very good example .
Do you think you have your own way to teach?
PE: I am not sure I have my own ways. What I am trying to do is make people
think there is not a single right answer. I encourage students to challenge me or
correct me if I said something which is factually wrong or at least which they
disagreed with. I think I encourage people to think critically about what I am
saying. I encourage people not simply accept what I say. Sometimes I try to
279

provoke students by for example making stereotypes from western people towards
HK people and waiting for them to react. Unfortunately, F.4 nobody react and they
just sit there. So I try to include disagreements. I try to include debate. I encourage
people to respect to the peoples view or peoples right to hold the views. I think it
is very important to make people be comfortable that they are not worried about
speaking. But I would say the nature of F.4 class limited the success of this kind of
teaching. Beyond that in terms of critical thinking, part of my approach or lot of
my approach is primarily I was being a history teacher, so in Britain, history
focused a lot in skills such as knowledge of usefulness and reliability of the
sources and also we look for bias and so on. You looking to do things compare and
contrast as well as different sources. That would probably shapes the way that I
teach a lot.
History:
Hong Kong History syllabus is very content driven rather than skills compare with
UK. The books seem to imply the right answer. Obviously in history you should
know certain facts. If not, we will end up in talking philosophy like Jacques
Derrida. But HK curriculum seems to have huge heavily content knowledge
driven.
I: In the whole syllabus of LS, do you think we put quite a lot effort to help
students to understand the issues or ask them to train them for critical
thinking and high order thinking?
PE: I think as a teacher we tend to do it without thinking anyway. We probably do
more but a lot of that are orally and in questioning rather than in a written form or
written work.
I: Do you think LS can exam the students thinking skills as well as high order
280

thinking?
PE: From what I have seen from the exam papers, they seem to be very ambitious.
They look like questions which students can be taught to answer in a certain way.
But I think I would hope that LS ought to be something that is difficult to cram for.
I would hope the LS exams would be something that the people who work in
those cramming schools.. I would like to see them get off from the business. As
liberal studies exam are like this, I am afraid that they would be people who can
make a lot of money. I think the exams could try to be more radical and
imaginative. It is a shame that they lost the opportunity they should add oral
component and I think that would be a lot harder to cram for. Its a shame that
they are not ambitious enough to put the oral component.
I: So, if the assessment is a debate or presentation could be possible in order
to check their critical thinking?
Yes I would say. I was involved long time ago in something called Cambridge
history project which was completely criteria reference. Part of that, what
included an oral component and I examed the oral component which worked well.
The problem is time consuming and it is not an easy to do. I have a group of 14
students but if I have a group of 45 , then it would not be easy, so I do
acknowledge that but I do know it is possible to do effectively.
I: In Hong Kong , may be the most important thing is fair assessment to use
written assessment. How should we deal with such situation?
PE: I dont have a problem at all with that and I am stannic of what I have read
from the newspaper it says it is all matter about the opinions of the makers. If
there is a clear criteria making and the markers are being trained probably. If the
chief marker keeps an eye on the marking, I dont think that is a problem. If the
281

markers are trained proper, there is a clear criteria, there should not be a problem
and it is fair. The problem is how well written the criteria is and how well train the
markers. It is a problem people are not used to mark in this way, so that is the
problem not a in the method itself.
I: Do you think every teacher can teach liberal studies?
PE: You will imagine every teacher has a sense and potential to teach liberal
studies but that is not the case. It could be argue, through out HK context, some
people would have better social skills and more into current news and issues and
actually more interested in other people than some teachers. Some teachers
definitely not communicate effective enough and are not interested in other people.
It could be argued clearly people like that I would not suggest them to be liberal
study teachers. But I would argue that the majority teachers who ought to be
capable teacher. I think for any new course that ought to be training even e.g. to be
a history teacher. You have to have PGCE but there is flexibility in that in the
system. I taught economics and sociology but I dont have the qualification in that
but I had studied that before. Even you start to teach new syllabus, you need to
have training. I think it is the same LS teachers ought to be capable for the
knowledge part of LS. As educated people, they ought to be capable finding out.
They still ought to be training about thinking skills, exams and different aspects of
liberal studies. So whoever you are, you ought to have trainings.
I: What kind of training you mean? Would some teachers are not interested
in critical thinking?
PE:That is why I said those people should be off the list of LS teachers. If the
people are not interested in the ideas of thinking skills, it is pointless to ask them
to teach in that way. That is the central. Subject areas should not be significance.
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In our school, its obvious that mainly humanities and one Chinese teacher. But it
ought to attract teachers from any subjects.
I: We or most of the teachers in HK, we were not taught in this way, what will
be the main concern of those teachers to teach Liberal studies or critical
thinking?
PE: One the problems is producing those materials. One of the people during the
course presented some of the materials that he put together. The materials are
good and one of them is spectacularly amazing and several teachers there said
they could not ask their departments would not do that. They would say they
would not be capable to produce those materials. So, clearly one issue is
production of materials. Again, perhaps because of the western background and
MYP, we are used to produce materials and everything. When I was in PGCE, we
were taught to make worksheets and you kept practicing it such non teaching
skills. In some schools expect you make lots of your own worksheets. You will
create your own materials and clearly materials would be the significant issue.
Another issue is the critical thinking. Traditionally, people in HK are used to be
taught knowledge rather than skills. Cleary that is the tough one. People would
simply translate spoon-feeding knowledge and spoon-feeding skills. Obviously
you cannot spoon-feed skills.
If you compare students in England at the age of 14, students would be doing lots
of thing like writing letter, oral components and some literature. Then when they
turn to the age of 16, if you continue to do English, then you will do English
literature. For HK diploma, it is more a Math thing which most people is going to
do Chinese. You ultimately want to produce certificates where everyone can be
examined. Only 10% of people would do literature. That is part of the problem.
283

That is a dooming down especially for those capable students. I would think doing
classical Chinese Literature would aid students critical thinking because reading
and write literature which gives people a head start. Perhaps brighter student pick
up these thing naturally. But for example students who read great literature
develop lots of those critical skills. They develop it A. because they taught the
students about the text. B. simply by reading it, you internalize a lot of that.
People who study classical history for example in Europe, that is a fantastic way
to develop people critical thinking skills.
I: Now you are working with 6 teachers from at least from 4 different
countries. Will that help with you to teach multiple perspectives in LS or
what are the consequences?
PE: The previous systems in HK did not necessary not teach those skills. But they
only taught them effectively only small percentage. The people who getting top
grades. E.g. Alevel history which is content based but which end up you has lots
of critical thinking skills. But there were not many students doing that. Most
people could not get any access to critical thinking. In our department, there is a
generational thing. Older member of our department, if people are knowledgeable
enough, they will gradually have their skills. But younger generations believe that
can be trained. The old system suggested that seems to use the natural ability to
gain that. In the new system, by teaching them skills, you can actually raise the
level, so end up there would be higher level of proportion of people are capable to
achieve them all. Larger number of people is capable to think.
I: Do you believe HK teachers are capable to teach Critical thinking?
PE: I think it is going to be difficult to them. I think because the way they have
been bought up and part of the way of the system which reinforces that. I wonder
284

also because HK is hierarchical place, for that reason. There is one teacher in the
workshop that has lots of ethnic minorities students in school which might be of
that reason that is a band five school because of the disadvantage in language. The
other teachers were so shock and kept asking what it was like? Are they really not
intelligent? So clearly, there is a built sense of that. There is hierarchy among
teachers. The one who teaches in EMI band 1 school.. I wonder if that kind of
hierarchy mentality forms the ways they teach. I dont know..it might not do. But I
think there could be possibility that they assume the students can be capable to do
certain things.
I: Do you believe even teachers would have different high level thinking?
PE: Absolutely. In terms of my view of intelligence, I support the ideas of
multiple intelligence. We all have some aspects of intelligence. Some of them are
better developed and the others not. Some teachers are better developed in that
and some are not. Some teachers are just better in everything than others. It is not
simple thing to say you are good and bad.
I: Some schools invite English teachers to teach LS because they have better
language skills..
PE: If that is the case that English teachers teach LS because they can phrase their
answers nicer, then it makes LS fail. I am a great fan of people should
communicate well. Dont get me wrong because I think it is individual rather than
teachers. Some people are interested to think critically. Some people are more
interested what is going on in the society and some others dont. Although I would
suggest humanities teachers are generally take more interest to what is going on
such as news and social issues. In any department some people are more interested
in what is going on. If you dont care their environment and you just only like
285

fashion, then you should not be a LS teacher.

I: May be he/she should be an art teacher?
PE: The key thing is people are interested in a wider world.
I: Which part of training to teacher can be improved to teach critical
thinking in Liberal Studies?
PE:One of the problems of Liberal Studies is lack of priority of what they really
want. One example is the relationship between the skills. The guide suggests you
should give the basic and fundamental of the content and then going to the skills,
then they will pick up the content. But I am not sure if they will ultimately work in
their exams. We need to be clear about what we really need. I think we do need
more training on critical thinking. Teachers perhaps need to be given more exam
prime materials of critical thinking because in the books for example, the
questions are quite simplistic. The other books which are very compact about
psychology and what or how people can learn, I would never think to use that way
to think for myself. So we need more help in creating materials which cooperate
critical thinking. For example, Hong Kong Identity, they could give you
information and give you the idea of critical thinking.
I: In UK, do you have some subjects like LS?
For AS level, you can do a subject called critical thinking. There are books. You
might do A-level too. I have no idea what is the content because I havent taught
this subject before. You can do Alevel philosophy which is a kind of relevant. I
know some primary schools, not many but a small numbers, they study philosophy.
Quite a few people in AS-level do critical thinking.
In IB, they have theory of knowledge.
I: Do you think LS can liberate the students and teachers?
286

PE: I think no subject itself can liberate anyone. You can be liberated with the
whole education and you would need to have the whole structure and the whole
nature of the system. That is a systemic question. If you are saying can liberal
studies do that, I would say it can play a positive role because you can liberate
people by opening their minds to the idea from very different perspectives.
Critical thinking should be critical in a tough way. It should open the minds for
one thing or better way where to all kind of BS and shallow things around. It can
help them by enabling them to cut through the non-sense or rubbish to try to get to
the truth more. Or there is another issue that there would be many truths or there is
no truth. Hopefully it could make them focus on things beyond what is written on
the page. On that sense, that is a kind of liberating.
I: Paulo Fierre education should let the students have more social conscious
and make them to understand the whole society. Oppressed class should fight
for the right. Do you think LS can do the same thing? To what extent, the
syllabus is helping the students to understand what is oppressed or oprressor
in order to break down the hierarchy?
PE: I think I agreed the idea we do have a hierarchical society and personally I
would like to have a much equal society. I dont think that is a job of teacher to
bring them about. I believe the job of teachers is get people think critically. If you
talk about environmental issue, there is progressive view about what is causing
problem or what they likely to commit. Personally from what I have read, I do
agreed with that. But as a critical thinker, we should understand not everyone
agrees with that, there are alternatives. In the media, a lot of news talking about
climate change deniers receive a lot of publicity. Then to think critically, if you
can recognize that in terms of scientific thinking, in terms of numbers, they are
287

actually not the representatives as they appeared to be. It raised the issue of
balance. Why should the view is held by 1% of scientists? For example 99% of
scientists think Galileo is wrong, so critical thinking is about the people thinking
whether it is the truth and why everyone thinks that is. It is not about I have given
ouPCome that I have decided. I would like to think we might ultimately the
teaching will lead to a more equal society. I dont want to brainwash people to
come out with that. I think that is possibility you give certain perspectives. I want
people to their lives and think critically, having a society want them to participate
at least some level even something like small e.g. voting. I want people to be an
active and caring citizen not necessary to the way of caring and active that I want
them to be. But I want them to have a view. Even their view may be end up to
setting a free market thing town, I have done my job. I have got them thinking and
belief in something so I think what LS is about.

I dont think its about free the

oppressed, I think is about making people into critical active thinkers. If we get
enough people to think like that, that is going to lead to more people perhaps to
want to have a better society. But there is no guarantee in that. In UK people do
think generally the more educated people, the more liberal society.
It depends on many factors.
Depends on what do you mean by liberal too. Also progressive, it is an oily word
and it could mean nothing as well. I dont think is our job to liberate the masses
but it is our job to make the masses thinking. They decide whether they want to
liberate themselves.
I: What are the differences among those students from UK, mainland china
and Hong Kong according to your experience? Any cultural differences
because of the cultural identity?
288

PE: Students in UK are more out spoken. Students from very young age, they are
encouraged the express their opinions and think for themselves and so on.
Definitely students are more likely to have their own opinions.
I: Will that help with the high order thinking?
PE: It might be. On the other hand, you can argue in UK, there are lots of
different opinions. One of the problems in England or in lots of countries which
have free speech.. People often come out is not based on evidence, its based on
feelings and opinions rather than evidence. I think we got to clear whether lots of
people having opinions or having critical thinking. There is a difference between
having lots of opinions and thinking critically. I am not convinced that people in
Britain are necessary talk to think critically. To talk, you can have your opinions
and there is not necessary the right answer but that does not mean that you think
critically.
I: Are there any big difference?
PE: A big difference is the willingness to speak in class of Chinese. It is lower
generally. Even the most academically able or intelligent students who are suited
to the subject, they are still likely not to speak. In UK, as long as those
academically able students are fairly well socially and confident, generally, they
would be more confident speaking. My teaching experience in HK just based on
this school. I am doing some critical thinking. It might be different in other HK
schools; there would be students who are very different.
I: Are students willing to know the world?
PE: I think we are facing the same problem in Britain and HK.people are quite
inward looking and valuing material things, increasing to the exclusion of
everything else. I think it would be generally people are less interested in current
289

affairs as they were before. You could be argue the nature of current affairs are
different now. People are less interest in specific political thing and more interest
into single issue. There is always a tendency of people bemoaned the younger
generation and to have an idea what they used to be like. I think we always got to
be careful with that whether people is getting less conscious. We might be looking
in the past through our spectacles.

I: What is the hardest part for you to teach critical thinking in HK?
PE: I think it is the unwillingness to discuss things. When I was taught English, it
is important to talk in the classroom. The way to talk in central. I think it is
important for a language teacher to talk in developing people ideas and allow
them to internalize the knowledge, get ownership of that knowledge and deal with
the ideas and develop the ideas. It is incredibly difficult to do that unless you
verbalize these ideas. So if they want to verbalize these ideas, it is very difficult to
access those skills. Some of them would do it through written work. If they are
doing that, I am not sure we are teaching them in that case. I think there are skills
out there. But actually to teach high order thinking, to get into that, its got to be
done verbally and orally. Where they wont talk either to you or to each other, a
lot of time is very difficult to move beyond the basic level.
I: The ways to see the things, do you think HK students can see the things in
different perspectives? How about in UK? Will there be any differences?
Not all that much differences.
I: We are always proud to have multicultural.
PE: But in HK there is not that case. People are from different places, but there is
290

not much integration. Britain is more multicultural, you will have friends from
different place compare with HK. It seems like to have contradictions that HK is a
society where most of the people are not from HK. It is actually quite inward
looking, for example, the lack of interest to mainland china of our students. British
students are not necessary interested in China but they might be interested in US
or Europe whatever.
I: After the handover for more than 10 years, can you still see the influences
of UK in HKNSS?

PE: The previous one obviously has big influences from UK but UK syllabus has
changed and HK syllabus did not which stopped quite 60s of Britain. That is
quite strange. The new system still has this continuity but it is now rather more
Scottish system perhaps having people doing wider range. But I dont think that is
towards Scottish system. That is just purely coincidence but it involved of British
system. There are clearly some similarities which is quite old fashion even the
look of the exam papers that I did more than then exam that I taught people. Even
the fronts set are still very old.
I: Your departments have different people from different countries. We
should not do the stereotypes, but will that influence a lot in teaching critical
thinking?
PE: Although people are different countries but they have very strong characters
of where they are from. Apart from me, we have two people from Britain. They
are both very British in different ways. I think it is not necessary lead to greater
knowledge of different perspectives. I think people who have certain mind of
thinking. I am interested in how people are different and unconscious of the mind
291

of one country. It is not easy for people. They have to recognize something that is
not universal. People from some countries have to recognize the way of doing
thing is not the way of other people doing thing. You can certainly learn different
perspectives from this if you are interested. I am more interested to the conscious
that we take something for granted. We all have something take for granted
otherwise you have to think every word. I am more conscious of the ways which
things are different. Our version of English are different and so on. I am not
always certain that all the Native English speakers are any more conscious when
they start to work with others. Some people can learn and some others cannot. Its
potentially an advantage that we have people from different background and
ethnicities. It does give different perspectives. Kids can benefit from that.
It would be advantage if we can have teachers from different subject.
Weve got teacher from History, Geography and Chinese specialist or from
different countries. Ideally we would have people from different subjects. The
more perspectives is better. More types of brains, more ways of thinking and more
types of learning we have that benefit kids to learn and think in different way. If
you are taught by only a teacher by the same of way thinking and that is an
disadvantage. But you are taught by many teachers of many different ways of
thinking, you are going to benefit from that.
I: Which subject would help to develop critical thinking the most?
PE: I would say history. Its inherited in history. I think it is impossible to teach
history without any elements of critical thinking because history is such a
battlefield. I have seen geography textbook seems to take a lot of thing for granted.
Although, in geography of senior school level, they are taught not always accept
the certain set of truths. In history, there is much greater acceptance there is a lot
292

of disagreements and you have to aware of those disagreements ePC. however

there are history teachers and students are actually devoid of critical thinking. I am
not idealizing history teachers. You could argue cultural studies too. It is all about
critical thinking.
I: In HK context, it seems like most of the history teachers look very different
from what you said.
PE: Yes. They are very different from those in UK. There are some conservative
teachers. The vast majority of teachers politically would be left. History teachers
would often mostly likely to challenge head teachers and principals and staff or
union representatives.
I: Is history is very popular subject there?
PE: In newspaper they always say the number is going down. But the number is
definitely far more than in HK. The strength of history is got a very high prestige
associated with it in Britain. Its seen as high prestige subject and difficult subject.
For example, geography would be seen as an easier subject.
I: That is very different in HK.
PE: The most famous academic private school, history would be one of the most
often seen as important subject e.g. David Cameron did politics and economics.
Gordon Brown did a PHD in history and lots of important people with current
affairs studied history. And also lots of successful business people often studied
history rather studied business.
A lot of history graduates become history teachers. A lot of people study law after
they graduate from history as well because in history, the thinking skills and so are
very relevant to that. I dont want to exegerate the situation of history. But there is
much stronger in Britain. Employers take that as a head subject that seen as
293

intellectual worthwhile subject, so it has credibility for that as well.

I: What will you foresee LS?
PE: The problem is the exam. We should assess what we value. But the problem
is we value what we assess. My concern is the assessment will come first what we
should value. The course that I went to, the person in charge argues that LS should
not be compulsory and should not be exam because it is very difficult to assess
what we really want to. The problem is if that is not assessed, no one would value
that. Language could be a problem but it seems like it is a less problem than we
thought. I suspect that generally students who have higher thinking ability will
have stronger language ability such as English is best perhaps I am wrong. It tends
to happen also because of the peoples expectation as well. What could be issue
political correctness. People who write in exam either self censored or word
censored. Some of the elements do with the development China of traditional
culture. The way which is the syllabus kind of misses the harm under the cultural
revolution. The tragedy of Mao did to Beijing. How would that be wonderful for
us to see Beijing before Mao smashed and destroyed it? Those particular thing we
are arguing the traditional culture were destroyed than opening up. To me it is a
kind of political dimension. In many schools, they would not talk about
Tiananmen incident. Even though they should, they are not dare to.
It seems like there are political dimensions in schools in HK. In UK, we are not
allowed. It should not happen. It should have no political dimension at all. I was
reading about these 67 riots, people were from pro-Beijing school. You can have
pro-government or anti government school at all. All schools are political neutral.
They supposed to and they try to.
That kind of thing should not happen in Britain. I am not saying it does not if the
294

head teacher or certain teachers..

I: The graduates wont influence the mother school?
PE: Not at all. They will have different graduates..
I: Do you personal experience working overseas will help you to teach high order
thinking better?
PE: I think so because I hope it has given me multiple perspectives. I am
conscious of perspective. The fact of way when you look at where you are. On the
planet, we are the central of the map but because that is the way we draw the map.
Having different center makes you look at the word in a different way. Something
I am conscious of at the moment, Thailand and Korea are huge issues. To me
those are huge issues but to many people in England, those are not. It give you
insights into how limited people knowledge is and the sense that the more you
know, the more you realize you dont know. I think you have the same feelings of
that too by living overseas. I think knowledge of your ignorance is actually
important to develop your critical skills because you constantly aware of the
things you dont know and the arguments that youve not heard. You are conscious
of that when you reading things. It makes you read things more critically.

I: After this, do you feel like more confidence to teach high order thinking?
PE: Yes. Being geographically different perspective does make it a very real thing.
It does not necessary to happen to everyone. There are many people can live
abroad from their own countries are not learning anything. People who never
leave the countries are far more multiple perspectives because they are actually
more interested in things.
Some people will live in their own world in a foreign countries. It has a potential
295

to do that. I feel it ought to be done. I certainly hope I have learnt something.

296

Appendix 3
This appendix presents the sample transcription of the interview
Date: 17th May, 2010
I: interviewer
PC: Participant C

I: LS Main focus ?
PC: Basic Learning Skills Learning Skills
subject Discipline BASIC SKILLS
Liberal Studies content
Loose Skills Basic content
exposure subject
subject Subject Daily Life Common Sense
Basic Knowledge LS
Fill in the gap Common Sense and Knowledge
I: Content knowledge and skills Curriculum

PC: Knowledge CT Knowledge

Knowledge CT Content
Ground Critical analysis Basic
Skills Knowledge Skills
Knowledge Skills criticize repeat
critical mind knowledge
Knowledge Multi-perspectives
I: content knowledge balance?

297

PC: Content Knowledge Foundation Base Base,

Info skills apply Content Knowledge
Skills
product
basic knowledge, knowledge LS
Daily Life
even Knowledge LS
knowledge Critical thinking
Learner basic knowledge one side. perspective
multi-perspective Critical
Thinking Basic Knowledge issue

I: Critical thinking ?
PC: model framework LS
apply, model Social Work
learning communication, knowledge

value 10 issues
uphold
?

value
? communicative, philosophical
stand
point, limited knowledge knowledge ,

298

 recorder, record
value logical thinking

LS Issue thinking process

LS
I: LS curriculum
CT?
PC: .. HK Today, Social participation

view
Pro Pro-democratic
Intervention Types
no
matter
List
change role
defense debate
Medium of instruction local

defense
defense
train defense
debrief/consolidation
exercise
pro-democratic
defense

299

 contrast of interest

grant
consolidate
defense

I:
PC:
CT Task act
fulfill
Task design
CT
Ground information support Task
Critical thinking level
I: LS Content CT content
PC: CT Knowledge
knowledge Judgmental
Judgment
knowledge CT

I: Knowledge Critical Thinking

PC: Critical
reproduce theory criticize Theory Knowledge
Knowledge Skills Skills

300

I: LS High Order Thinking

PC: HOT vague term HOT? CT
view judgmental viewspectrum
values

LS values indoctrinate values values

perspective assumptions interest

values

interest
thinking.
I: Curriculum values

PC: Value Free Value Free value

value Value
Value framework Fed back Response Bias
strong

consolidate module consolidate

Framework perspectives
stakeholders common interest stand
for

301

I: VALUES ?
PC:

EVEN

I: ?
PC:Value Value Value,
Value ?
Choice
I: LS VALUE
?
PC: VEAK?
MODULE

NOMATTER

I: China Module ?
PC: Modules
LS curriculum
Value FreeValue Free

I: China Topic ?

Pro-Beijing or Pro-governmentLogical secure/support

302

Massacre given
argument info
borrow
Even

I : LS Values Sample Questions

?
PC: Framework apply
LS
/?

? Assumption ?
Assumption perfect conclusion
values choice
Train ,put in the boot

conflict

303

I:

CT

PC: setting constrains

resources
LS Final product 80 Weighting

Freely Setting

Achievement
I: setting
PC: Essay
I: Ideal
PC: Project Base Project Base
Assignment Grading

Fine Tune Grade

past past Distinction Levels

I: CT HOT
PC: constrained settingselected
10 results valid reliable
curriculum Screen out HOT CT
Knowledge Valid consistent
assignment
Internal Expressive

304

express written or spoken,

written on paper presentation
written Written secure

IB TOK Extended Essay PAST PAST,

HOT CT Study LEARNING
COMMIMENT
TOK presentation Extended Essay
Develop IES IES 20%
Learning skills describe fine tune
descriptions? past or not pastDistinction 123

I: Value Free
?
PC:
ARGUE CASE
?

Written form
Setting security syllabus
rather than subject.
I: CT ?
PC: Draft 5 Level Descriptor, vague
Marking Scheme vague Guideline Marker
Standardization

305


Base on Modules
Knowledge Skills LS
standardization
Marking
I: CT or LS
PC: Curriculum Guide
Training Modules
LS
Basic knowledge Foundation
Skills
skills train
Education, Cert Ed
(High Order Thinking and pedagogy)
I:
PC: LS
Framework Framework HOT
CT Multiple perspectives vague
step by step models eg. Six thinking hats,
Conflict model, functional model framework
I: CT
PC: develop
IES
advisor Master personal project area
expertise Topic expertise supervise train

306

 LS LS benefit
learning basic Learning Skills
LS Benefit effectiveness
I: LS
PC: Paulo Freire

Limit

I: NSS
PC:

Once Standardization
Assessment
standardize standardize argument

10
High Diploma 18%
developed
6 18%
developed

I:
PC: Study

307

 1%

once limit
School Based Assessment
Assessment
assessed

U
LS LS Raw Learning ,Better
but not good
I:

Language ability LS

PC: LS Written Exam task

written drill language
values language

I: CT HOT
PC: art develop
econ, commerce CT train
case subject develop thinking generally LS

set argue Theory

I: LS
PC: social work social science critical

308

thinking and Logical thinking social science

SW non judgmental and value free

understand perspective LS

18
6-7

perspectives
I: CT ?
PC: knowledge Steps

Explore habit

CT stands for Critical Thinking

HOT stands for High Order Thinking

309

LS stands for Liberal Studies

Appendix 4
This appendix presents the sample transcription of the interview
Date: 11st May, 2010
I: interviewer
PD: Participant D
I: ?
PE: XX , XX,
, , , ,

,, ,
,
I: Focus ?
PE: Focus .
?
EMBA , A,
C, B-, A? ,
A, , GRADE,
. GRADE, ,
.? , ,
WORKOUT.
, . ,
, , facts opinions,
facts opinions zoom in When Why How where
who what. zoom out
wide

310

All round

I: LS Content Knowledge
PD: Methodology, content
WhenWhere
Who

Methodology,

content

92 content
LS
LS

I:
PD:
sample paper

311

 reading comprehension data

grading

I: Critical
thinking

blench
mark Framework
Econ micro macro Econ,
Management Five Force modelsupply demand existing
competitorsubstitute new entrance
model
model
model model
model
I:
PD:
course design

I:

312

Doubt the doubt

in a word
verbal plus non verbal
X bench mark
system thinking

touching

doubt doubt
doubt
I: XX

syllabus

PD:

CT Grade LS Grade LS Grade

standard answer
standard answer standard answer
verbal non
verbal facts opinion
education

313

 grade

once
framework
I:
PD:
I: LS
PD:
I: CT
knowledge, information
INFO
knowledge wisdom information
knowledge wisdom

I:
PD:
information intuition wisdom
I: intuition
PD:

concept wisdom information

information wisdom
I: CT wisdom
PD:

314

I:
PD:
I: CT

CEO Media Training

Once
Talk TalkMake myself famous..

form
I: field CT

PD: field

question mark
once

I: field CT
PD:

315

 common sense XX
XX
I:
PD:

format

manager or leader, manager

manager
I:

I:
PD:

I:

Join venture
Join venture
1970 XX talk 1984

1984

316

I:
PD:

I:

PD:

I: Value CT

PD:
cover

317

 care

trainer CEO
peanuts care
format

ok

I:
PD:

I:
PD:

I:

PD:

318


wisdom information
I:
PD:

I:
PD: set
framework conflicts
work

I:
PD:

sir
I:
PD: test paper
I: LS

PD:

319

 sir model

action

I:
PD: ,
..
I: CT?
PD: , X .
.
. ,?
,,.
I: SETRULES.
PD: , framework,.
MC, XXDJ, , ,
,.,
. ,, assume
interaction , INERACT .
I: CT Training ?
PD:,. XXX,
,,.,
,. ,.
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320

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,

321

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I: KNOWLEGE ?
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DOMINATE, .
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knowledge,
, management, Thesis, .
.
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I:?

322

PD:,. .
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PD:office politics, ,
.
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minute speech
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323

, direct , outcome .
, once format,.
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PD: . , follow,,
communication model
LS water
System may help, it is always the exam that's makes the difference.
Teachers and students will follow he exam style. In other words, it all depends on
what happen next year. And I can tell from sample questions and answers that the
relevant authorities not quite understand what LS is.

324

Appendix 5
News article about critical thinking in Liberal Studies
from South China Morning Post

Liberal studies can develop critical thinking so essential for

quality of Hong Kong's workforce
Simon Chan
Updated on Jul 10, 2009
With the implementation of the New Senior Secondary (NSS) academic
structure in September, liberal studies will be the main focus. Not only is it a new
subject but a mandatory and controversial one. Are teachers ready to coach
students to learn this diverse yet integrated and interactive curriculum? How will
the assessment be conducted fairly in a multicultural, religiously diverse territory
such as Hong Kong? Will the examination results be recognised by other
universities and institutions around the world? How can we, as parents, assist our
children to get ready for these challenges?
I must first congratulate the boldness and the foresight of the Education Bureau in
putting forward such a comprehensive and modern curriculum. Its aims are to
develop in students a range of skills for lifelong learning, including critical
thinking, creativity, problem-solving, communication and information technology.
These skills are very much required in the dynamic world of the 21st century.
John Tan, former Education Bureau chief curriculum development officer for
liberal studies, once summed up the subject in three letters: ABC.
"A" stands for awareness of oneself and the environment. This can range from
understanding personal development and interpersonal relationships, Hong Kong
today, modern China and public health to the world energy price and its impact on
325

our economy.
"B" is for broadening, as in the skill set above and issues such as globalisation,
energy technology and the environment.
And "C" is for critical thinking, which is crucial in sorting out the massive amount
of information available, converting it into useful knowledge and differentiating
the odds. If our students can genuinely develop these skills, Hong Kong will have
a better chance of sustaining the quality of its workforce.
So what are the worries and the challenges ahead if the objectives are so worth
taking? As in other subjects, the most critical element is the quality of the teachers.
As a parent, I fully respect the teaching profession. I was once inspired by a maths
teacher and developed a keen interest in learning the subject. However, teaching
liberal studies requires such diverse knowledge and skills that it is almost
impossible for a normal teacher. That is why the NSS academic structure has
taken several years to prepare to retrain teachers. One possible method is to build
up skill sets through specialisation with several teachers. The most controversial
issue perhaps is assessment methodology. In such a multicultural society, how can
the assessment be conducted fairly independent of any value system? Media host
and writer Tao Kit
once took a set of simulated liberal studies questions and ended up failing the test.
Is he the odd man out or is the assessment system in jeopardy? The Hong Kong
Examination and Assessment Authority proposed having two assessors to rate the
paper. The result is yet to be proven.
And medium of instruction (MOI) is again the spotlight for liberal studies. Some
EMI schools requested the Education Bureau to allow liberal studies to be taught
and examined in Chinese because it requires higher-order thinking. They were
326

given four years of grace where each question could be answered in Chinese or
English.
Since the announcement of the MOI fine-tuning policy, the exams authority has,
without consultation, quietly sent letters to each secondary school reversing its
decision, meaning students have to decide the language used in the new Hong
Kong Diploma of Secondary Education exam through their schools in advance.
This removal of language flexibility for our guinea pigs is unfair. As parents, we
can build up the interest of our children in what's happening around us at as early
a stage as possible. This can take the form of museum visits, outings, watching the
news, sharing articles and group discussions.
Liberal studies is unconventional and challenging. One can be "allknowing" or
"no-knowing". It requires innovative teaching and learning for the whole
education community. There are certainly hurdles to cross but we can overcome
them if we as educators and parents do it together.

Simon Chan is a father of two sons, who has been actively involved in the
parent-teacher association at his sons' school in Wan Chai for more than 10
years. He is an IT professional specialising in telecommunications and is
chairman of the Coalition of Education-concerned Parents.

327

Appendix 6
The case study of inviting Taojie who is a columnist, broadcaster,
and writer in Hong Kong to do the Liberal Studies assessment.
Original source: Cable TV
http://cablenews.i-cable.com/webapps/news_video/index.php?news_id=303491

( )

2009/05/20 17:48

2009/05/17 09:44

328

2009/05/21 20:38

329

Appendix 7
Chinese articles from newspaper about critical thinking and knowledge in Liberal
Studies dated from 2009-2010

2009-08-19

Ming Pao Daily News

D05

By

330

pongdidit@gmail.com

331

Ming Pao Daily News

P03

By

2010-01-31

critical
thinking

332

Ronald Evans PatriciaAvery

333

334

335

Ta Kung Pao
A34

By

2010-06-25

336

337

Hong Kong Economic Times

A28

By

2010-08-11

talent capital
IBM 1,500
creativity

Intelligent Quotient, IQ
Creativity Quotient, CQ
CQ

CQ

Technology ManagementPatent

CQ Correlation IQ

originaluseful

Divergent Thinking

338

Convergent Thinking

A = AwarenessB =
BroadeningC = Critical Thinking

debating
problem solving

339

340