In this dissertation, the phrase 'Christian Citizen' refers to those Christians who possess a strong sense of identity, believing in Christianity and upholding the corresponding faith while fulfilling civic responsibility and loving one's country. Through gathering and investigating into the personal letters, works and reports and so on of Liu, this dissertation renders an in-depth exploration of Liu's analysis on national character, views on citizenship and his blueprint of the Civic Education Movement. More importantly, Liu did not resort to empty talk but walked the talk, integrating faith with daily life. Throughout his whole life, including, in the early days, the Career Guidance Movement and his work at the Y.M.C.A., his presidency at the University of Shanghai and fmally the righteous action in defending against Japanese invasion during the latter days, the quality of Liu, in being loyal to one's nation, displaying care and concern for the society, living out and walking one's faith whole-heartedly was evident. His life manifested the unification of the roles and functions of a Christian citizen of one's nation, with Christian citizenship vividly lived out. Special investigation would be made into a rarely noted work headed by Liu, Y.M.C.A.'s Civic Education Movement in the 1920s, under the slogan 'Saving Nation through Character'. The origins, effectiveness and characteristics of the Movement would be explored. This study concludes with revealing, through Liu's life, the characteristics of being a Christian citizen and examines the choice of the advocators of 'Saving Nation through Character'. / There is a saying: "One more Christian, one fewer Chinese". It implies a conflict between an Ascribed Identity (Chinese) and an Achieved Identity (Christian). The former is an inherited and irreversible blood relationship while the latter is acquired after birth, being a self-converted social role. Undeniably, conflict of identities brought about bewilderment and impact to Chinese Christians in late Qing and Early Republican eras, causing identity crisis. Role identification is a process of getting to know oneself in terms of cognition, attitude and behavior, affecting daily life and instilling meaning of life. Quite a number of researches in the past emphasized the mental struggle and torture suffered by Chinese Christians under the seemingly incompatibility of the two identities. However, identity crisis is by no means impossible to do away with or integrated. This research attempts to show that ascribed identity and achieved identity can be integrated harmoniously through identify negotiation. The case of Liu Zhan-en (1896--1938) clearly demonstrated roles of being a citizen on earth and that of heavenly kingdom need not be an either-or option. Christians are not only citizens of the eternal heavenly kingdom, but also contemporary citizens on earth. One can live in serving the Lord with piety while obeying legal requirements stipulated by the government. Devoted and sound citizenship could be harmoniously integrated to be 'Christian Citizen'. / 黃錦暉. / Adviser: Yuen Sang Leung. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 221-252). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Huang Jinhui.

Tse, Yuen Man. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 209-222). / Abstracts in English and Chinese. / Abstract --- p.iii / Acknowledgements --- p.vi / Chapter Chapter One: --- Introduction --- p.1 / The Research Question / Terminology / Literature Review / Methodology / The Structure of the Thesis / Chapter Chapter Two: --- Schooling in Hong Kong --- p.42 / Structure and Characteristics of the Education System / Language and Hong Kong´ةs Education / History Education in Hong Kong / Civic and Political Education in Hong Kong: A Brief History / Conclusion / Chapter Chapter Three: --- An Overview of the Organization of Patriotic Education at School Level --- p.62 / Differences in the Pattern of Organizing Nationalistic Education in Individual Schools / Concrete Changes in the Implemented Patriotic Education Curriculum and their Ambiguous Implications / Decision Making and Power Relations in School-Based Curriculum / Conclusion / Chapter Chapter Four: --- The Meanings of National Identity and Nationalistic Education: Views of Education Practitioners --- p.89 / Teachers´ة Background / Teachers´ة Attitudes towards Nationalistic Education / Which Patriotism? Ambivalences in the Teaching of Patriotism for China / Conclusion / Chapter Chapter Five: --- Nationalistic Education in Practice: The Conflicting Meanings of China and Love for Country I --- p.126 / "Which China Should Be Loved? Ancient, Cultural China versus Contemporary, Political China" / Conclusion / Chapter Chapter Six: --- Nationalistic Education in Practice: The Conflicting Meanings of China and Love for Country II --- p.148 / Affective or Critical Education/ Loving the Country as a Duty or a Choice / Conclusion / Chapter Chapter Seven: --- Conclusion --- p.175 / Summary of Chapters / The Teaching of National Identity in Hong Kong in Review / The Future of the Teaching of National Identity in Hong Kong: The Promotion of a New Form of National Belonging / Appendices --- p.206 / Bibliography --- p.209

published_or_final_version / Education / Master / Master of Education

Il s’agit de déterminer si différents constats posés initialement relatifs à l’évolution de la société et du monde scolaire sont les épiphénomènes d’une tendance générale ou s’ils sont simplement issus d’une synchronie fortuite. De l’analyse de ces constats émergent des problématiques qui se cristallisent autour de concepts. D’une part, on identifie la perception de la citoyenneté, de l’autre, le développement d’un projet d’autonomie intellectuelle, assorti d’une conscientisation des apprentissages. Nous traitons d’abord les questions relatives à la citoyenneté dans le cursus scolaire avant d’approfondir les questions concernant la didactique, adoptant l’hypothèse que les liens entre ces constats participent d’une même dynamique mais s’actualisent à des degrés divers. Ainsi, la recherche débute par les différentes situations pédagogiques dans lesquelles les apprenants sont confrontés à la citoyenneté durant leur cursus officiel dans certains pays ou communautés représentatives. Le second chapitre présente l’analyse profonde et minutieuse des dynamiques sociétales sous-jacentes aux écueils mentionnés pour se focaliser ensuite sur le contexte scolaire. Une définition du sens des notions utilisées est nécessaire au troisième chapitre avant d’envisager toute réponse aux questions liminaires en pédagogie puis en didactique des langues anciennes, aux chapitres quatre et cinq. Le travail se concrétise par un corpus de textes accompagnés de pistes d’exploitation avant de conclure et d’envisager les perspectives.<p><p>&9679; Clef :comment les langues anciennes peuvent-elles aider les élèves à s’approprier les concepts de l’éthique citoyenne ?L’autonomie intellectuelle, condition sine qua non de l’éthique citoyenne, ne provient pas ipso facto d’une lecture assidue des auteurs classiques mais elle peut constituer le projet qui sous-tend toute démarche de l’enseignant. Praxéologique à tendance pragmatique, cette recherche ne vise point à un utilitarisme réducteur de leur enseignement mais tente de répondre à un besoin axiologique. <p><p>&9679; Objectif :montrer comment une orientation méthodologique et déontologique précise dans l’apprentissage des langues anciennes sensibilise aux problématiques citoyennes du même type que celles qui caractérisent notre société postmoderne<p><p>& / Doctorat en Langues et lettres / info:eu-repo/semantics/nonPublished

published_or_final_version / Education / Master / Master of Education

The problem reported in this thesis was one whose purpose was to determine, if possible, the relative value of gains in civic knowledge, skills, and attitudes growing out of a course in eighth-grade community civics as compared with those derived from a course in traditional eighth-grade history. An interesting phase of the study was the tabulation of losses in civic knowledge, skills, and attitudes and an attempt on the part of the writer to account for them. Chiefly, however, the study concerns itself with progress in social and civic thinking on the part of eighth-grade pupils.

This thesis attempts to answer the following questions: How is democracy threatened today? What are some of the specific issues of domestic and foreign policy which the American people face? Are citizens prepared to make intelligent choices on such matters? How does propaganda complicate the political process? Are the schools doing their part in preparing citizens for self-government? If not, why?

published_or_final_version / Education / Master / Master of Education

This study highlighted the educators understanding of their role, the priorities that they deemed important and the practices they employed to promote in their learners the values and virtues fit for citizens of a democratic society.

Ratification of the 26th Amendment in 1971 was a watershed event in America's long and often tumultuous electoral reform journey. The persistently low voter turnout of newly enfranchised 18-20 year-olds since then not only is troubling from a democratic perspective but also is puzzling in light of the rapidly rising educational attainment of this age group during the same period. In this investigation, I develop an original theoretical frame by which to examine relationships between the 1972-2006 voter turnout patterns of 26th Amendment eligible voters and a large complement of educational and non-educational influences manifested during the end of high school and the years immediately following high school. Drawing upon multiple data sources, including a greatly under-utilized national survey series that is maintained under National Center for Education Statistics (NCES) auspices, I reaffirm the overall strength of educational attainment as a young adult voter turnout predictor while providing new evidence that attainment effects are attenuated by other educational and non-educational circumstances and traits. My results, which also reveal the dynamism of these influences in predicting young adult voter turnout, are suggestive of five areas in which the 26th Amendment can serve as a teachable moment to strengthen the democratic education mission through: (1) expanded post-high school enrollment opportunities; (2) energized high school citizenship training; (3) strengthened connections between the high school literacy and civics curricula; (4) improved use of technology to deliver civically relevant messages; and (5) more aggressive voter registration efforts on high school and college campuses.