Letters | Why citizenship subject will fail to cultivate patriotism in Hong Kong students

Readers discuss the pass-fail grading system for the citizenship and social development DSE exam, and teachers’ approach in the classroom amid concerns about student mental health

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Students take part in a flag-raising ceremony at a school in Ho Man Tin on July 1, 2020. Photo: May Tse

Published: 11:30am, 6 May 2024

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The conclusion of the inaugural Diploma of Secondary Education examination for the citizenship and social development subject was a significant milestone that should prompt some reflection.

Before the exam, candidates seemed reluctant to engage in comprehensive preparation. From social media posts, it’s apparent that many believed that a superficial display of patriotism, such as echoing slogans like “I love China” or quoting figures like Mao Zedong or Chinese President Xi Jinping, would suffice. Consequently, during the two-hour exam, several students completed their assessments hastily, some even going off together for breakfast in about an hour.

Hong Kong, akin to other places influenced by Confucian principles such as Korea and mainland China, maintains a tradition deeply entrenched in examination-focused education. Given that citizenship and social development has been designated as one of four core subjects, the sight of candidates treating this vital examination with casual disregard was surprising.

In the letter, “Hong Kong schools: why pass-fail system is no way to deepen patriotic feelings” (December 8, 2020), I posited that the binary grading framework might undermine the subject’s ability to nurture patriotism. Regrettably, three years into its implementation, my apprehensions have been validated.

A Form 4 student told me that many of his peers were reluctant to make much of an effort to craft thoughtful responses to questions during assessments and assignments. Additionally, teachers seemed hesitant to address instances of disengagement, such as students dozing off in class, as long as the students did not overtly challenge the curriculum.

For educators committed to cultivating patriotism and disheartened by such occurrences, the limitations of the pass-fail grading system for the subject bear much of the responsibility. Figures such as Professor Lau Chi-pang, chairman of the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority’s Committee on Citizenship and Social Development, have supported this binary grading system to reduce the pressure on students, who may be grateful. However, without meaningful academic pressure, the subject has not been accorded the seriousness it deserves.