HKIER

Abstract

The current Hong Kong education reform for lifelong learning and learning to learn is put in the perspective of two contrasting approaches to education, learning for performance and learning for understanding. It is contended that genuine understanding will not come about if we continue to accept rote, ritualized, and conventionalized performances, to sanction a single correct way to competence, and to ignore the importance of creativity. The notion of learning constraints and the dialectical relation among intelligence, creativity, and wisdom open up new possibilities for conceptualizing the fusion of the skills orientation and the atmosphere of creative discovery. Thus, in promoting lifelong learning and learning to learn, students should not only learn what to do and how to do it, but also how variably or differently to continue doing it.

Keywords: performance; understanding; creativity; education reform

摘要

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