]The Chinese University of Hong Kong
Faculty of Education Hong Kong Institute of Educational Research
Master of Arts Programme in Values Education
價值教育文學碩士課程
2013-2014 (Term 2)
Course Title
MAVE6030
The Good Society & Its Educated Citizens
美好社會及受過教育的公民
Teacher’s Contact Details
Lecturer
Eng Name
Chi Name
Contact Phone No.
Email
Tsang Wing Kwong
曾榮光
39436922
wktsang@cuhk.edu.hk
Course Description
What is Good Society? What are the core values essential to the constitution of a good society? What virtues
should members of a good society possess and practcie in order to make it good? This module aims to
survey to some of the answers provided by social, political and philosophical thinkers. Drawing on disciplinary
sources, including sociology, political science and philosophy, the course will discuss conceptions of the good
society in both Western and Chinese cultures and the desirable qualities required of its members. Based on
Weberian’s concept of value rationality and Neo-Confucian’s concept of moral rationality, this module will
attempt to explore the “core values” underlying the various conceptions of the good society and its virtuous
members. It will begins with the idea of justice and more specifically John Rawles’ A Theory of Justice. The
debates invoked by the book will then be explored along two lines of inquiry, namely the debate between
liberalism and communitariansim and that between distributive and relational justice. Tang Jun-yi’s（唐君毅）
Cultural Consciousnes and Moral Rationality 《 文 化 意 識 與 道 德 理 性 》 will be discussed to provide the
Chinese and Confucian perspectives to the exposition. Apart from explorations of the normative-institutional
aspects of the good society, the module will also explore the ontological aspects that conceptions of
membership of good society. More specifically, it will discuss about the narratives, the politics and most of all
the virtue of the role and identity of citizens（公民）or nationals（國民）of modern society.
Content
Topic
1. Introduction
2. Liberal’s idea of good
society
3. Communitarian’s
idea of good society
of the
4. The Neo-Confucian’s
idea of good society
5. The ideal
membership of the
good society
Contents/fundamental concepts
1.1. In debate on core values of Hong Kong society and on the “politically correct”
identity of Hong Kong Chinese
1.2. Introduction to the framework of value inquiry into social and political issues of
modern society and identity issues of modern man
2.1. John Rawls’ A Theory of Justice
2.2. The idea of original position and veil of ignorance
2.3. Principles of justice
2.4. The liberal assumptions of Rawls’ theory of justice and idea of good society
3.1. Criticisms on Rawls’ theory of justice, e.g. Michael Sandel, Alasdair MacIntyre,
Charles Taylor, G.A. Cohen, Ronald Dworkin and Amartya Sen.
3.2. Iris Young’s criticism on distributive paradigm and the introduction of the idea
of relational justice to the idea of good society
4.1. The concept of moral rationality
4.2. The concept cultural consciousness, e.g. economic, political, familial and
educational consciousnesses
5.1. The concepts of narrative and politics of identity and virtue of members of
modern society
5.2. Liberal’s narrative and politics of identity and virtue of citizenship and
nationality
5.3. Communitarian’s narrative and politics of identity and virtue of citizenship and
nationality
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Course Schedule
Period: Apr 30 - Jun 18, 2014 (No class on June 4), Day & Time: Wednesday; 6:30 p.m. - 9:10 p.m.
Venue: SB 239
Room 239, 2/F, Sino Building, Chung Chi College, CUHK
香港中文大學崇基學院信和樓 2 樓 239 室
Class/
Week
1
2
3
4
5
6
7
Date
Venue
30-Apr-2014
7-May-2014
14-May-2014
21-May-2014
28-May-2014
11-Jun-2014
18-Jun-2014
SB 239
SB 239
SB 239
SB 239
SB 239
SB 239
SB 239
Topic
Lecturer
1. Introduction
W.K. Tsang
W.K. Tsang
W.K. Tsang
W.K. Tsang
W.K. Tsang
W.K. Tsang
W.K. Tsang
2. Liberal’s idea of good society
3. Communitarian’s idea of good society
4. The Neo-Confucian’s idea of good society
5. The narrative and politics of citizenship &
nationality
Learning Outcomes
Upon completion of the module students are expected to be able
1. to comprehend and appreciate the conceptual and theoretical aspects of frameworks of social-value
inquiry;
2. to apply these frameworks to analyze and reflect on social and political issues in modern society in general
and in HKSAR in particular;
3. to utilize frameworks of value inquiry to reflect and if possible to resolve identity issues facing members of
modern society in general and Hong Kong Chinese in particular;
4. to analyze and reflect on the ontological and ethnical assumptions underlying various perspectives in value
inquiry on the idea of good society and its ideal membership; and
5. to critically argue and justify their positions taken in controversial issues relating to HKSAR society and its
membership.
Learning Activities
Nature of Activities
Lecturing
Group discussion and presentation (on group-base)
Class deliberation (in individual-base)
Percentage
60%
20%
20%
Assessment Scheme
Task Nature
Description
Term paper
Each student is required to submit a
term paper, which consists of the
following parts:
1. identification and exposition of a
institutional issue relating to
HKSAR society or an identity issue
confronting HKSAR residents;
2. Analysis of value issues
embedded in or invoke from the
issue identified in Part 1;
3. Analysis of the ontological and
ethical assumptions underlying the
issues concerned; and
4. Decision and choice of one of the
value stance involved in the issue
in point, and arguments and
justifications supporting the
decision.
Weight
Submission
Deadline
VeriGuide
“Assignment
No.”
VeriGuide
“Marker of
Assignment”
4 July, 2014
1
W.K. Tsang
20%
30%
25%
25%
2
Learning Resources for Students
Core References:
Brown, Alan (1986) Modern Political Philosophy: Theories of the Just Society. Harmonworth: Penguin Books.
Cohen, G.A. (2011) On the Currency of Egalitarian Justice, and other Essays in Political Philosophy. Princeton:
Princeton University Press. (Esp. Ch.1, 2, & 12)
Dworkin, Ronald (1995) "Foundations of Liberal Equality." PP. 190-306. In S. Darwell (Ed.) Equal Freedom:
Selected Tanner Lectures on Human Values. Ann Arbor: The University of Michigan Press.
Dworkin, Ronald (2011) Justice for Hedgehogs. Cambridge, Mass.: Harvard University Press.
Fraser, Nancy (1997) Justice Interruptus: Critical Reflections on the “Postsocialist” Condition. New York:
Routledge. (Esp. Ch. 1 and 8)
Galston, William A. (1991) Liberal Purposes: Goods, Virtues, and Diversity in the Liberal State. Cambridge:
Cambridge University Press.
Gutmann, Amy and D. Thompson (2004) Why Deliberative Democracy? Princeton: Princeton University Press.
Kymlicka, Will (2002) Contemporary Political Philosophy: An Introduction, 2nd edition. Oxford: Oxford University
Press. (Esp. Ch. 3, 5, 6-8)
Kymlicka, Will. (2003). Multicultural Citizenship: A Liberal Theory of Minority Rights. Oxford: Oxford University
Press
MacIntyre, Alasdair (2007) After Virtue, 3rd edition. Notre Dame: University of Notre Dame Press.
Mulhall, Stephen. and A. Swift (1996) Liberals and Communitarians, 2nd edition. Oxford: Blackwell.
Parekh, Bhiku (2008) A New Politics of Identity: Political Principles for an Interdependent World. New York:
Palgrave.
Rawls, John (1971) A Theory of Justice. Oxford: Oxford University Press.
Rawls, John (1993) Political Liberalism. New York: Columbia University Press.
Rawls, John (1999) The Law of Peoples. Cambridge: Harvard University Press. (The Idea of Public Reason
Revisited, Pp.129-180.)
Sandel, Michael (1982) Liberalism and the Limits of Justice. Cambridge: Cambridge University Press.
Sandel, Michael (2009) Justice: What’s the Right Thing to Do? New York: Farrar, Straus, Giroux.
Sen, Amartya (2009) The Idea of Justice. London: Allen Lane.
Swift, Adam. (2006) Political Philosophy: A Beginners’ Guide for Students and Politicians, 2nd edition.
Cambridge: Polity.
Taylor, Charles (1985) “What is Human Agency?” Pp. 15-44. In C. Taylor. Philosophical Papers Vol. 1: Human
Agency and Language. Cambridge: Cambridge University Press.
Taylor, Charles (1989) Source of the Self. Cambridge: Harvard University Press. Especially Part I.
Taylor, Charles (1994) “Justice after Virtue.” Pp, 16-47. In J. Horton and S. Mendus (Eds.) After MacIntyre:
Critical Perspectives on the Work of Alasdair MacIntyre. Cambridge: Polity.
Taylor, Charles (1995) Philosophical Arguments. Cambridge: Harvard University Press. (10. Cross Purposes:
The Liberal-Communitarian Debate)
Young, Iris M. (1990) Justice and Politics of Difference. Princeton: Princeton University Press.
唐君毅（2005）《文化意識與道德理性》。桂林：廣西師范大學出版社。
Basic References
Bellah, Robert N. et al. (1991) The Good Society. New York: Knopf.
Etzioni, Amitai (1998) (Ed.) The Essential Communitarian Reader. Lanham: Rowan & Littlefield.
Galbraith, John K. (1996) The Good Society: The Humane Agenda. Boston: Houghton Mifflin Co.
Aspin, A.N. (1999) “The Nature of Values and their Place and Promotion in Schemes of Values
3
Education.” Educational Philosophy and Theory, Vol 31, No.2, Pp. 123-143.
Ng, May M.L. (2006) “Valuation, Evaluation, and Value Education―On Acquiring the Ability to Value: A
Philosophical Perspective.” Pp. 49-66. In R.H.M. Cheng et al. (Eds.) Value Education for Citizens in the
New Century. Hong Kong: The Chinese University Press.
Boudon, Raymond (1997) "The Present Relevance of Max Weber's Wertrationalitat (Value Rationality)" Pp. 3-30.
In P. Koslowski. (Ed.) Methodology of the social sciences, ethics, and economics in the newer historical
school : from Max Weber and Rickert to Sombart and Rothacker. Berlin: New York : Springer.
Doody, John A. (1991) “MacIntyre and Habermas on Practical Reason.” Pp. 59-74. In C. Peden and Y. Hudson
(Eds.) Communitarianism, Liberalism, and Social Responsility. Lewiston: The Edwin Mellen Press.
Khatchadourian, Haig. (1999) Community and Communitarian. New York: Peter Lang.
Honneth, Axel (1990) The Fragmented World of the Social: Essays in Social and Political Philosophy. New York:
State University of New York Press. (14. The Limits of Liberalism: On the Political-ethnical Discussion
Concerning Communitatianism.)
Marshall, T.H. (1973) Class, Citizenship, and Social Development. Chicago: The Univ. of Chicago Press.
Janoski, Thomas (1998) Citizenship and Civil Society. Cambridge: Cambridge University Press.
Waldron, Jeremy (1995) “Right.” Pp. 755-585. In R.E. Goodin and P. Pettit (Eds.) A Companion to Contemporary
Political Philosophy. Oxford: Blackwell.
Berlin, Isaiah (2002) Liberty: Incorporating Four Essays on Liberty. Oxford: Oxford University Press (4. Two
Concepts of Liberty)
Macpherson, C.B. (1973) “Berlin’s Division of Liberty.” Pp. 95-119. In C.B. Macpherson. Democratic Theory:
Essays in Retrieval. Oxford: Clarendon Press.
Kukathas, Chandren (1995) “Liberty.” Pp. 534-547. In R.E. Goodin and P. Pettit (Eds.) A Companion to
Contemporary Political Philosophy. Oxford: Blackwell.
Macpherson, C.B. (1973) “The Maximization of Democracy.” Pp.3-23. In C.B. Macpherson. Democratic Theory:
Essays in Retrieval. Oxford: Clarendon.
Macpherson, C.B. (1977) The Life and Times of Liberal Democracy. Oxford: Oxford University Press
Held, David (1987) Models of Democracy.” Oxford: Polity.
Pring, Richard (1997) “Educated Persons.” Pp.83-95. In R. Pring and G. Walford (Eds.) Affirming the
Comprehensive Ideal. London: Falmer.
周保松（2010）《自由人的平等政治》。北京：三聯書店。
曾榮光(2010)「批判思考的批判——香港高中通識教育科教學果實踐的爭議」。《教育學報》。第 38
卷，第 1 期，頁 95-117。
曾榮光(2011) 《香港特區教育政策分析》。香港：三聯書店。第 12-14 章。
曾榮光(2011)「香港特區國民教育的議論批判」。《教育學報》第 39 卷，第 1-2 期，頁 1-24。
Grade Descriptors
Grade
Overall Performance
A
Outstanding performance on all learning outcomes
B
High performance on some learning outcomes
C
Good performance on some learning outcomes
D
Satisfactory performance on the majority of learning outcomes
F
Unsatisfactory performance on the majority of learning outcomes, or failure to meet specified
assessment requirements
Feedback for Evaluation
Feedback from students will be collected through email exchanges and course-end evaluation.
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Academic Honesty and Plagiarism
Attention is drawn to University policy and regulations on honesty in academic work, and to the disciplinary
guidelines and procedures applicable to breaches of such policy and regulations. Details may be found at
http://www.cuhk.edu.hk/policy/academichonesty/.
For assignments that need to be uploaded onto VeriGuide
1. Each student must upload before the assignment submission deadline a soft copy of the completed assignment to
the plagiarism detection engine VeriGuide, at the URL: http://www.cuhk.edu.hk/veriguide. Please read the
“VeriGuide Academic Student User Manual” downloadable on “Resources” at the VeriGuide system before
submitting the assignment.
2. The system will issue an acknowledgment receipt to students’ CUHK email accounts (the CWEM) with an
attachment of Academic Honesty Declaration Statement.
3. The Declaration Statement should be signed (in case of group projects, all students of the same group should sign
on the declaration), and stapled to a hard copy of the assignment, which should be sent to our office or put into
“Collection Box K1” together with the VeriGuide Assignment Cover Sheet (downloadable at
http://www.fed.cuhk.edu.hk/hkier/ma/student_info/AssCover_VeriGuide.html) by the assignment submission
deadline.
4. Assignments without the receipt will not be graded by teachers.
5. Only the final version of the assignment should be submitted via VeriGuide.
6. Files of assignments must be named after the students’ full names, e.g., “Chan Tai Ming”, “Ho Siu Keung David”.
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