Abstract
With qualitative document analysis, this research focuses on Hong Kong's intended General Education Curriculum (GEC) across the eight publicly funded universities in Hong Kong, in relation to the macro and meso context by departing from the dimensions of (1) rationale; (2) aims and objectives; as well as (3) content. Their GEC can generally be viewed as transmitting a body of structured pure knowledge under academic rationalism, offering fluency and training of useful skills and dispositions under social efficiency, facilitating self-actualization through personalized process of inquiry under child-centeredness, as well as analyzing society and constructing changes under social reconstructionism.
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