Fanny M.Y. Chung – författare

This volume examines various aspects of moral education, ethical development, and cultural identity across diverse contexts, linking philosophy, education, and cultural studies. It provides a comprehensive analysis of how moral values can be integrated into formal and informal educational settings. Chapter 1 offers a historical examination of ethics, tracing its evolution from early legal codifications in ancient civilisations to contemporary discussions in global, bioethical, and digital contexts. The chapter highlights the foundational principles of virtue, justice, and the good life, alongside the influence of medieval philosophical and theological perspectives on modern ethical theories centred on individual choice and relational ethics. In Chapter 2, the author explores the shift in ethical thought from universal, absolute principles to more pluralistic, context-sensitive frameworks, particularly from the Enlightenment to the present. The development of ethical theories, including utilitarianism, deontological ethics, and existentialism, is discussed alongside contemporary moral dilemmas such as climate change and artificial intelligence. The chapter underscores the continued relevance of moral education in addressing modern ethical challenges. Chapter 3 focuses on early childhood education, specifically the integration of environmental education and moral development. It discusses the importance of fostering values such as empathy, responsibility, and respect for nature through environmental education. The chapter presents pedagogical strategies, outdoor activities, and sustainability practices that promote critical thinking and ethical decision-making in young learners. Chapter 4 shifts attention to the perceptions of Cantonese opera among young people in Hong Kong. While not directly concerned with moral education, the study highlights how engagement with cultural heritage fosters moral values and a sense of belonging. It suggests that revitalising interest in Cantonese opera could enhance cultural identity and support moral development among young people. The fifth chapter examines the role of music education in cultivating cultural and national identity in early childhood, with a focus on Hong Kong’s public policy. The chapter explores how music education can foster an understanding of Chinese culture and support the development of cultural identity, proposing Cantonese opera as one potential strategy. It also offers recommendations for future research on integrating cultural identity into educational policy. Chapter 6 explores the role of educational storytelling in developing linguistic competence and moral values in elementary school learners. The chapter discusses how storytelling can improve listening and speaking skills while also imparting religious, national, and humanitarian values. It calls for reform in traditional teaching practices to fully utilise storytelling’s potential in fostering cognitive, social, and moral development. In Chapter 7, the author addresses the importance of qualified moral education teachers in shaping students’ ethical development. Drawing on literature and empirical evidence, the chapter outlines the skills and competencies required for effective moral education. It stresses the need for comprehensive teacher training and continuous professional development to ensure educators are equipped to foster moral reasoning and ethical reflection. Together, these chapters provide a multifaceted exploration of moral education, cultural identity, and ethical development. The volume offers valuable insights for educators, policy-makers, and researchers interested in promoting ethical reasoning, cultural awareness, and moral reflection in contemporary society.