1. Community
2. Community and Identities
3. Communitarianism
4. "The Spirit of Intimacy“ - Sobonfu Some
5. Asset based Community Development
6. Asset-based vs Need Based
7. Asset Mapping
8. Appreciative Inquiry
9. Critical Praxis of Communitarian ideas to Education?
3. Who am I?
Trained in Social Work and Counselling
A Registered Social Worker, and thus a “left
plastic”
Working in an NGO, an experienced Youth Worker
Born and bred in Hong Kong
Married with no kids
Conscious Bourgeois
Social worker in Kwai Chung more than 20 years
5. Communitarianism
Two major attacks made against on liberalism:
The premises of individualism, such as the
rational being who choose freely, are wrong and
that the only way to refer to individuals is in
their social context
The premises of individualism give rise to
morally unsatisfactory consequences
(Avineri & De-shelit, 1992)
Gradually emerged in the 1970 to challenge
liberalism.
6. Communitarians make it clear that:
Our attachments to communities is not
voluntary
Social attachments are not normally
chosen ones (e.g. family, nationality, etc.)
Our upbringing and the values we adopt
and live by are often acquired
involuntarily by being picked up rather
than being a matter of rational choice by
individual
Communitarianism
(Aurthur, 1998)
7. Community and Identities
“...our deeply felt attachments to a number of communities
constitute our identity. This allows us to experience our life as
bound up with the good of these communities”
“…these “constitutive communities” define the sense of
who we are and provide a largely background way of our
being in the world of thinking, acting and deciding……to
reject them leads to an identity crisis or an acute form of
disorientation which will damage our identity…”
“…we can answer the question of what these “constitutive
communities” are by asking a question of ourselves: “Who
are you?”. The answer will certainly include: family name,
nationality, language, culture and religion – all of which
derive from community”
(Bell, 1996)
9. "The Spirit of Intimacy“ - Sobonfu Some
Community is the Spirit, the guiding light of the tribe, whereby
people come together in order to
fulfill a specific purpose,
to help others fulfill their purpose,
and to take care of one another.
The goal of the community is to make sure that each member of the
community
is heard
and is properly giving the gifts he has brought to this world.
Without this giving, the community dies.
10. "The Spirit of Intimacy“ - Sobonfu Some
And without the community, the individual is left
without a place where he can contribute. The
community is that grounding place where people
come and share their gifts and receive from others.
When you don't have community, you are not listened
to;
you don't have a place you can go to and feel that
you really belong.
You don't have people to affirm who you are
and to support you in bringing forward your gifts.
11. "The Spirit of Intimacy“ - Sobonfu Some
This disempowers the psyche, making you
vulnerable to consumerism and all the things that
come along with it.
Also, it leaves many people who have wonderful
contributions to make holding back their gifts not
knowing where to put them.
And without the unloading of our gifts we experience a
blockage inside, which affects us spiritually, mentally,
and physically in many different ways.
We are left without a home to go to when we
need to be seen.
23. ABCD的三大原則
Kretzmannh與 McKnight指出ABCD的三大原則:
(1) 以資産爲本(Asset Based): 社區發展的策略是
從社區出發—居民及勞動人口的能力、地區組
織及團體;並不是探討社區中缺乏什麽,或是
出現了什麽問題,有什麽需要等等。
‘The root idea of community development is to identify
local capacities and mobilise them, which involves
connecting people with capacities to other people,
associates, institutions and economic resources.’
(Jody Kretzman and John McKnight)
24. ABCD的三大原則
Kretzmannh與 McKnight指出ABCD的三大原則:
(2)「以內部爲焦點」(internally focused):著重
由居民去發現議題、發掘資源及能力
‘All the historic evidence indicates that significant
community development only takes place when local
community people are committed to investing
themselves and their resources in the effort.
That’s why you can’t develop communities from the
top down, or from the outside in’
(John McKnight, John Kretzmann)
25. Kretzmannh與 McKnight指出ABCD的三大原則:
(3)「以關係作推動」(relationship driven):
重視建立及延續本地居民、組織及團體之間的關係
Much hard evidence has accumulated that civic
engagement and social connectedness are practical
preconditions for better schools, safer streets and even
healthier and longer lives (Robert Putnam)
‘As a rule of thumb, INVOLVE EVERYONE IN EVERYTHING’
(Tom Peters – writer of In Search of Excellence)
27. 社會資本 Social Capital
“the fabric
that holds
the community together”
(Robert Putnam)
從個人/微觀出發,社會資本是指個人透過與他
人的社會聯繫而獲得的經濟資源、資訊或機會。
從社會、團體組織/宏觀出發,社會資本指一個
社會或組織透過其規範、網路與信任,來促進集
體行動來實現共同利益
29. 可持續發展教育
「既能滿足我們現今的需求,又不損害子孫後
代能滿足他們的需求的發展模式。」
需求: overriding priority should be to the needs of the world's poor
追求環境、社會和經濟三個範疇的平衡發展,保障人類的福祉。
《我們的共同未來》,一九八七年
「讓所有人更了解自身面對的各種世界性問題
如何影響下一代,如貧窮、過度消費、環境破
壞、城市衰落、人口增長、衛生、衝突及人權
等,讓他們知道這些問題的複雜性和關係。」
Extracted from: http://www.edb.gov.hk/tc/curriculum-development/4-key-tasks/moral-civic/Newwebsite/flash/ESD/definition.html
「聯合國可持續發展教育十年」UN Decade of Education for Sustainable Development
42. 以下是有關:俄亥俄州教會的的調查準則
NEW PROSPECT BAPTIST CHURCH
Cincinnati, OH
Survey Guidelines
INTRODUCTION
My name is ___________. What is your name?
Thank you for coming over. Did someone talk to you about what
the ‘Gift Exchange’ is all about? What do you understand it to be?
Basically, we believe that everyone has God-given talents and gifts
that can be used to benefit the community. I’d like to spend a few
minutes talking to you about your gifts and skills.
GIFTS
Gifts are abilities that we are born with. We may develop them,
but no one has to teach them to us.
What positive qualities do people say you have?
Who are the people in your life that you give to? How do you give
to them?
When was the last time you shared with someone else? What was
it?
What do you give that makes you feel good?
43. 以下是有關:俄亥俄州教會的的調查準則(續)
NEW PROSPECT BAPTIST CHURCH
Cincinnati, OH
Survey Guidelines
SKILLS
Sometimes we have talents that we’ve acquired in everyday life such as cooking and fixing things.
What do you enjoy doing?
If you could start a business what would it be?
What do you like to do that people would pay you to do?
Have you ever made anything? Have you ever fixed anything?
DREAMS
Before you go, I want to take a minute and hear about your dreams – those goals you hope to accomplish.
What are your dreams?
If you could snap your fingers and be doing anything, what would it be?
CLOSING
First, I’d like to thank you. We’re talking to as many people as we can and what we’d like to do is begin a
Wall of Fame here in the Soup Kitchen highlighting the gifts, skills and dreams of as many people as possible.
The ultimate goal is to find a way to use those gifts in rebuilding the community. Before you go, can I get
your full name? Address? Age?
44. 繪製「資產為本的地圖」時,
要珍而重之的是當中所建立的關係,
而非搜集到的資料
‘Perhaps most important in the
whole asset mapping venture is not
the outcome of data within the
mappings but the relationships built in
the process.
Asset mapping is a good
way to rebuild communities one relationship at a
time.’
The Connecticut Assets Network, Summer 1999
51. Paradigm Change regarding
Adolescents extracted from Bank of I.D.E.A
Problem
Client
Recipient
At risk Population to
be deal with
Tomorrow’s Leaders
Adult in the making
Problem Solver
Change Maker
Co-participant
Leadership asset to be
cultivated
Part of today’s leadership team
A citizen today
52. 促進者 FACILITATION
"To make easy, promote, help forward an action or result,
to remove difficulties,
Promote ease or readiness with aptitude, dexterity or fluency"
(Dictionary definition)
促進者的角色
營造積極樂觀氣氛
打破迷思:令概念、運作及策略變得清晰可行
善用團隊/個人的知識及專長
作為“中間人”,把經驗、方法、網絡、資源傳遞予
有關人士
鼓勵團體和網絡間的協作及努力
Be facilitators
53. PRINCIPLES TO ENABLE EFFECTIVE
YOUTH PARTICIPATION
enable fun, challenge and excitement;
allow participation by choice;
avoid pigeonholing of young men and women and
generalising about their behaviour, opinions or ideas;
maximise the opportunity of success through adequate
provision of information, training, support, resources,
time and space;
address opportunities, needs and issues that are valued
and respected by young people, their peers and
the community;
start with the talents, capacities, assets and skills of
young people, rather than their problems and deficiencies;
involve young men and women from the start;
54. create opportunities for young women and men to lead
and teach;
maximise decision making and accountability by young
people;
develop young peoples awareness of the social, political,
economic, cultural and personal aspects of the issues
affecting them;
make sense of, and demystify adult structures and
processes;
build active and supportive working relationships
between young people and other members of the
community;
provide opportunities for training and skill development;
and
encourage opportunities to reflect and analyse their
experiences.
(According to the Bank of I.D.E.A.S)
55. 1. Always start with the gifts, talents, knowledge and skills of
young people – never with their needs and problems.
2. Always lift up the unique individual, never the category to
which the young person belongs. It is “Frank” who sings so
well, or Maria the great soccer; never the “at-risk youth” or
the “pregnant teen”.
3. Share the conviction that: (a) Every community is filled with
useful opportunities for young people to contribute to the
community; and (b) there is no community institution or
association that can’t find a useful role for young people.
4. Try to distinguish between real community building work, and
games or fakes – because young people know the difference.
5. Fight – in every way you can – age segregation. Work to
overcome the isolation of young people.
Ten Commandments For Involving Young People In
Community Building
56. 6. Start to get away from the principal of aggregation of people by
their emptiness. Don’t put everyone who can’t read together in
the same room. It makes no sense.
7. Move as quickly as possible beyond youth “advisory boards” or
councils, especially those boards with only one young person on
them.
8. Cultivate many opportunities for young people to teach and to lead.
9. Reward and celebrate every creative effort, every contribution
made by young people. Young people can help take the lead here.
10.In every way possible, amplify this message to young people: “We
need you! Our community cannot be strong and complete without
you”.
(According to Jody Kretzmann, Institute for Asset Based Community
Development)
57. With
5O THINGS ADULTS CAN DO FOR YOUNG MEN AND WOMEN
1. Have a real conversation with a group of young people. Ask young people what they want
to do and how you can assist to make that happen.
2. Support community organizations that involve young people in meaningful roles.
3. Start a resource library of videos, photographic and printed materials on youth
involvement in your community.
4. Financially and personally support organizations that train young people and adults to
work together.
5. Develop a mutual mentorship program between adults and young people.
6. Co-create or support along with young people a community centre or place for young
people and adults to gather and do constructive things together.
7. Listen to young people express their concerns and perspectives about community issues
and opportunities and help them take action.
8. Be an advocate for young men and women by making sure they’re at the table when you
are discussing them.
9. Highlight in the local newspapers the positive contribution of young men and women.
10. Introduce the 'Youth at the Centre' tools as a way of helping young people study and
audit their opportunities and challenges of the community, and then to plan and implement
projects that will enhance the community.
11. Write a letter to a newspaper editor about youth issues with a young person.
58. 12. Respect young people as you would a peer, and talk to them as you would talk to an adult.
13. Work with young people to plan a community focussed project.
14. Hold a breakfast and invite young people to come and discuss their community, and what
they would like to see happen.
15. In planning youth development activities, start with the talents, assets and skills of young
people, rather than their problems and deficiencies.
16. Involve interested young people as consultants, interns, apprentices, and staff.
17. Be consistent and clear about your expectations of young people and adults in your home.
18. Team up with young men and women and youth-led groups to have a town meeting on a vision
for young people in your community.
19. Identify and network with young people in your community who are interested in youth and
community issues.
20. Network and connect with other adult committed to genuine youth participation principles.
21. Provide transportation to young people who would not otherwise be able to participate in
community activities.
22. Team up with young people to support political candidates at local, state, and national levels
who make listening to, and working with young people a priority!
23. Help arrange for a radio station to sponsor a call-in show led by young people that allows
them to talk about their ideas.
24. Help arrange for young people to have a regular audience with the mayor and local council
to highlight their ideas for improving social and social opportunities.
59. 25. Work with young people to establish a Youth Council within the community.
26. Insist that any development committees operating within the community must reserve
several committee places for young people.
27. Only go to meetings where youth are invited or you can bring young people with you.
28. Create opportunities for young women and men to lead, teach and mentor.
29. Advocate for youth-led experiences in the schools so students can learn through hands-on
experience.
30. Make your home a comfortable, safe, and affirming place where young people are welcome.
31. Help young people create a newsletter for your community on youth issues and perspectives.
32. Help young people compile a list of all opportunities for youth involvement in your
community. Post it in your local library and schools. Have estate agents give it to new families in
town.
33. Involve young people as mentors to community and business members in the use of the
Internet and E commerce opportunities.
34. Email editions of community newspapers to all local young people studying away from the
town.
35. Maintain a data base of all ex students from the community and communicate each year
about the community and its opportunities and solicit development ideas.
36. Raise funds for a youth-led organization.
37. Avoid pigeon holing of young women and men and generalising about their behaviour, opinions
or ideas.
60. 38. Join (or form) with young people a community task force to develop ideas and implement actions
to improve community opportunities.
39. Support young people in an audit of local businesses in terms of their youth friendliness.
40. Cancel a meeting or engagement so you can spend time with a young person in your family or
community.
41. Confide in a young person. Ask their advice on issues that you’re struggling with.
42. Be an advocate for youth/adult partnerships in your workplace.
43. Maximise the opportunity for success by youth led projects by ensuring adequate provision of
information, training, support, resources, time and space.
44. Value young people’s work and pay them for their work. Don’t assume that just because someone
is young they are a volunteer.
45. Write notes of appreciation for young people who contribute to the community or achieve in the
arts, sports and service.
46. Attend events in the area where young people are actively engaged.
47. Monitor regional, state and national youth leadership development experiences, and promote
participation by local young people.
48. Advocate the local community commit resources for local youth leadership development
experiences.
49. Avoid interrupting young people.
50. DO involve young people in all states of planning, managing and evaluating youth related events
and projects.
(Compiled by the Bank of I.D.E.A.S. Adapted from similar lists by the Innovation Center for Community and
Youth Development of the National 4H Council and Search Institute, USA)
70. Critical Praxis of Communitarian
ideas to Education?
The key task for education is to teach young people
to respect worthy traditional values, whilst enabling
them to develop their critical capacity so that they
can through democratic deliberations with others
identify and strip away the prejudices which
undermine doctrines of the past.
(Tam,1996)
71. 批判性實踐(Critical Praxis)的向度
批判性實踐 vs. 複製性實踐 / 工具性實踐
社會脈絡、解霸權、實踐與反省
提問式教育 vs. 囤積式教育
Problem-posing education vs. Banking Model of Education
辯證性對話
問題陳顯 vs. 問題解決
Problem-posing vs. Problem-solving
意識化(conscentization)與意向性(intentionality)
知識主體的特殊性;將人導向對象、導向行動
72. Be Community Learners in community
Learning in community is a continuous lesson.
Teachers as community learners implies teachers are
moving from “teaching knowledge for” the community
to “realizing knowledge with” the community. This is
a “know-how” to “know-why” shift.
In this move, teachers engage continuously in the
collective inquiries with community members, which in
turn facilitates teachers to generate meaningful and
contextual questions for student learning in the course
of CIC.
Chan, Kwok-bong (2009). “Classroom in community: Serving the Elderly People, Learning
from Senior Citizens. A community-based Service Learning for Secondary School students in
Hong Kong.” New Horizons in Education, 57, No.3
73. Be Problem-posers in education
…as “men and women develop their power to
perceive critically the way they exist in the
world which and in which they find
themselves; they come to see the world not
as a static reality but as a reality in the
process of transformation” (Macedo, 1993.
Introduction. Pedagogy of the oppressed. )
74. The aim of Problem-posing is to
demythologize;
“we need to place the knowledge that we
teach, the social relations that dominate
classrooms, the school as a mechanism of
cultural and economic preservation and
distribution, and finally, ourselves as people
who work in these institutions, back into the
context in which they all reside.” (Apple,
1990. Ideology and Curriculum)
106. “There are only two lasting bequests
we can hope to give our young
people – one of these is roots, the other
is wings”
‘只有兩種永恆的遺產是可以給孩子的:
其一是根源,其二是翅膀’
(Hodding Carter)
107. It needs a village to raise a child,
- African proverb
and one child only could
change a village.
109. Future is
“Future is the embodiment of the
synthesis and hybridization of the old
and the emerging new.”
“ The Best Way to predict the future is
to create it”
Ellyard, Peter (1998). Ideas for the New Millennium.
111. Bank of I.D.E.A.S.: http://bankofideas.com.au/resources/
Community Tool Box: http://ctb.ku.edu/en/table-of-contents
The citizen’s Handbook: http://www.citizenshandbook.org/
The community planning website: http://www.communityplanning.net/index.php
Appreciative Inquiry common : https://appreciativeinquiry.case.edu/
中華民國社區營造學會: www.peopo.org/cesroc/
教育局社區學習資源系列:https://www.edb.gov.hk/tc/curriculum-
development/kla/pshe/references-and-resources/life-and-society/life-wide.html
教育局發展學生的公民能力 – 服務學習:https://www.edb.gov.hk/tc/curriculum-
development/kla/pshe/references-and-resources/life-and-society/seed-plan-2011-
2012.html
Web Resources
112. Book Resources
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