Newsletter No. 484

08 # 4 8 4 | 0 4 . 1 0 . 2 0 1 6 Photo by ISO Staff 口 谈 实 录 / V iva V oce 方永平教授 Prof. Fong Wing-ping • 崇基学院院长 • Head of Chung Chi College 「音乐情怀」和「宗教情操」是崇基的两大特色,这会否 把部分学生摒诸门外? 基于历史因素,中大所有修读音乐及崇基学院神学院课程的 本科生都会被分派到崇基,所以崇基相比其他书院拥有较强 烈的宗教及音乐氛围。而事实上,我们崇奉的基督精神— 如博爱、导人向善、平等、包容及谦卑等—都是人类的普世 价值,修读任何主修科的学生都可追求及实行。崇基虽然是 由香港基督教教会代表所创办,但我们亦尊重并欢迎其他宗 教及信仰的学生加入,希望所有学生能感受学院的人情味以 及「崇基一家」的感觉。 过去数年,大学书院数目几近倍增,你怎样看随之而来 的「竞争」? 我觉得无需看得负面,有危总会有机。书院数目增加可以造 就更多院际合作机会。崇基就曾与联合及伍宜孙书院于洽蕙 艺文计划中协办艺术展,活动成功吸引各界人士到场观赏, 大获好评。 我们当然会关注令学生对崇基却步的原因,但这并非为追求 成为「最受欢迎」的书院,而是想藉此检讨我们是否有地方 做得不足,这样才能为现在或将来有机会入住的学生提供更 好的环境。只要符合学院的价值观,我们都会致力改善。 学院的教育理念为何? 我们明白每个学生都是独一无二的,所以学院并非只为某种 特定类型的学生而设。我们致力为学生提供多元化的活动以 及充足的支援,希望每个学生都能在学院找到他们有兴趣或 热爱的活动。我们最关注的是学生个人成长及其潜能发展。 总括而言,我们既希望培养学生拥有学院提倡的价值观,同 时亦尊重他们的独特性。 科学家的训练对于出任院长一职有助吗? 有趣的是现在中大的书院院长中有三分之二都是科研出身 的。我认为无论院长是科学家、社会学家或人文学家都不是 问题,因为最重要是有远见和促进团队精神的能力。如要列 举科学家的优点,我会说是客观和务实。科学训练令我们习 惯运用数据资料进行理性分析,当需要客观平衡各方利益及 意见以作决策时,这尤其重要。作为一个务实主义者,我在 策划时会充分考虑方案的可行性。 你担任不少科学活动的评审或顾问,香港学生在这方面 的潜质怎样? 我在科学活动中担任评审或顾问已差不多二十年,应该也够 资格评论一下学生在比赛中的一般表现。我们每年评选的参 赛作品之中,不少还是大有改良余地的。很多学生都未能察 觉他们作品实行起来的限制,有些则文献研究不足,以致未 能发现在其他地方已有类似的作品出现。 但谈到最顶尖的一批学生,他们的水平还是很高的。每年有 很多香港学生入围世界大赛,并在各地取得优秀成绩,足见 香港学生的能力在国际上备受认同。 坦白说,很多在科学比赛中获奖的学生并没有继续在科研方 面发展,但学生透过比赛培养的科学精神—大胆假设,小 心求证—却是不同职位和行业同样渴求的素质。 Music and religion are the two distinguishing characteristics of Chung Chi College. Do you think that students who do not major in or are not related to either may feel less at home? Due to historical reasons, all undergraduate students in music or programmes offered by the Divinity School of Chung Chi College would be assigned to Chung Chi. The College therefore has greater music and religious sentiments compared to other Colleges. However, Chung Chi is more than either music or religion or for that matter any single disciplines. The values we embrace—such as love, kindness, equality, forgiveness, and humility—are in fact universal values of mankind and can be pursued and practised by students of all disciplines and persuasions. Although Chung Chi was founded by the Protestant Churches in Hong Kong, we respect and welcome other beliefs and faiths. Chung Chi College is the home to all of its members and all students feel equally at home. The number of Colleges at CUHK has more than doubled in the past few years. How do you see the ‘competition’ that comes with it? I do not see it necessarily in a negative light. Challenges often go hand in hand with opportunities. The growth in the number of Colleges has offered an invaluable chance for further collaborations among the Colleges. For example, Chung Chi has joined hands with different Colleges such as United College and Wu Yee Sun College to hold art exhibitions in some of the Hop Wai Art and Cultural Programme’s events. The events were well received and attracted participants from various parties. Of course we always want to know what may give pause to students in selecting Chung Chi. Instead of hankering for ‘popularity’, what we are concerned with is how to further develop our College in order to make it a better place for both current and prospective Chung Chi students. If we identify areas for improvement that align with our College values, we will work on these areas and effect changes for the better. What is Chung Chi’s educational philosophy? We understand that every student is unique and we do not only cater for any particular type of students. At Chung Chi, we offer a diverse range of activities and extensive support so that every student could find something that they are interested in or passionate about. Our primary concern is for the students’ personal growth and how to develop their potentials. In a nutshell, we strive to nurture students with attributes advocated by the College, while also respecting their individuality at the same time. How has your training as a scientist supported your role as College Head? Interestingly enough, two thirds of the College Heads/ Masters in CUHK have a science background. In my view, whether a Head/Master is a scientist, social scientist or humanist would not make much difference. The vision and the teambuilding skills of a leader, however, are the heart of the matter. If I have to name the positive attributes of a scientist, I will say objectivity and pragmatism. Our training as scientists teaches us to analyse issues based on data and facts. This is especially important for decision-making, when we have to balance different stakeholders’ interests and opinions. I think I’m a pragmatist and, being a pragmatist, I will give due consideration to the practicability of any idea. You have been an adjudicator or a consultant at many science events. What have you observed regarding the potential of students of science in Hong Kong? Having served as an adjudicator and consultant at science events for almost 20 years, I think I am in a good position to give some critical comments on the general performance of the participants. In many of the projects we review each year, there is still much room for improvement. Students are often unaware of their projects’ limitations. In some cases, they have not done enough literature review to realize that similar work had already been done in other parts of the world. However, if you look at the top batch, the standard is quite high. We have had many Hong Kong candidates entering worldwide competitions and achieving remarkable results, proving that Hong Kong students’ abilities are well recognized in the international sphere. To be frank, many of those who won awards in science competitions did not pursue a scientific career later on in their lives. But the truth-seeking attitude that the students developed through the science training—the ability to formulate bold and creative hypotheses and scrutinize them with caution and empiricism—is often greatly sought after in a diverse range of occupations and industries.

RkJQdWJsaXNoZXIy NDE2NjYz