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All three astronauts on board the Shenzhou-9 mission that docked with the orbiting Tiangong-1 space laboratory, including China's first woman in space, arrived in Hong Kong on Friday for a four-day visit, .

The visit by these Chinese heroes brought to mind the currently red-hot topic of national education. I reckon the glory and triumphs created by our astronauts and Olympics gold medalists serve as a vivid example of how a nation's accomplishments can awaken the spirit of the people. That's what national education is meant to do as well.

China is a major player in the space race and in the sporting arenas now, commensurate with its rise as a global economic and political power. The outstanding performance of Chinese athletes at the London Olympics has demonstrated China, the once-called "sick man of Asia", has become the oriental giant standing tall among the league of major powers.

Of course, watching the Olympics is not all about the medal tally. However, China's achievements at the Olympic Games to some extent can reflect the nation's sound overall social and economic conditions under which our athletes get trained for their performances. China's systems are not necessarily flawless, but the state-sponsored sports system plays a significant role for its Olympic feats.

Recently, Hong Kong has been drowning in a sea of controversy over Moral and National Education (MNE). It is quite surprising to see that a subject aimed at teaching students about their own country can be cooked up into a boiling political issue.

To my observation, this extraordinary phenomenon has never been witnessed anywhere else in the world. The sensitivities and the controversy generated by MNE have escalated far beyond the scope and scale of the intended curriculum per se.

Deep down in the minds of some politicians, MNE has become twisted into a tool, with which Hong Kong students will be "brainwashed". These individuals rationalize that, for years, numerous trade deals aimed at improving HK's economy and quality of life have failed to win the hearts and minds of Hong Kong people, so Beijing has determined to take a heavy-handed approach by inculcating and instilling propaganda. Some local politicians and media, emboldened by foreign interference, have played on the conspiracy theory by proclaiming that the Hong Kong SAR government "has clearly been given the task by Beijing of brainwashing our young in the run-up to the introduction of universal suffrage".

As such, MNE is characterized as "a hidden agenda", spreading a thick layer of politicking myths. The opposition parties went on by fanning flames of bias, arguing that Hong Kong's social culture differs sharply from cultures of mainland cities, and that it aspires to sustain a distinct identity from the Chinese mainland. Following this logic, they rationalize to the next step, inciting fear that MNE will erode HK's deeply cherished core values.

Such a claim is a blatant insult to the intelligence of Hong Kong people. Hong Kong is an open society that respects freedom of press, freedom of expression and free flow of information. To condemn MNE as indoctrination is simply an exaggeration. Moral and ethical education has been going on and on for thousands of years. Confucius perhaps was the earliest campaigner and the best known mentor of moral and ethical education. In other parts of the world, many countries incorporate national education as part of the standard school curriculum. The content of these teachings is integral to the national culture and identity and is incorporated into examinations given to those applying for citizenship.

So, there is nothing intrinsically wrong about acquiring a basic knowledge of a nation's culture, history, philosophy, ethical virtues and civic norms, etc. People are free to make their own judgments, even to be skeptical. The course is intended to stimulate critical analysis and for that reason, I believe that the vast majority of Hong Kong people will support MNE.

After more than 150 years of British colonial rule, most Hong Kongers remain deeply attached to their Chinese roots. Now, 15 years after Hong Kong's handover to the motherland, many youngsters still lack any basic grasp of the Chinese culture that is part of their heritage or of the social developments in the Chinese mainland taking place in the last few decades.

The crux of the debate is not about whether we should have national education in the city, it hinges on what materials should be included and how they should be taught. The most important thing is to enable our young minds to have a better grasp of our beloved country, warts and all.

To groom responsible free-thinking citizens with global vision, who will be better equipped to participate in the nation's rejuvenation, we do need to encourage young generations to speak theirs mind without fear, debate without reserve, and thrive with dignity, integrity and courage.

The author is a current affairs commentator.

(HK Edition 08/11/2012 page3)