| With regards to the 70th anniversary of the end of the Second World War this year, a cross-subject assembly about atomic bombing of Japan was held on the 7th December. The assembly discussed the weapon and its relationship with the Second World War from the perspectives of history, science and ethics. |
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| 有見本年為第二次世界大戰結束七十週年，歷史科、科學科和生命成長科老師於十二月七日合辦了一個以美國於二次大戰向日本投下原子彈為主題的跨學科週會，以歷史、科學和倫理的角度讓同學更深入認識這個歷史大事。 |
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| The arrangement of the assembly was as follows: |
| 大會的安排如下： |
| 14:55-15:00 |
Introduction 簡介 |
Student MC 學生主持 |
| 15:00-15:10 |
History: Japan’s Ultimate Destruction 歷史: 日本之終極毀滅 |
Mr. Tim LI 李浩然老師 |
| 15:10-15:20 |
Physics: The Science of Killing 物理: 殺人的科學—核彈的殺人方法 |
Mr. Harry LAU 柳巳丞老師 |
| 15:20-15:30 |
PSSE: Is war ethical? 打仗有道德嗎? |
Pastor Wilson 周懷遜傳道 |
| 15:30-15:45 |
Q & A 問答環節 |
Student MC 學生主持 |
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| To begin, Mr. Tim Li brought about the historical background of the WWII atomic bombing incident with a short drama done by S3 history students. It demonstrated US’s attacks and bombing of Japan. |
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| 首先，李浩然老師及一班中三歷史科同學帶來一個二戰原子彈短劇，展示了美國和日本於二戰時互相攻擊和轟炸的歷史背景。 |
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| Students imitating atomic bombs attacking Japan. |
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| 同學們模彷原子彈轟炸日本。 |
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| Mr. Tim Li presented to students the devastating damages of the atomic bombs. |
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| 李浩然老師向學生講解二戰原子彈爆炸事故帶來的毀滅性破壞。 |
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| Next, Mr. Harry Lau’s sharing was about “The Science of Killing”—how atomic bomb causes huge loss of human lives. |
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| 接下來，柳巳丞老師向同學分享殺人的科學，解釋核彈的殺人方法及如何造成巨大的人命傷亡。 |
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| Mr. Harry Lau explained the science behind the atomic bomb killing. |
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| 柳巳丞老師向同學解釋核彈殺人背後的科學原理。 |
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| Lastly, Pastor Wilson raised students’ concerns on the ethics of war. Students learnt the conditions that justify the use of war as a means to solve conflicts, as well as reviewed on the moral justification of the dropping of the atomic bombs. |
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| 最後，周懷遜傳道引起了學生對戰爭倫理的關注。學生們了解到要達到哪些開戰條件才可以合符道德地使用戰爭作為解決衝突的手段，以及對二戰原子彈事件是否道德作出評論。 |
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| Pastor Wilson introduced the conditions for a Just War. |
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| 周懷遜傳道說明正義之戰的開戰條件。 |
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| Before the end of the assembly, students were invited to raise questions to the teachers. |
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| 集會結束前，學生被邀請向老師發問。 |
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| Student asked questions on different perspectives. |
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| 學生提出不同層面的問題。 |
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| Teachers answered students’ questions. |
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| 老師細心解答同學的問題。 |
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| This assembly not only taught students about the atomic bomb from history, science and ethic perspectives; it also encourages students to look into different incidents from different angles to get a better understanding of the whole picture. |
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| 是次週會不但讓學生由歷史、科學和倫理的角度了解二戰原子彈事件，也鼓勵學生從不同的角度去探討不同的事件，以獲得更全面的了解。 |
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