永續水產工作坊 Sustainable Aquaculture

因應疫情及社交距離措施的限制,我們只能在2020-21下學期疫情放緩後,以小組形式在下白泥舉辦一次關於香港蠔的野外考察活動。由於這學年大部分面授及學生活動只能安排在網上進行,這次實體的體驗活動對於同學們來說尤其珍貴。

在這次考察活動中,同學們得以親身走進下白泥的潮間帶,雙腳陷入泥灘,清理蠔民在泥灘上遺留的水泥柱,以修復蠔礁及維護潮間帶的生態平衡。期間,同學們更發現各種不同的動物,包括馬蹄蟹、招潮蟹、蝦和擱淺了的水母,也看見不同種類的垃圾。儘管同學們都從書本上學習過生命網的概念,也從卡森的《寂靜的春天》理解到生物間緊密的關係及人與自然的關係,考察活動卻提供了無可取代的現實環境與親身經驗。同時,透過了解香港蠔業的歷史與發展,同學們更能欣賞第八個可持續發展目標「體面工作和經濟增長」在這行業中的重要性,也讓他們明白「水下生物」 (目標14)、「清潔飲水和衛生設施」(目標6),「良好健康與福祉」(目標3)的挑戰,反思我們在選購海產時,如何達致「負責任消費和生產」(目標12)。

同學除了可以體會經典文本外,參加本團更能以回答問卷及反思獲取《與人文對話》或《與人文對話》的參與分。名同學在考察和體驗過後,寫下了一些對實地考察及經典文本的反思,請到此頁瀏覽:同學反思:永續水產工作坊

Owing to COVID-19 development and relevant social-distancing restrictions, most of our classes and activities were held online. We only managed to organize a field trip to Ha Pak Nai in groups in 2020-21 Term 2 when the pandemic situation turned better. For students, to engage finally in an activity on-site was particularly precious.

Walking in the tidal belt along the coast of Lower Pak Nai, feet sunk in the muddy beach, students helped remove cement pillars left behind by previous oyster farmers. This facilitated the restoration of oyster reefs and the ecological balance of the tidal belt. While performing their tasks, students discovered different marine organisms, including horseshoe crabs, fiddler crabs, shrimps, and a jellyfish stranded on the shore. Unfortunately, there was a large pile of rubbish as well. Other than gaining irreplaceable hands-on experience in the tidal area, students were able to reflect on the intimate and essential relations between lives and the earth, and between Man and Nature introduced in Carson’s Silent Spring. They also got to understand the history of the local oyster farming industry and its recent development, and better appreciate the importance of “decent work and economic growth” in this local industry (SDG#8). They became familiar with the challenges discussed in “life below water” (SDG#14), “clean water and sanitation” (SDG#6), and “good health and well-being” (SDG#3). Lastly, they were inspired to ponder on sustainable and responsible seafood consumption (SDG#12).

Other than experiencing the classics, students joining this trip could gain bonus marks in UGFH1000 or UGFN1000 by completing a post-trip questionnaire and writing a reflective essay. Some of the excellent writings can be found here.

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