今天是「六四」二十二周年的日子。去年「六四」期間,老側在此部落寫下了幾篇有關「六四」的帖子,表達了老側對當年因獻身八九民運或犧牲了或沒犧牲而繼續為中國民主發展付出個人精神精力財產甚至人身自由的國人的敬意,也宣洩了老側在「六四」這一歷史問題上的心結和情緒。(此批帖子為:
毋忘六四 ─ 兼評港府「依法辦事」光環
民主歌聲獻中華(一):《中國夢》
民主歌聲獻中華(二):《自由花》
民主歌聲獻中華(三):《為自由》
民主歌聲獻中華(四):《祭英烈》
民主歌聲獻中華(五):《血染的風采》本部落粉絲如有興趣拜讀,點擊以上帖名即可。)

對於「六四」這一問題,老側的期望其實很卑微,只不過是希望「六四」能獲得平反,好讓當年枉死的英靈得以安息。一年過去,平反「六四」這一願望沒有實現,老側也就依然心情沉重、依然要在今天晚上到維園去參加「六四」燭光晚會,也依然有一股恨鐵不成鋼的鬱悶情緒要宣洩,因而也就打算下去幾天圍繞「六四」這一議題說說話。

今天要說的話,與中國的民主發展關係不大,反而與緬甸的民主發展關係較大。

一百年前的十月十日,中國發生武昌起義,其成果是清朝皇權統治的終結及民國的建立。自起義到民國成立,這過程構成了今天所說的辛亥革命。辛亥革命的一大目標,是實現孫中山的三民主義。三民主義包括民族、民生、民權。民權也就是民主。一百年過去了,中國人在民族、民生兩方面,有令人喜悅的長進,但在民主方面,除了香港這個小島及台灣這個大島外,中國其他地方不見得有什麽發展。這一百年來中國民主的發展,不管是對外相對於世界其他地方在民主、民權方面的發展,還是對內相對於其他方面如經濟建設、民眾生活水平提高等,其成果可說落後得令人扼腕歎息。

民主是普世價值,不管中國官方怎樣否定這一觀點、怎樣用種種理由要令老百姓相信此乃西方多事之徒的叫囂,仍然動搖不了老側對這觀點的認同。四月以來非洲北部乃至中東地區的所謂「茉莉花革命」的發展,使老側的頑固腦袋在這點上更加頑固。基於這一信念,老側相信,民主思想在中國也當為老百姓所追求,即便過去一年中國的民主進程不見有何長進,甚至還有點倒退,終有一天,民主思想將普及於中國大地,民主制度將在中國大地萌芽、成長、扎根、開花、結果,雖然這一天到來之時,老側也許早已在六道中輪廻多次。

老側也相信,同樣情況也將在地球其他地方發生。這其他地方,包括今天還在軍方統治下的緬甸。上世紀六十年代初,緬甸曾經出現過經民主選舉產生的政府,可很快就被武夫奈溫奪取了政權。此人廢除聯邦憲法,成立「緬甸聯邦革命委員會」(「革命」、「革命」,多少罪業藉「革命」之名而行),排除民選制度,開始了軍人獨裁統治。1988年,即中國發生「六四」事件前一年,緬甸出現民主運動,發生全國性群眾起義,但結果只是緬甸政權由武夫奈溫轉移到另一武夫蘇貌之手,緬甸則維持一黨專政。1992年,政權又由武夫蘇貌之手轉到另一武夫丹瑞之手,一黨專政則繼續下去。2007年8月,緬甸首都仰光爆發以抗議油價高漲開始,進而成為要求民主、參加人數達數十萬人的反政府示威遊行。這次示威,與八九民運的結果雷同,即為政府所鎮壓下去,只是緬甸政府的鎮壓手段遠不及中國政府的鎮壓手段為世人所感到震驚。到今天為止,緬甸仍然由軍政府實行一黨專政,但走向民主的方向,要比中國樂觀。

在過去二十年緬甸的民主運動中,一直起著航標式作用的人,是老側的超級偶像昂山素姬。有關昂山素姬的介紹,粉絲們大可上互聯網搜索一下,肯定會找到比老側能講的詳細多倍的介紹。由是老側也就不再此囉唆了。老側想在這裡講的是,五月三十日星期一當天,香港發生了一件相當歷史性的卻又不太為港人所留意的事情,而昂山素姬就是這事情的主角。當天,香港大學在陸佑堂舉辦了與身在緬甸家中的昂山素姬作全球首次的視像對談。老側有幸,當天也與嬌妻阿珍一道在陸佑堂觀看了這次視像對談。

這次視像對談,除了由司儀介紹講者、港大校長徐立之作開場白外,主要分兩部份,先是昂山素姬宣讀了一篇明顯地是應港大所邀就這次視像對話及港大慶祝成立百年而寫的講詞,然後是昂山素姬回答陸佑堂中一些傳媒記者及出席聽眾向她提出的問題。此帖的目的,是向本部落粉絲介紹昂山素姬的講詞。

當天昂山素姬以英語讀出其講詞,老側將從視像中聽到的轉錄為文字如下,某些部份因聽不清楚,可能轉錄錯誤,請粉絲們包涵。將來有時間,老側或會將講詞硬譯為中文。

One of my favorite dicta, is that people should not be categorized as ‘good’ or ‘evil’, ‘wise’ or ‘stupid’. It would be much more sensible to divide them simply into ‘learners’ and ‘non-learners’. In between the two extremes would be a broad spectrum graded on the degree to which individuals are capable of correct assessment and understanding of the learning material at their disposal. Here, of course, I’m giving a very broad definition to learning. It would involve much more than what could be acquired from any one institution or from any one formal teacher. It would mean a process of gaining such knowledge and experience as would help us to cope with the challenges that life throws at us and to find ways of enhancing our own existence as well as that of as great a portion as possible of all the other occupants of our planet.

To put it in another way, the highest form of learning would be that which makes us caring and responsible citizens of this world, and, equips us with the intellectual means necessary to translate our concerns into specific deeds. Surely, such a view of learning is in harmony with the idea of education as conceived in the motto of the Hong Kong University: Wisdom and Virtue. One hundred years of furnishing the words with young people who have been provided with the capacity to think independently, to express those thoughts cogently, and to use them for the betterment of our world, is an achievement of which this university can be justly proud. The hopes of its founding fathers have been more than realized.

At the Foundation-Laying Ceremony, Sir Frederick Lugard hoped that the graduates of the University of Hong Kong would exert an influence which will be immeasureable in the future among the four hundred millions of China’s population. Little could he have envisaged such an institution as this one of today, internationally renowned, and one that attracts students from all over the world, will one day exert an ever-widening influence on the futures of more than just one …

As I contemplate on the achievement of the Hong Kong University, I’m filled with deep admiration, and also, it has to be admitted, with wishfulness. Whenever I consider the educational progress that has been made in other countries, I think with sadness of the deplorable state of education in my own. There was a time when educational standards and institutions in Burma were viewed with respect and envy by many countries in Asia and elsewhere. Rangoon University, ten years younger than Hong Kong University, is the outcome of the amalgum of Rangoon College and Judson College, the Baptist College. The university rapidly became the breeding ground not only of bright young intellectuals, but of dedicated nationalists determined to free their country from colonial rule. Even as academic standard only and gained the reputation of long institutions in the Western world, so that the patriotic fervour of the students gained momentum, Rangoon University became the vanguard of movements demanding equality and justice, and, eventually, …  These movements were supported and joined by students from  Mandaly University and from schools all over the country. The close link between political movements and universities became an established tradition in Burma.

When the country fell under military rule, students were among the first protestors calling for the restoration of democratic rights. As authoritarian rule tightened its grip on the country, the position of universities as institutions aiming at fosterin freedom of thought, expression and association was steadily eroded. Yet, after more than two decades of totalitarian governments, it was again the students of Rangoon University who led the movement to free the country from military administration. This was the famous public uprising of 1988. Now, more than twenty years on, the aims of democracy and human rights, for which many students sacrificed liberty and life, have not yet been realized. In the meantime, the standard of education at all levels have fallen, and Burma is a country crying out for the potential of its people, especially its young people to be realized.

I might mention here that many leaders of the 1988 students movement still remain imprisoned today, serving unbelievable long sentences. Education should be available to all, not just to a privileged few. Education should foster values that would promote human dignity and guide human progress in a positive direction. Education should be a true learning process, not a machine for churning out meek, obedient people incapable of reasoning why justice and liberty should be the birth right of all human beings.

I congratulate the University of Hong Kong on its achievements on the human front as well as on its solid academic credentials, which have made it one of the most respected institutions in Asia. I look forward to a closer cooperation with both the Faculty of the University as well as the student body. I’m confident that the day will come, when we in Burma will be able to enjoy the fruit of real education and to share them with the rest of the world. This will be the day when wisdom and virtue will triumph.

以上乃昂山素姬的講詞,其中智慧無須老側在此闡釋,因本部落粉絲盡皆具上等慧根之人,當能自行領悟。

視像對談的另一部份,是超級偶像回答主持對談的港大教授、一些香港傳媒的記者、以及對談的在場人士的問題。此部份老側將另帖介紹,因現在老側必須停筆,以準備出門往維園參加燭光晚會。

附:

(一)五月三十日星期一昂山素姬對香港大學陸佑堂視像對談錄像連結:http://www0.hku.hk/socsc/assk/

(二)網上維基百科有關昂山素姬的介紹:http://zh.wikipedia.org/wiki/%E7%BF%81%E5%B1%B1%E8%98%87%E5%A7%AC