本課主要探討如何管理與健康、環境相關的風險，除介紹風險的定義，零風險或利益平衡，與風險管理、風險溝通的主要模式外，並介紹在國際間越發重要的風險預防原則的內涵與引發的爭議。就風險議題定性與分類上，將一般通稱的"風險"分做三種主要類型，並分別佐以與我國相關的風險爭議進行探討。這三類風險風險分別是具有實質危害性的風險、欠缺足夠科學證據協助判斷與管理的風險型態，與公眾高度疑慮、恐慌卻未必有真實立論基礎的"風險"議題。不同的風險管理機制與難題也將在課程中被逐一處理與探討。This course mainly discusses how to manage risks related to health and environment. In addition to introducing the definition of risk, zero risk or balance of interests, and the main modes of risk management and risk communication, it also introduces the connotation of the risk prevention principle, which is becoming increasingly important internationally. and caused controversy. In terms of the characterization and classification of risk issues, the commonly known "risks" are divided into three main types, and each is discussed with risk controversies related to my country. These three types of risks are risks that are substantively harmful, risk types that lack sufficient scientific evidence to assist judgment and management, and "risk" issues that the public is highly suspicious and panicked about but may not have a real basis for argumentation. Different risk management mechanisms and problems will also be dealt with and discussed one by one in the course.
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. . Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop self-discipline, 3. Be able to use rationality for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.
Cass R. Sunstein, Laws of Fear, 2005
Patrick O'Mahony(ed.) Nature, Risk and Responsibility, 1999
Kenneth R. Foster et al (eds.) Phantom Risk, 1999
Carlo C. Jaeger, Ortwin Renn, Eugene A Rosa and Thomas Webler, Risk, Uncertainty and Rational Action, 2001
Cass R. Sunstein, Laws of Fear, 2005
Patrick O'Mahony(ed.) Nature, Risk and Responsibility, 1999
Kenneth R. Foster et al (eds.) Phantom Risk, 1999
Carlo C. Jaeger, Ortwin Renn, Eugene A Rosa and Thomas Webler, Risk, Uncertainty and Rational Action, 2001
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平常成績(attendance)平常成績(attendance) Attendance |
30 | 出席、參與討論、隨堂報告與測驗(attendance, discussion, homework, tests in the course) |
| 期中考 Middle term exam期中考 Middle term exam Middle term exam |
30 | 前九週範圍First 9 weeks |
| 期末考Final exam期末考Final exam Final examFinal exam |
40 | 後九週範圍Last 9 weeks |
