希望藉由本課程之研習，學生能：
1．對佛學思想有其基本認識。
2．了解「佛教」在中土發展之歷史及其文化意義。
3．重新認識「語言」之價值及其意義。
4．重新認識「生死」之價值及其意義。
5．重新認識「自我」之價值及其意義。
6．重新建立「中國思維體系」中之「佛家圖式」─探討外來文化與本土文化之相互交融及其整體文化發展之創造性。
7．在修習「佛學」之後，能啟發思維、拓展人生視野及其創造力。
其生命總體目標為：
1. 使學生對佛學思想有深入的認識，以釐清錯誤之觀念與刻板印象。
2. 使學生了解「佛學」對中國思想與文化發展上的影響性。
3. 使學生能因其所學而發揮其思考能力並且應用在實際的生活上。
4. 可以對自我生命之價值及其觀點進行全新的思考與評估。I hope that through the study of this course, students can:
1. I have a basic understanding of Buddhist thought.
2. Understand the history and cultural meaning of "Buddhism" in Middle-earth.
3. Re-understand the value and meaning of "language".
4. Re-understand the value and meaning of "life and death".
5. Re-understand the value and meaning of "self".
6. Reestablishing the "Buddhist Pattern" in the "Chinese Thinking System" - exploring the mutual integration of foreign cultures and local cultures and the creativity of overall cultural development.
7. After practicing "Buddhism", you can develop thinking, expand your life vision and creativity.
The overall goal of life is:
1. Enable students to have a deep understanding of Buddhist thoughts and clear up misconceptions and stereotypes.
2. Enable students to understand the impact of "Buddhism" on Chinese thought and cultural development.
3. Enable students to develop their thinking ability due to what they have learned and apply it to their actual life.
4. You can make new thinking and evaluations about the value and views of your own life.
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。
The general course is different from the professional course, and it actually focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. . Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic ingredient cultivation and have specific learning effectiveness indicators to serve as a specific indicator for self-verification of teaching and learning effectiveness, which are divided into the following: Truth-seeking cultivation (nature field): 1. Learn the methods or philosophy of natural sciences to explore physics The subtlety of the life world, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific issues. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
1.《阿含經》選讀。
2.《金剛經》選讀。
3.《佛說阿彌陀佛經》選讀。
4.《觀世音菩薩普門品》選讀。
5.《心經》讀本。
6.《維摩詰經》選讀。
7.《大方廣佛華嚴經》選讀。
8.《法華經》選讀。
9.《六祖壇經》選讀。
10.禪宗公案選讀。
11.呂澂：《中國佛學思想概論》（台北：天華出版社，1999）。
12.于凌波：《簡明佛學概論》（台北：東大圖書，1991）。
13.湯用彤：《漢魏兩晉南北朝佛教史》（台北：駱駝出版，1994）。
14.﹝俄﹞舍爾巴茨基：《佛教邏輯》（北京：商務印書館，1997）。
15.教師自編講義─中國佛學之華嚴、天台、禪宗三大思想大綱講述。
1. Select "Agama" to read.
2. Select "Kinshawk" to read.
3. Select "The Buddha Sayings of Ah Takata Buddha" to read.
4. Selected and read "The Universal Gate of the View of Shiyin Bodhisattva".
5. Read the book of "Heart".
6. Select "Vimozza" to read.
7. Select "Great and Blessing Buddhist Serious Path".
8. Selected reading of "French Hua".
9. Selected reading of "The Sixth Patriarch's Sutra".
10. Select the case of Emperor Zhuang Gong.
11. Jun Cheng: "A Summary of Chinese Buddhist Thoughts" (Taipei: Tianhua Publishing House, 1999).
12. Yu Lingbo: "Overview of Brief Buddhism" (Taipei: Dongda Book, 1991).
13. Tang Yongtong: "History of Buddhism in the Southern and Northern Dynasties of Han and Wei Dynasties" (Taipei: Published by Kui, 1994).
14.Sherbatsky: "Buddhist Logic" (Beijing: Commercial Printing Library, 1997).
15. The teacher’s self-written lectures—a remark on the three major ideas of Chinese Buddhism, namely, Tiantai and Juzong.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席率出席率 Attendance rate |
20 | 無故缺席三次以上（含），學期成績以不及格計算。 |
| 期中考期中考 Midterm exam |
25 | 申論題 |
| 期末考期末考 Final exam |
25 | 申論題 |
| 期末報告期末報告 Final report |
30 | 報告題目： 用生命實證佛法─以自我生活經驗為例 / 字數要求：1500字以上 / 繳交日期：學期最後上課天 |
