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。It is hoped that through studying this course, students can:
1. Have a basic understanding of Buddhist thought.
2． Understand the history of the development of "Buddhism" in China and its cultural significance.
3． Re-understand the value and meaning of "language".
4. Re-understand the value and significance of "life and death".
5. Re-recognize the value and meaning of "self".
6. Re-establish the "Buddhist schema" in the "Chinese thinking system" - explore the mutual integration of foreign culture and local culture and the creativity of the overall cultural development.
7. After practicing "Buddhism", it can inspire thinking, expand life horizons and creativity.
His overall goals in life are:
1. To enable students to gain an in-depth understanding of Buddhist thought and to clarify misconceptions and stereotypes.
2. To enable students to understand the influence of "Buddhism" on the development of Chinese thought and culture.
3. Enable students to use what they have learned to think and apply it in real life.
4. Able to think and evaluate the value of one’s own life and its viewpoints in a new way.
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.
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. Selected readings from the Agama Sutra.
2. Selected readings from the Diamond Sutra.
3. Selected readings from "The Buddha Speaks of Amitabha Sutra".
4. Selected readings from "Avalokitesvara Bodhisattva's Universal Door".
5. "Heart Sutra" reading book.
6. Selected readings from the Vimalakīrti Sutra.
7. Selected readings from "Dafang Guangfo Huayan Sutra".
8. Selected readings from the Lotus Sutra.
9. Selected readings from "The Sixth Patriarch's Altar Sutra".
10. Selected readings of Zen koans.
11. Lu Chen: "Introduction to Chinese Buddhist Thought" (Taipei: Tianhua Publishing House, 1999).
12. Yu Lingbo: "A Concise Introduction to Buddhism" (Taipei: Dongda Books, 1991).
13. Tang Yongtong: "History of Buddhism in Han, Wei, Jin, Southern and Northern Dynasties" (Taipei: Camel Publishing, 1994).
14. (Russian) Sherbatsky: "Buddhist Logic" (Beijing: The Commercial Press, 1997).
15. Lecture notes compiled by the teacher - an outline of the three major ideas of Chinese Buddhism: Huayan, Tiantai and Zen.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席率出席率 Attendance |
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 |
