本課程希望能於帶領學生了解在合宜的制度的表象下所可能因為商業利益、科技競爭、政治訴求、私人因素等所衍生的不正義現象。透過藥商利益與AIDS疫情、跨國人體試驗、集體盲從暴力、司法冤案等不同類型國際與國內議題的介紹與討論，讓同學建立思辨分析的能力，而非盲從於制度表象，進而強化對於相對弱勢族群的關懷態度。This course hopes to lead students to understand the injustice that may arise from business interests, technological competition, political demands, private factors, etc. under the surface of a proper system. Through the introduction and discussion of different types of international and domestic issues such as the interests of pharmaceutical companies and the AIDS epidemic, transnational human trials, collective violence, and judicial injustices, students can build their ability to think and analyze instead of blindly following the appearance of the system, thereby strengthening their understanding of the relatively weak. The caring attitude of the ethnic group.
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.
平凡的邪惡，漢那、鄂蘭，玉山出版社2013/8
拉海細胞的不死傳奇，芮貝卡、史克魯特，遠流，2011/4
疾病的隱喻，蘇珊、桑塔納，智慧田，2008/9
一顆價值十億的藥丸，傑佛瑞、羅賓森，中時，2003/1
滅頂與生還，普利摩、李維，時報文化， 2001
德語課，齊格飛、藍茨，遠流，2007
正義的陰影，民間司法改革基金會，商周，2002/4
Ordinary Evil, Hanna, Elan, Yushan Publishing House 2013/8
The Immortal Legend of Lahai Cells, Rebecca, Skloot, Yuanliu, 2011/4
Metaphor of Disease, Susan and Santana, Wisdom Field, 2008/9
A Pill Worth a Billion, Jeffrey and Robinson, Zhongshi, 2003/1
Death and Survival, Primo and Levi, Times Culture, 2001
German class, Siegfried, Lantz, Yuanliu, 2007
The Shadow of Justice, Civilian Judicial Reform Foundation, Shang Zhou, 2002/4
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平常成績平常成績 normal grades |
25 | 出席、參與討論、隨堂報告與測驗 |
| 閱讀心得報告閱讀心得報告 Reading experience report |
25 | 從參考讀物中選擇一本纂寫閱讀心得報告 |
| 期中考期中考 midterm exam |
25 | 前九週範圍 |
| 期末考期末考 final exam |
25 | 後九週範圍 |
