一.瞭解人類歷史中集體屠殺的各式面貌和暴力本質
二.掌握理性、文明、官僚制度與集體屠殺的親近關係，以及生命政治、例外統治的當代問題性和構作出裸命的現代性因素
三.透過親身參訪,見證與哀悼歷史中的暴力和罹難者1. Understand the various appearances and violent nature of collective murder in human history
2. Master the close relationship between rationality, civilization, bureaucracy and collective murder, as well as the contemporary problems and structure of biopolitics and exceptional governance.
3. Through personal visits, witness and mourn violence and misunderstandings in history
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.
Bauman, Zygmunt，《現代性與大屠殺》(Modernity and the Holocaust)（南京：譯林出版社，2011）
Chirot & McCauley，《為什麼不殺光：種族大屠殺的反思》(Why not kill them all?)（北京：三聯書店，2012）
Bauman, Zygmunt, Modernity and the Holocaust (Nanjing: Lulin Press, 2011)
Chirot & McCauley, Why not kill them all? (Beijing: Sanlian Bookstore, 2012)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂引言/心得報告和參與課堂引言/心得報告和參與 Class Introduction/Experience Report and Participation |
20 | 課程以講授和討論方式進行，每週安排同學負責閱讀材料之摘要報告（不超過兩頁，注意結構完整，重點清晰，表述精當），並提出問題（注意問題意識掌握與提問方式）和閱讀心得，除嘗試回達所提問題外，也帶動全班討論。 |
| 平時作業平時作業 Normal operation |
20 | 每位同學需就各週之指定教材，任選六篇撰寫閱讀心得，期中考前和期末考前各繳交三篇（書面），每篇A4一頁左右，也可提出問題，簡要說明提問原因並試著自我回答。 |
| 期中和期末考試期中和期末考試 Midterm and final exams |
60 | 申論題 |
