生活在21世紀的人類，受到科學、技術的高度開發之賜生活方便、省時、省力、舒適；但也使地球暖化、氣候異常、形成貧富差距加大的M型社會，讓一般普羅大眾感受到“高度發展的矛盾”（The paradox of progress）。全世界富裕國家，如美國與日本人民的幸福感反而比不丹的貧窮國家更低。於是主張人類潛能發展即可得到“頂尖經驗”(peak experience) 幸福感的人本論(Humanism)，從1950年代創立以來，再重新受到重視，蛻變成“正向心理學”風行全世界，成為21世紀顯學。同樣，東海大學也創立於1950年代，似乎受到人本論影響，可看出創校先賢制訂“求真、篤信、力行”校訓，盼望青年學子，勤勉向學，發現“真實我”，堅定自信，實踐於生活中，終能發揮潛能，自我實現，貢獻社會，成為利人又利己的快樂東海人。Human beings living in the 21st century have been blessed with the convenience, time, effort and comfort of life due to the high development of science and technology. However, it has also caused global warming, abnormal climate, and the formation of an M-shaped society with a widening gap between rich and poor, leaving the general public with Feel "the paradox of progress". People in rich countries around the world, such as the United States and Japan, have lower levels of happiness than the poor countries of Bhutan. Therefore, Humanism, which advocates the development of human potential to obtain "peak experience" (peak experience) happiness, has been valued again since its creation in the 1950s, transforming into "positive psychology" which has become popular all over the world and has become a 21st century A century of outstanding learning. Similarly, Tunghai University was founded in the 1950s and seems to be influenced by humanistic theory. It can be seen that the founders of the school formulated the school motto of "seeking truth, believing deeply, and practicing hard", hoping that young students will study diligently, discover the "real self", and be firm and confident. If you practice it in life, you will eventually be able to realize your potential, realize yourself, contribute to society, and become a happy Donghai person who benefits both others and yourself.
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.更快樂〈Happier by Tel Ben Shahar〉譚家瑜譯 天下雜誌出版2012年1月第二版
2.真實的快樂〈Authentic Happiness by Martin Seligman〉洪蘭譯 遠流出版公司 2009年12月第二版
3.學習樂觀，樂觀學習〈Learned Optimism by Martin Seligman〉洪蘭譯 遠流出版公司 2009年12月第二版
4.心理學：日常生活中的應用〈Psychology Appied to Modern Life by Wayne Weiten etc.〉洪葉文化事業有限公司 2006年9月初版
5.社會心理學概論〈The Social Animal by Elliot Aronson〉危芷芬譯 雙葉書廊有限公司 2011年8月初版
認知心理學〈Cognitive Psychology by R.J.Sternberg〉李王琇、蔣文祁譯 2010年3月初版 雙葉書廊有限公司
1. Happier〈Happier by Tel Ben Shahar〉Translated by Tan Jiayu, published by Tianxia Magazine, second edition in January 2012
2. Authentic Happiness by Martin Seligman Translated by Hong Lan Yuanliu Publishing Company December 2009 Second Edition
3. Learn Optimism, Optimistic Learning〈Learned Optimism by Martin Seligman〉Translated by Hong Lan, Yuanliu Publishing Company, December 2009 Second Edition
4. Psychology: Application in Daily Life〈Psychology Appied to Modern Life by Wayne Weiten etc.〉Hongye Cultural Enterprise Co., Ltd. First edition in September 2006
5. Introduction to Social Psychology〈The Social Animal by Elliot Aronson〉Translated by Wei Zhifen Shuangye Bookstore Co., Ltd. First edition in August 2011
Cognitive Psychology〈Cognitive Psychology by R.J.Sternberg〉Translated by Li Wangxiu and Jiang Wenqi, first edition in March 2010, Shuangye Bookstore Co., Ltd.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 學期報告學期報告 term report |
30 | 將練習成果撰寫成學期報告 |
| 期中考期中考 midterm exam |
30 | 理論概念的學習 |
| 期末考期末考 final exam |
40 | 理論概念的學習 |
