本課程擬由生物學及哲學的面相探討生命的奧秘及意義。我們也將選擇人工生殖、複製、墮胎、安樂死等牽涉到創造生命或終止生命的現代醫學科技，採用深入淺出的講解，引導同學從哲學的觀點思考其意涵，從生物學觀點瞭解其原理，再從人本關懷思索其需要，冀使現代人能更明智地選擇醫療技術，提升生命品質。這是一門結合生物醫學與生命哲學的跨領域課程。This course intends to explore the mystery and meaning of life from the perspective of biology and philosophy. We will also choose artificial reproduction, reproduction, abortion, euthanasia and other modern medical technologies that involve the creation or termination of life. We will use simple explanations to guide students to think about their meaning from a philosophical point of view, understand their principles from a biological point of view, and then Thinking about their needs from the perspective of humanistic care, we hope that modern people can choose medical technologies more wisely and improve the quality of life. This is an interdisciplinary course that combines biomedicine and life philosophy.
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.
生命科學:
1.Watson, J.D. & Berry, A. 合著，陳雅雲譯:《DNA : 生命的秘密》，時報文化出版企業股份有限公司，2006。
2.Hoagland, M. & Dodson, B. 合著，李千毅譯:《觀念生物學》，天下遠見出版股份有限公司，2002。
3.Renneberg, R. & Reich, J. 合著，姬健梅譯:《複製一個我》，左岸文化/遠足文化事業有限公司，2007。
4.Judson, H.F. 著，楊玉齡譯:《創世第八天–二十世紀分子生物學革命》，遠流出版事業股份有限公司，2009。
哲學:
1. Thomson, J. J. (1986). A Defence of Abortion. In P. Singer (ed.), Applied Ethics (37-56). Oxford: Oxford University Press.
2. Tooley, M. (1986). Abortion and Infanticide. In P. Singer (ed.), Applied Ethics (57-86). Oxford: Oxford University Press.
3. Glover, D. J. (2006). The Sanctity of Life. In: H. Kuhse/ P. Singer (eds.), Bioethics: An Anthology (266-75). Oxford: Blackwell.
4. Singer, P. (2006). Is the Sanctity of Life Ethic Terminally Ill? In: H. Kuhse/ P. Singer (eds.), Bioethics: An Anthology (344-54). Oxford: Blackwell.
5. Tooley, M. (1994). An Irrelevant Consideration: Killing versus Letting Die. In B. Steinbock/A. Norcross (eds.), Killing and Letting Die (103-111). New York: Fordham University Press.
6. Rachels, D. J. (1986). Active and Passive Euthanasia. In P. Singer (ed.), Applied Ethics
(29- 36). Oxford: Oxford University Press.
7. Donelly, John (1994). Language, Metaphysics, and Death. Fordham University Press.
Life Sciences:
1. Co-authored by Watson, J.D. & Berry, A., translated by Chen Yayun: "DNA: The Secret of Life", Times Culture Publishing Co., Ltd., 2006.
2. Hoagland, M. & Dodson, B. Co-authored, translated by Li Qianyi: "Ideological Biology", Tianxia Vision Publishing Co., Ltd., 2002.
3. Co-authored by Renneberg, R. & Reich, J., translated by Ji Jianmei: "Copying Me", Left Bank Culture/Excursion Culture Co., Ltd., 2007.
4. Judson, H.F., translated by Yang Yuling: "The Eighth Day of Creation - The Revolution of Molecular Biology in the Twentieth Century", Yuanliu Publishing Co., Ltd., 2009.
Philosophy:
1. Thomson, J. J. (1986). A Defense of Abortion. In P. Singer (ed.), Applied Ethics (37-56). Oxford: Oxford University Press.
2. Tooley, M. (1986). Abortion and Infanticide. In P. Singer (ed.), Applied Ethics (57-86). Oxford: Oxford University Press.
3. Glover, D. J. (2006). The Sanctity of Life. In: H. Kuhse/ P. Singer (eds.), Bioethics: An Anthology (266-75). Oxford: Blackwell.
4. Singer, P. (2006). Is the Sanctity of Life Ethic Terminally Ill? In: H. Kuhse/ P. Singer (eds.), Bioethics: An Anthology (344-54). Oxford: Blackwell.
5. Tooley, M. (1994). An Irrelevant Consideration: Killing versus Letting Die. In B. Steinbock/A. Norcross (eds.), Killing and Letting Die (103-111). New York: Fordham University Press.< br />
6. Rachels, D. J. (1986). Active and Passive Euthanasia. In P. Singer (ed.), Applied Ethics
(29- 36). Oxford: Oxford University Press.
7. Donelly, John (1994). Language, Metaphysics, and Death. Fordham University Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 準時出席準時出席 attend on time |
15 | 每堂課都必須準時出席 |
| 閱讀心得閱讀心得 Reading experience |
15 | 指定書籍章節或論文必須在課前閱讀，並繳交一頁心得 |
| 上課發言及討論上課發言及討論 Class speeches and discussions |
15 | 上課時發問、發言並參加討論 |
| 期中書面報告期中書面報告 Midterm written report |
15 | 繳交報告初稿 |
| 期末書面報告期末書面報告 Final written report |
20 | 繳交報告完稿 |
| 期末口頭報告期末口頭報告 Final oral report |
20 | 30分鐘口頭報告 |
