本課程介紹近代中國三位人文大師：王國維、陳寅恪、錢鍾書，引導同學認識他們的成長歷程及精神世界。本課程作為經典課程，特別重視對作品的閱讀，以「慢讀、細讀、精讀」為原則，透過教師講授及課堂討論，培養思辨能力，涵養歷史地想像，人文地感受及表達的素養。This course introduces three humanistic masters in modern China: Wang Guowei, Chen Yinke, and Qian Zhongshu, and guides students to understand their growth process and spiritual world. As a classic course, this course pays special attention to the reading of works. Based on the principle of "slow reading, close reading, and intensive reading", through teacher lectures and classroom discussions, it cultivates critical thinking skills, cultivates historical imagination, and humanistic feelings and expressions.
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.
一，專書類（以下選讀一種）
葉嘉瑩，《王國維及其文學批評》（石家莊：河北教育出版社，1998。）
陸鍵東，《陳寅恪的最後二十年》（台北：聯經出版公司，1998。）
楊絳，《我們仨》（台北：時報文化出版公司，2003。）
二，文章類（以下必讀）
張五常，〈讀書的方法〉、〈思考的方法〉，收入氏著，《五常談教育》（香港：花千樹出版社，2000），頁21-27、95-109。
余英時，〈怎樣讀中國書？〉，收入氏著，《中國文化與現代變遷》（台北：三民書局，1992），頁261-268。
林毓生，〈一個培育博士的獨特機構：「芝加哥大學社會思想委員會」──兼論為甚麼要精讀原典？〉、〈中國人文的重建〉，收入氏著，《思想與人物》（台北；聯經出版公司，民72），頁3-55、293-306。
林毓生，〈試圖貫通於熱烈與冷靜之間──《熱情與冷靜》序〉，收入賀照田等主編，《學術思想評論》，第二輯（瀋陽：遼寧大學出版社，1997），頁453-474。
余英時，〈論文化超越〉，收入氏著，《中國文化與現代變遷》（台北：三民書局，1992），頁1-22。
1. Special books (choose one of the following)
Ye Jiaying, "Wang Guowei and His Literary Criticism" (Shijiazhuang: Hebei Education Press, 1998.)
Lu Jiandong, "Chen Yinque's Last Twenty Years" (Taipei: Lianjing Publishing Company, 1998.)
Yang Jiang, "We Three" (Taipei: Times Culture Publishing Company, 2003.)
2. Articles (must read below)
Zhang Wuchang, "Methods of Reading" and "Methods of Thinking", written by Yi Shi, "Wuchang Talks about Education" (Hong Kong: Hua Qianshu Publishing House, 2000), pp. 21-27, 95-109.
Yu Yingshi, "How to read Chinese books?" 》, written by Yi Shi, "Chinese Culture and Modern Changes" (Taipei: Sanmin Book Company, 1992), pp. 261-268.
Lin Yusheng, "A unique institution for doctoral training: "Committee on Social Thought at the University of Chicago"─Also on why it is necessary to read the original texts intensively? 》, "The Reconstruction of Chinese Humanities", written by Yi Shi, "Ideas and Figures" (Taipei; Lianjing Publishing Company, Min. 72), pp. 3-55, 293-306.
Lin Yusheng, "Trying to Navigate Between Enthusiasm and Calmness - Preface to "Passion and Calmness"", edited by He Zhaotian and others, "Academic Thought Review", Second Edition (Shenyang: Liaoning University Press, 1997), pp. 453- 474.
Yu Yingshi, "On Cultural Transcendence," in Yi Shi, "Chinese Culture and Modern Change" (Taipei: Sanmin Book Company, 1992), pp. 1-22.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 第一份作業第一份作業 first assignment |
10 | 撰寫一篇〈我的閱讀歷程〉，不得少於1000字。 |
| 第二份作業第二份作業 second assignment |
30 | 就陳寅恪代表作提出三個問題，並加以解說，不得少於1000字。 |
| 第三份作業第三份作業 The third assignment |
70 | 就授課教師指定的三個題目，撰寫作業一篇繳交，不得少於2000字，作業必須附參考文獻。 |
