本課程的設計與進行主要透過「主題引導」的進路與學生共同研讀尼采的《查拉圖斯特拉如是說》。由於尼采《查拉圖斯特拉如是說》的每個章節均有明確的主題，因此在閱讀的動態歷程中，學生們將會面對尼采所設定的主題，從閱讀中發現哲學經典的智慧，期許大家皆能從中反思生命的價值與意義的問題，並從閱讀經典的中獲得自我肯定的成就感。作為哲學經典閱讀的課程，目標在於引導學生們從經典的閱讀中反思自我生命的價值與意義。以理解人類文明的態度，排除經典作為背誦、記憶之枯燥文本的片面觀點，將閱讀的意義指向自我的生命智慧甚或是未來的人類價值。因此，本課程的目標不在於經典的「標準詮釋」或「制式答案」，而是希望引導學生從閱讀前的陌生與恐懼，進而在追求理解的過程中反思自我的存在意義與價值，透過閱讀與知識的累積，從閱讀經典的過程中培養主動探索、發現問題以及分析、反思與批判的能力，進而延伸到解決問題、創造價值的目標。
就當代思潮而言，尼采可說是影響甚為深遠的哲學家之一。在尼采所有著作中所探討的問題幾乎都環繞著「人」，其針對與人類有密切關聯的問題，包括道德、宗教、藝術等等，皆提出了強烈的評議。他對人類生命價值的關懷，歷歷地在其著作中以箴言式的口吻向著世人宣說著！簡言之，尼采哲學的目的就是要喚回人性對自身價值的肯定，也因此，一場對抗虛無的哲學任務就在尼采的話語中呈現出來，「返回生命」的概念即貫穿了他的哲學思考。但是，人類不是活生生地活在此般生命中嗎？為何尼采要如是疾呼「返回生命」呢？他是如何來談人的價值？透過怎樣的方式來「救贖」人類？我們將從尼采著作的研讀中，耙梳尼采的哲學，並期能將此般精神深化於吾人此般生命！
透過課程的進行，學生初步可從完全對文本的陌生到某種程度的熟悉感，進而達到每個人從不同生命歷程與背景的解讀與理解。於是進一步將引導學生從理解而詮釋，在課堂賦予學生一個詮釋的場域，學生們將被要求以書寫、繪畫、演說、表演……等任何形式的創意，來作為閱讀經典這場人文知識饗宴的謝幕，但同時也作為學生們在未來延續閱讀人文經典的序幕。The design and conduct of this course are mainly based on the "theme guidance" and study Nietzsche's "Sound of Charatustra" with students. Since each chapter of Nietzsche's "Says of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of the Sayings of , I hope everyone can reflect on the value and meaning of life from it, and gain a sense of self-affirmation from the reading of classics. As a course for classical reading in philosophy, the goal is to guide students to reflect on the values and meanings of their own life from classical reading. To understand the attitude of human civilization, exclude classics as one-sided views of boring texts that memorize and memorize, the meaning of reading is directed to one's own life wisdom or even the future human value. Therefore, the purpose of this course is not to the classic "standard commentary" or "standard answer", but to guide students to reflect on their own meaning and value in the process of pursuing understanding through unfamiliarity and fear before reading, and through reading The accumulation of knowledge and knowledge cultivates the ability to actively explore, discover problems, analyze, reflect and criticize from the process of reading classics, and then extends to the goal of solving problems and creating value.
As far as contemporary thought is concerned, Nietzsche can be said to be one of the philosophers who have influenced them far and wide. Almost all the questions discussed in Nietzsche’s works are related to “people”, and their points have made strong comments on issues that are closely related to humans, including morality, religion, art, etc. His concern for the value of human life is said to the world in a proverb-like tone in his works! In short, the purpose of Nietzsche's philosophy is to regain the recognition of human nature's own value. Therefore, a philosophical task against the insignificance is presented in Nietzsche's words, and the concept of "returning to life" is just a philosophical thinking. . But aren’t humans living in this life? Why did Nietzsche shout "return to life" like this? How did he come to talk about people’s value? How to "rescue" humans? From the study of Nietzsche's works, we will conquer Nietzsche's philosophy and hope to deepen this spirit into our life!
Through the course, students can initially get from being completely unfamiliar with the text to a certain degree of familiarity, and then achieve the interpretation and understanding of each person from different life courses and backgrounds. Therefore, students will be further guided to explain from understanding and give students a commentary field in the classroom. Students will be asked to use any form of creativity such as writing, painting, speaking, performance, etc. to serve as a humanistic knowledge banquet for reading classics. but it also serves as the prelude to students' continuous reading of humanistic classics in the future.
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.
1. Friedrich Nietzsche, Thus Spoke Zarathustra: A Book for Everyone and Nobody, translated with an introduction and notes by Graham Parkes, New York: Oxford University Press, 2005.
2. Friedrich Nietzsche, Thus Spoke Zarathustra: A Book for All and None, translated by Adrian Del Caro, Cambridge University Press, 2006.
3. 尼采著，雷菘生譯，《查拉圖斯特拉如是說》，臺北：中華書局，2000年。
4. 尼采著，孫周興譯，《查拉圖斯特拉如是說》，上海：上海人民，2009年。
5. Michael Tanner, Nietzsche: A Very Short Introduction, Oxford University Press, 2000.
1. Friedrich Nietzsche, thus Spoke Zarathustra: A Book for Everyone and Nobody, translated with an introduction and notes by Graham Parkes, New York: Oxford University Press, 2005.
2. Friedrich Nietzsche, thus Spoke Zarathustra: A Book for All and None, translated by Adrian Del Caro, Cambridge University Press, 2006.
3. Written by Nietzsche, Translated by Lei Sheng, "Sutra of Charatustra", Taipei: China Book Bureau, 2000.
4. Nietzsche, translated by Sun Zhou, "Sutra of Charatustra", Shanghai: People of Shanghai, 2009.
5. Michael Tanner, Nietzsche: A Very Short Introduction, Oxford University Press, 2000.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平常成績平常成績 Normal achievements |
30 | 包含出席率(15%)、平時課堂討論(15%) |
| 期中考期中考 Midterm exam |
20 | |
| 期末小組學習成果呈現期末小組學習成果呈現 The results of the final group learning |
20 | |
| 期末考期末考 Final exam |
30 |
