本課程希望透過閱讀著作，並實際觀察日常生活的運作，讓同學更加
敏銳地反思正常/不正常的區分是如何由互動中的雙(多)方共同演出，缺一
不可。這當然不是要去區分受害者/加害者，而是期待同學更具反思性、更
具開放性的看待社會差異性，更具批判性的檢視影響充斥現代生活的社會
機構。This course hopes that through reading works and actually observing the operation of daily life, students can learn more about
Keen reflection on how the normal/abnormal distinction is co-acted by both (multiple) parties in the interaction, missing one
No. This is of course not to distinguish between victims/perpetrators, but to expect students to be more reflective and more
Look at social differences with an open mind and examine the influence of modern life more critically on society.
institution.
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.
建議電影及書籍(同學可另行選擇相關的電影及書籍)
小說：《海峽之光》(作者：十仁成)、《他人的臉》(作者：安部公房)
電影：《刺激1995》(1994)、《飛越杜鵑窩》(1975)、《靈界線》(2006)
Suggested movies and books (students can choose related movies and books separately)
Novels: "The Light of the Strait" (Author: Jincheng), "The Face of Others" (Author: Abe Kobo)
Movies: "1995" (1994), "One Flew Over the Cuckoo's Nest" (1975), "Online" (2006)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 midterm exam |
25 | |
| 期末考期末考 final exam |
25 | |
| 上課出缺席及參與上課出缺席及參與 Class absence and participation |
20 | |
| 分組報告分組報告 Group report |
30 |
