從1865年聖約翰大學創校開始，基督教會在中國大陸地區先後設立了13所基督教大學，分別是：燕京大學（現址為北京大學）、金陵大學（現在的南京大學）、金陵女子大學（現在的南京師範大學）、聖約翰大學（現在華東法政大學）、基督教齊魯大學（現址為山東大學趵突泉校區）、之江大學（現址為浙江大學之江校區）、滬江大學（現址為上海理工大學）、華中大學（併入華中師範大學）、華西大學（現在之華西醫科大學）、嶺南大學（原廣州之嶺南大學併入中山大學，現址亦為中山大學）、東吳大學（現址為蘇州大學）、福建協和大學（與華南女子文理學院合併為福建師範大學）、華南女子文理學院（與福建協和大學合併為福建師範大學）。
西元1952年，隨著中共政權停止教會大學的傳教事業，跟隨國民政府轉進台灣與香港的熱心教育人士遂轉而向之前襄助過去13所基督教大學的美國「中國基督教大學聯合董事會」（The United Board for Christian Colleges in China, UBCCC, 1956年改名「亞洲基督教高等教育聯合董事會」，以下簡稱「聯董會」）建議，希望一本過去培植中國優秀下一代的精神，在台灣設立一所理想的大學，藉以延續基督教在華的教育事業以及承繼大陸13所教會大學的優良優統。1952年初，聯董會決定創立一所符合台灣需要且具有高度學術水準的國際性大學，最終在台中大度山成立了「東海大學」，1955年開學。
東海大學的身世說明了此一教會大學宣教的歷程，也見證了華人世界高等教育在晚近百年間的發展歷程。
2015年，適逢東海大學創校六十週年，2014年的秋季開始的本課程擬帶領同學由東海大學的前身----十三所在華基督教大學的發展傳統去理解從清末到當代，基督教與天主教透過教育事業的發展在華宣教的歷程，理解這些舶來的教育理念如何被在地社會接受，教會大學所營造的校園環境與獨特的生活情境又是如何與當時的中國與台灣社會接枝。本課程也預期作為六十週年當年暑期一個尋根之旅的基礎課程；幫助想參加這個近5000公里行程從理解60年之前的東海大學的前身幫助我們理解當下的東海，並協助我們更加明晰地理解東海當下的發展方向可能的歷史定位。
簡言之，本課程的目標有三：
1.協助修課同學理解教會大學在中國大陸與台灣的發展歷程。
2.理解各教會大學的差異、這些教會大學進入在華基督教聯合董事會體系之過程、以及與聯董會之間曾發生的折衝。
3.協助同學建立2015年暑假走訪這些教會大學時的尋訪重點，並透過課程建立基礎背景資料。Since the founding of the John University of Santa Claus in 1865, the Christian Church has established 13 Christian universities in the mainland of China, namely: Yanjing University (currently located at Beijing University), Jinling University (currently Nanjing University), and Jinling Women's University (now Nanjing Teachers University), San John University (now Huadong Law and Political University), Christian Chilu University (now located at the Zhaotuquan Campus of Shandong University), Zhijiang University (now located at the Zhijiang Campus of Zhejiang University ), Huojiang University (currently located at Shanghai University of Technology), Huazhong University of China (incorporated into the Chinese University of Chinese Studies), Huaxi University (currently located at Huaxi University of Medicine), Huanan University (formerly located at Guangzhou University of Science and Technology), Huanan University (formerly located at Guangzhou University of Science and Technology and was incorporated into Zhongshan University, and the current location was also for Zhongshan University), Dongwu University (currently located at Suzhou University), Fujian Co-Chenghe University (merged with the Huanan Women's Arts and Sciences College to become Fujian Teachers University), and Huanan Women's Arts and Sciences College (merged with the Huanan Women's Arts and Sciences College to become Fujian Teachers University).
In 1952 AD, the CCP’s government stopped the church’s education industry, and the enthusiastic educators who moved to Taiwan and Hong Kong with the National Government turned to the United States “The United”, which had previously helped 13 Christian universities. Board for Christian Colleges in China, UBCCC, In 1956, it was renamed "Asian Christian Higher Education Joint Board of Directors", which is briefly referred to as "Asia Directors Association") and suggested that it hopes that China will cultivate the spirit of outstanding China in the past and establish an ideal university in Taiwan to continue the education of Christianity in China. He has worked and inherited the excellent principles of 13 church universities in Mainland China. In early 1952, the Joint Directors decided to establish an international university that meets Taiwan's needs and has a high academic standard. Finally, the "Tonghai University" was established in Dadu Mountain, Taichung, which started in 1955.
The life experience of Donghai University illustrates the church’s university missionary process, and also shows the development process of Chinese people’s world higher education in the past century.
In 2015, it was the 60th anniversary of the founding of Donghai University. This course, which began in the fall of 2014, brought students from the development tradition of the Thirteenth Chinese Christian University, the predecessor of Donghai University, to understand Christianity from the late Qing Dynasty to the contemporary times. Through the development of education in China, Catholicism and the Catholic Church understand how these educational concepts are accepted by local society, how the campus environment and unique living situations built by the church university are connected with China and Taiwan society at that time. branch. This course is also expected to be the foundational course for a root journey during the summer of the 60th anniversary of the year; helping us to take this nearly 5,000-kilometer itinerary from the predecessor of Donghai University 60 years ago to help us understand the current Donghai and help us understand more clearly The possible historical positioning of Donghai's current development direction.
In short, the goals of this course are three:
1. Assistant students understand the development process of the Church University in Mainland China and Taiwan.
2. Understand the differences between church universities, the process of entering the joint board of directors of the Chinese Christianity, and the disagreements that have occurred with the association.
3. Help students establish the key points of visiting these chapel colleges during the summer vacation of 2015, and establish basic background information through courses.
� 林治平（編） 《中國基督教大學論文集》（基督教大學教育在中國現代化過程中所扮演的角色及其影響國際學術研討會論文集）1992財團法人基督教宇宙光傳播中心出版社
� 章開沅/Waldron, Arthur（編） 《中西文化與教會大學》（首屆中國教會大學史學術研討會論文集）1991湖北教育出版社。
� Lin Zhiping (editor) "Collection of Chinese Christian University" (Collection of Chinese Christian University education in the process of modernization in China and its impact on the International Academic Research Conference) 1992 Financial Group legal person Christian Cosmic Light Communication Center Press
� Zhang Kaiyuan/Waldron, Arthur (editor) "Chinese and Western Culture and the University of Education" (First Collection of Essays of the History and Arts of the University of China) 1991 Hubei Education Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席率出席率 Attendance rate |
30 | |
| 課程中參與討論的熱烈程度課程中參與討論的熱烈程度 The intensity of discussions during the course |
20 | |
| 議題的課前準備與課堂中之引導與心得分享議題的課前準備與課堂中之引導與心得分享 Pre-class preparation for the topic and guidance and experience sharing in the classroom |
50 |
