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 St. John's University in 1865, the Christian Church has established 13 Christian universities in mainland China, namely: Yenching University (currently Peking University), Jinling University (now Nanjing University), Jinling Women's University University (now Nanjing Normal University), St. John's University (now East China Fasheng University), Christian Qilu University (currently located at Baotuquan Campus of Shandong University), Zhijiang University (currently located at Zhejiang University Zhijiang Campus) ), Hujiang University (currently known as University of Shanghai for Science and Technology), Huazhong University (merged into Central China Normal University), West China University (now West China University of Medical Sciences), Lingnan University (formerly Lingnan University in Guangzhou was merged into Sun Yat-sen University, and its current address is also for Sun Yat-sen University), Soochow University (currently Suzhou University), Fujian Union University (merged with South China Women's College of Arts and Sciences to form Fujian Normal University), South China Women's College of Arts and Sciences (merged with Fujian Union University to form Fujian Normal University).
In 1952 AD, as the Chinese Communist regime stopped the missionary work of Christian universities, enthusiastic educators who followed the Nationalist government to Taiwan and Hong Kong turned to the United States' "The United Board of Christian Universities" (The United Board of Trustees of Chinese Christian Universities), which had previously supported 13 Christian universities in the past. Board for Christian Colleges in China, UBCCC, In 1956, it was renamed the "Asian Joint Board of Christian Higher Education" (hereinafter referred to as the "Joint Board"). It was recommended that an ideal university be established in Taiwan in the spirit of cultivating China's outstanding next generation in order to continue Christian education in China. career and inherit the excellent traditions of the 13 Christian universities in mainland China. In early 1952, the Joint Board of Directors decided to create an international university that would meet Taiwan's needs and have high academic standards. Finally, "Tunghai University" was established in Dadu Mountain, Taichung, and opened in 1955.
The history of Tunghai University illustrates the missionary journey of this church university and also witnesses the development of higher education in the Chinese world in the past hundred years.
2015 coincides with the 60th anniversary of the founding of Tunghai University. This course, which started in the fall of 2014, intends to lead students to understand the development tradition of Tunghai University's predecessor, the Thirteenth Chinese Christian University, from the late Qing Dynasty to contemporary times. and the process of Catholic missionary work in China through the development of education, and understand how these imported educational concepts were accepted by the local society, and how the campus environment and unique life situation created by the Christian universities were connected with the Chinese and Taiwanese societies at that time. branch. This course is also expected to serve as a basic course for a roots-seeking trip in the summer of the 60th anniversary year; it will help those who want to participate in this nearly 5,000-kilometer trip to understand the predecessor of Tunghai University 60 years ago, help us understand the current Tunghai University, and help us understand more clearly Possible historical positioning of the current development direction of the East China Sea.
In short, the goals of this course are threefold:
1. Help course students understand the development process of Christian universities in mainland China and Taiwan.
2. Understand the differences between various Christian universities, the process of these Christian universities entering the Joint Board of Directors of Christianity in China, and the conflicts that have occurred with the Joint Board of Directors.
3. Help students establish the focus of their visits to these Christian universities in the summer 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) "Proceedings of Chinese Christian Universities" (Proceedings of the International Academic Symposium on the Role and Impact of Christian University Education in China's Modernization Process) 1992 Christian Cosmic Light Communication Center Press
� Zhang Kaiyuan/Waldron, Arthur (ed.) "Chinese and Western Culture and Christian Universities" (Proceedings of the First Academic Symposium on the History of Chinese Christian Universities) 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 |
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 participation in 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 of topics and guidance and experience sharing in class |
50 |
