1.考探不同族群之多元藝術面貌特質。
2.關懷人世命運與創傷，並窺探藝術療癒之奧秘。
3.藉由繪畫、音樂、舞動、冥想等多樣媒介進行自發性體驗與創意表現。
4.覺察並運用自己的真正感受，融合理性與感性之學習，平衡全人式之發展。
5.激發多元討論與省思，培養社會關懷及敏銳的自我探索與成長。1. Examine the diverse artistic features of different ethnic groups.
2. Care about the fate and trauma of the world, and explore the mystery of art healing.
3. Carry out spontaneous experience and creative expression through various media such as painting, music, dance, meditation and so on.
4. Be aware of and use your true feelings, integrate rational and emotional learning, and balance the development of the whole person.
5. Stimulate diverse discussions and reflections, cultivate social concern and keen self-exploration and growth.
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.
1. Bruce L. Moon, (2014) , 藝術本位團體治療理論與實務，台北 : 洪葉出版社。
2.Hopcke R. H.著，蔣韜譯((2000三版)。導讀榮格。台北：立緒。（原書名：A Guided Tour of the Collected Works of C. G. Jung.）
3.Jung C. G.著，黃奇銘譯(1986二版)。尋求靈魂的現代人。台北：志文。（原書名：Modern Man in Search of A Soul.）
4.Winnicott, D. W. (1971). Playing and Reality. London and N. Y.: Routledge.
(有翻譯本「遊戲與現實」，台北：心靈工坊)
5.Moore T. (1992). Care of the Soul. PIATKUS.
6.余德慧(2006)。台灣巫宗教的心靈療遇。台北：心靈工坊。
7.余德慧(1985)。台灣民俗心理輔導。台北：張老師。
8.王秀絨(2011)。死亡與創造—兼論藝術治療之應用。東海社會科學學報19期。頁1-23
9.Calisch, A. ( 1998). Multicultural perspectives in art therapy supervision. In A. Hiiscox A. Calisch, Tapestry of cultural issues in art therapy ( pp.201-220), London: Jessica Kingsley
10. Ganim, B. ( 2000) Art and Healing: Using expressive to heal your body, mind, spirit. Three Rivers, MI: Three Rivers Press.
1. Bruce L. Moon, (2014), Art-Based Group Therapy Theory and Practice, Taipei: Hongye Publishing House.
2. Written by Hopcke R. H., translated by Jiang Tao ((3rd edition, 2000). Introduction to Jung. Taipei: Lixu. (Original title: A Guided Tour of the Collected Works of C. G. Jung.)
3. Written by Jung C. G., translated by Huang Qiming (2nd edition, 1986). Modern man seeking his soul. Taipei: Zhiwen. (Original title: Modern Man in Search of A Soul.)
4.Winnicott, D. W. (1971). Playing and Reality. London and N. Y.: Routledge.
(Available in translation, "Games and Reality", Taipei: Mind Workshop)
5.Moore T. (1992). Care of the Soul. PIATKUS.
6. Yu Dehui (2006). The spiritual healing experience of Taiwan’s witchcraft religion. Taipei: Soul Workshop.
7. Yu Dehui (1985). Taiwanese folk psychological counseling. Taipei: Mr. Zhang.
8. Wang Xiurong (2011). Death and creation—also on the application of art therapy. Journal of Donghai Social Sciences, Issue 19. Page 1-23
9.Calisch, A. (1998). Multicultural perspectives in art therapy supervision. In A. Hiiscox A. Calisch, Tapestry of cultural issues in art therapy (pp.201-220), London: Jessica Kingsley
10. Ganim, B. (2000) Art and Healing: Using expressive to heal your body, mind, spirit. Three Rivers, MI: Three Rivers Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂表現課堂表現 classroom performance |
40 | 出席率，學習態度、課外研究、課堂討論，完成規定的作業、報告分享創作體驗、ＰPT Presentation. |
| 期中報告期中報告 interim report |
20 | 文本、作品內容、報告的完整性以及提出問題的深度 |
| 期末報告期末報告 Final report |
20 | 文本、作品內容、報告的完整性以及提出問題的深度 |
| 多元文化研究報告多元文化研究報告 Multicultural Research Report |
20 | 報告的完整性以及提出問題的深度 |
