本課程以人類的疾病為主軸，介紹微生物 (細菌、病毒、寄生蟲) 為何使人生病，並以對人類歷史造成劇烈衝擊的傳染病為例，討論發生的時代、當時的對策、傷亡的情形、防疫的措施、社會的影響等，藉以瞭解人類與疾病的長期戰鬥故事。自古以來，疾病與人如影隨形，影響民族盛衰、社會榮枯與文化起落甚巨，邁入二十世紀後，醫學發展使傳統的傳染病逐漸受到控制，但繼之而起的癌症及新興傳染病又造成巨大的傷亡及恐慌。癌症是由自身的細胞基因突變而成，在治療的策略上頗為棘手，但近年來標靶藥物的發明，使人類開始得以控制癌症，實為癌症治療策略上的一大突破，所以本課程將探討癌症的特質及抗癌藥物的發展。新興傳染病的出現，如愛滋病、SARS、禽流感及伊波拉病毒，可能是因為生態環境的變遷及物種疆界的混雜而產生，充分顯示人類與疾病的共演化及持續不斷的競爭。本課程強調跨領域的學習，生物醫學部分由生命科學系胡承波教授及中央研究院分子生物研究所孔祥智研究員負責，哲學思維層面會邀請哲學老師剖析疾病的隱喻及解讀存在主義大師卡謬的著作《瘟疫》，該書闡述人們困於瘟疫時的思想、掙扎與奮鬥。本課程亦邀請社會學老師帶領同學探究疾病對社會人心的影響，理解人們對疾病的誤解與偏見。This course focuses on human diseases and introduces why microorganisms (bacteria, viruses, parasites) make people sick. It also uses infectious diseases that have had a severe impact on human history as examples to discuss the era of occurrence, countermeasures at that time, and casualties. , epidemic prevention measures, social impact, etc., to understand the story of humans’ long-term battle with diseases. Since ancient times, diseases have been with people, and have greatly affected the rise and fall of nations, societies, and cultures. After entering the 20th century, the development of medicine has gradually brought traditional infectious diseases under control, but cancer and emerging infectious diseases have followed. It also caused huge casualties and panic. Cancer is caused by mutations in one's own cell genes, and treatment strategies are quite difficult. However, in recent years, the invention of targeted drugs has enabled humans to control cancer, which is actually a major breakthrough in cancer treatment strategies. Therefore, this course The characteristics of cancer and the development of anti-cancer drugs will be discussed. The emergence of emerging infectious diseases, such as AIDS, SARS, avian influenza and Ebola virus, may be caused by changes in the ecological environment and the mixing of species boundaries, fully demonstrating the co-evolution and continuous competition between humans and diseases. This course emphasizes interdisciplinary learning. The biomedical part is led by Professor Hu Chengbo from the Department of Life Sciences and researcher Kong Xiangzhi from the Institute of Molecular Biology, Academia Sinica. For philosophical thinking, philosophy teachers will be invited to analyze the metaphors of disease and interpret the works of Camus, the master of existentialism. "Plague", this book explains people's thoughts, struggles and struggles when they are trapped by the plague. This course also invites sociology teachers to lead students to explore the impact of diseases on social people's hearts and understand people's misunderstandings and prejudices about diseases.
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.《病毒的故事》徐明達著，天下雜誌股份有限公司，2003。
2.《細菌的世界》徐明達著，天下雜誌股份有限公司，2004。
3.《最衰者生存》(Survival of the Sickest), Sharon Moalem 著，2007。陳芝儀譯，天下遠見出版股份有限公司，2007。
4.《萬病之王》(The Emperor of All Maladies), Siddhartha Mukherjee著，2010。莊安棋譯，時報文化，2012。
5.《槍砲、病菌與鋼鐵》(Guns, Germs, and Steel), Jared Diamond 著，1997。王道還、廖月娟譯，時報文化，1998。
6.《瘟疫》(The Plague, 1947), Albert Camus著，1947。周行之譯，新潮文庫，1969。
7.《疾病的隱喻》(Illness as Metaphor), Susan Sontag著，1977。程巍譯，麥田出版，2012。
1. "The Story of Viruses" by Xu Mingda, Tianxia Magazine Co., Ltd., 2003.
2. "The World of Bacteria" by Xu Mingda, Tianxia Magazine Co., Ltd., 2004.
3. Survival of the Sickest, by Sharon Moalem, 2007. Translated by Chen Zhiyi, Tianxia Vision Publishing Co., Ltd., 2007.
4. The Emperor of All Maladies, by Siddhartha Mukherjee, 2010. Translated by Zhuang Anqi, Times Culture, 2012.
5. Guns, Germs, and Steel, Jared Diamond, 1997. Translated by Wang Daohuan and Liao Yuejuan, Times Culture, 1998.
6. The Plague (1947), by Albert Camus, 1947. Translated by Zhou Xingzhi, Xinchao Library, 1969.
7. "Illness as Metaphor" (Illness as Metaphor), by Susan Sontag, 1977. Translated by Cheng Wei, Maitian Publishing House, 2012.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 準時出席及課堂參與準時出席及課堂參與 Punctual attendance and class participation |
20 | |
| 作業作業 Homework |
20 | |
| 期中考試 (分組報告)期中考試 (分組報告) Midterm exam (group report) |
30 | 孔祥智老師部分 |
| 期末報告 (分組報告)期末報告 (分組報告) End-of-period report (group report) |
30 | 胡承波老師部分 |
