1.瞭解基督教、儒家、佛教的信仰本質。
2.瞭解耶、儒、佛跨文化視野的思維與人文精神。
3.比較耶、儒、佛之間的異同。1. Understand the essence of belief in Christianity, Confucianism, and Buddhism.
2. Understand the cross-cultural perspective of thinking and humanistic spirit of Christianity, Confucianism and Buddhism.
3. Compare the similarities and differences between Christianity, Confucianism and Buddhism.
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.王治心：《中國基督教史綱》，香港：基文，1953。
2.秦家懿、孔漢思著，吳華譯，《中國宗教與基督教》，北京：三聯書局，1997。
3.賴品超、李景雄編，《耶儒對話新里程》，香港：香港中文大學崇基學院宗教與中國社會研究中心，2001。
4.吳汝鈞，《印度佛學的現代詮釋》，台北：文津，1994年。
5.吳汝鈞，《中國佛學的現代詮釋》，台北：文津，1995年。
6.林朝成、郭朝順，《佛學概論》，台北：三民書局，2000年。
7.古倫神父、釋昭慧法師，吳信如譯，《你信什麼？基督宗教與佛教的生命對話》，台北：南與北文化，2013年。
8.一行禪師，薜絢譯，《生生基督世世佛》，台北：立緒，1997年。
9.杜維明，陳靜譯：《儒教》，台北：麥田出版，2002年
10.芬格萊特，彭國翔、張華：《孔子：即凡而聖》，南京：江蘇人民出版社，2002
11.黃光國：《儒家關係主義：文化反思與典範重建》，台北：國立台灣大學出版中心，2005
1. Wang Zhixin: "Outline of the History of Christianity in China", Hong Kong: Jiwen, 1953.
2. "Chinese Religion and Christianity" by Qin Jiayi and Kong Hansi, translated by Wu Hua, Beijing: Sanlian Book Company, 1997.
3. Lai Pinchao and Li Jingxiong, eds., "New Milestones in Christian-Confucian Dialogue", Hong Kong: Center for Research on Religion and Chinese Society, Chung Chi College, The Chinese University of Hong Kong, 2001.
4. Wu Rujun, "Modern Interpretation of Indian Buddhism", Taipei: Wenjin, 1994.
5. Wu Rujun, "Modern Interpretation of Chinese Buddhism", Taipei: Wenjin, 1995.
6. Lin Chaocheng and Guo Chaoshun, "Introduction to Buddhism", Taipei: Sanmin Book Company, 2000.
7. Father Gu Lun and Master Shi Zhaohui, translated by Wu Xinru, "What Do You Believe?" "Life Dialogue between Christianity and Buddhism", Taipei: South and North Culture, 2013.
8. Thich Nhat Hanh, translated by Xue Xuan, "The Living Christ Buddha", Taipei: Lixu, 1997.
9. Du Weiming, translated by Chen Jing: "Confucianism", Taipei: Maitian Publishing, 2002
10. Fingelette, Peng Guoxiang, and Zhang Hua: "Confucius: The Ordinary and the Holy", Nanjing: Jiangsu People's Publishing House, 2002
11. Huang Guangguo: "Confucian Relationalism: Cultural Reflection and Model Reconstruction", Taipei: National Taiwan University Publishing Center, 2005
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課程討論課程討論 course discussion |
40 | 耶儒佛基本知識及相關課題 |
| 專題報告專題報告 Special report |
40 | 耶儒佛對話與宏通相關課題 |
| 平常成績平常成績 normal grades |
20 | 出席、課堂討論 |
