本課程以近代中國文化保守主義者錢穆的生平及論述為中心，探討百年來文化傳統與社會變遷的複雜關係，探索當代社會的文化共同體形塑之可能性。
本課程為通識榮譽課程，培養學生的自我省思及批判能力，強化閱讀、理解、統整及分析能力，提高書寫及口頭表達的能力。

This course focuses on the life and discussion of Qian Mu, a modern Chinese cultural conservative, to explore the complex relationship between cultural traditions and social changes over the past century, and to explore the possibility of shaping a cultural community in contemporary society.
This course is a general honors course that cultivates students' self-reflection and critical skills, strengthens their reading, comprehension, integration and analysis skills, and improves their writing and oral expression abilities.

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. Various basic competencies have specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described as follows: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore the subtleties of the physical and life world, 2. Use the spirit of discussing things 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 a spirit of self-discipline, 3. Be able to use reason 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.

錢穆，《師友雜憶》（台北：東大圖書公司，2009。）
余英時，《中國文化與現代變遷》（台北：三民書局，1992）
錢穆，《錢賓四先生全集》，共54冊（台北：聯經出版公司，1998。）

Qian Mu, "Miscellaneous Memories of Teachers and Friends" (Taipei: Dongda Book Company, 2009.)
Yu Yingshi, "Chinese Culture and Modern Change" (Taipei: Sanmin Book Company, 1992)
Qian Mu, "The Complete Works of Mr. Qian Binsi", 54 volumes in total (Taipei: Lianjing Publishing Company, 1998.)