對應當前人生的問題：愛情、性、幸福、理想、死亡、不朽、生命意義等等，都是同學的設身問題，也是他們必須面對的人生挑戰。我希望同學能領會中西文化的思想，反省自身的存在，並且緊扣當前情況，懂得面對和處理人生的問題。Questions related to current life: love, sex, happiness, ideals, death, immortality, life meaning, etc. are all personal problems of classmates and life challenges that they must face. I hope that my classmates can learn the ideas of Chinese and Western cultures, reflect on their own existence, and closely address the current situation, and know how to face and deal with life problems.
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。
The general course is different from the professional course, and it focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic qualities are cultivated and have specific learning effectiveness indicators to serve as self-verification indicators for teaching and learning effectiveness. They are divided into the following: Truth-seeking and nourishing (nature domain): 1. Learn the methods or philosophy of natural sciences to explore the subtleties of physics and the world of life, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific topics. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
指定參考書：
1. Aries, Philip. Western Attitudes toward Death. Baltimore and London: The Johns Hopkins University Press, 1974.
2. Aries, Philip. The Hour of Our Death. New York: Alfred A. Knopf, 1981.
3. Bailey, Lloyd R. Biblical Perspectives on Death. Philadelphia: Fortress Press, 1979.
4. Carse, James P. Death and Existence. New York: John Wiley & Sons, 1980.
5. Davis, Stephen T. Death and Afterlife. New York: St. Martin’s Press, 1989.
6. Kramer, Scott & Wu Kuang-ming. Thinking Through Death. Vol 1 & 2. Malabar, Fl.: Robert E. Krieger Publ., 1988.
7. Momeyer, Richard W. Confronting Death. Bloomington: Indiana University Press, 1988.
8. Obayashi, Hiroshi. Death and Afterlife. New York: Greenwood Press, 1992.
9. Toynbee, Arnold et al. Life After Death. London: Weidenfeld, 1976.
10. 唐君毅：《人生之體驗續篇》，臺北：學生書局，1961。
11. 《中國文化新論：宗教禮俗篇──敬天與親人》，台北：聯經，1982。
12. 江大惠等編：《死死生生》，香港：崇基學院神學組，1987。
13. 越遠帆：《死亡的藝術表現》，北京：群言出版社，1993。
14. 段德智：《死亡哲學》，臺北：洪葉文化，1994。
15. 孫利天：《死亡意識》，吉林長春：吉林教育出版社，2001。
Specify reference:
1. Aries, Philip. Western Attitudes towards Death. Baltimore and London: The Johns Hopkins University Press, 1974.
2. Aries, Philip. The Hour of Our Death. New York: Alfred A. Knopf, 1981.
3. Bailey, Lloyd R. Biblical Perspectives on Death. Philadelphia: Fortress Press, 1979.
4. Carse, James P. Death and Existence. New York: John Wiley & Sons, 1980.
5. Davis, Stephen T. Death and Afterlife. New York: St. Martin’s Press, 1989.
6. Kramer, Scott & Wu Kuang-ming. Thinking Through Death. Vol 1 & 2. Malabar, Fl.: Robert E. Krieger Publ., 1988.
7. Momeyer, Richard W. Confronting Death. Bloomington: Indiana University Press, 1988.
8. Obayashi, Hiroshi. Death and Afterlife. New York: Greenwood Press, 1992.
9. Toynbee, Arnold et al. Life After Death. London: Weidenfeld, 1976.
10. Tang Junyi: "The Continuing Experience of Life", Taipei: Student Book Bureau, 1961.
11. "New Chinese Culture: Religious and Concubine Chapter - Respect for Heaven and Men", Taipei: Union, 1982.
12. Jiang Dahui et al.: "The Life and Death", Hong Kong: Theology Group of Chongji Academy, 1987.
13. Yue Changfan: "The Artistic Expression of Death", Beijing: Qunyan Publishing House, 1993.
14. Duan Dezhi: "Philosophy of Death", Taipei: Hongye Culture, 1994.
15. Sun Litian: "The Identity of Death", Changchun, Jilin: Jilin Education Press, 2001.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 導修：報告及討論導修：報告及討論 Revision: Reports and Discussions |
20 | |
| 論文論文 Commentary |
30 | |
| 期末考試期末考試 Final exam |
50 |
