猶太文化是西方文明的重要傳統之一，猶太教並與基督教共同構成西方精神文明之主軸。基於猶太文化、猶太宗教、與猶太民族是不可分割的一個整體，本課程嘗試以猶太民族的歷史命運為經，以其宗教信念與文化表現為緯，作一般性的介紹。我們要從前猶太教的希伯來信仰開始，歷經聖經猶太教的奠基、拉比猶太教的推進、中世紀的受難史、近代啟蒙思潮的衝擊、直至當代的猶太復國主義、猶太大屠殺及以色列建國等階段，其間猶太人如何建立、持守與調整他們的信念以及與世界的互動方式，作一番整體的刻畫，並介紹每一階段猶太教的政治命運、精神表現和文化成就，期能帶領同學進入猶太教的世界。The Otto culture is one of the important traditions of Western civilization. The Otto religion and Christianity jointly form the lord of Western spiritual civilization. Based on the fact that the Joyoshi culture, the Joyoshi religion, and the Joyoshi nation are an inseparable whole. This course attempts to make a general introduction based on the historical destiny of the Joyoshi nation and its religious beliefs and cultural expressions. We must start from the Hebrew faith of the former Philosophy, and make a comprehensive picture of the Patriotic Church, the promotion of the rabbi Philosophy, the troubled history of the medieval period, the impact of modern inspirational thoughts, and to the contemporary Philosophy revival, the murder of the Philosophy, and the founding of Israel. In the meantime, how the Philosophy people established, adhered to and adjusted their beliefs and how they interacted with the world, and introduced the political destiny, spiritual expression and cultural achievements of the Philosophy at each stage, hoping to lead their classmates into the world of Philosophy.
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 indicators for self-verification of teaching and learning results. 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.
Ben Zion Bokser, ed. & tr., The Talmud: Selected Writings, New York: Paulist Press, 1989.
George Robinson, Essential Judaism: A Complete Guide to Beliefs, Customs, and Rituals, New York: Pocket Books, 2000.
Gunter Stemberger, Introduction to the Talmud and Midrash, trans. Markus Bockmuehl, Edinburgh: T&T Clark, 1996.
Jacob Neusner, Between Time and Eternity: The Essentials of Judaism, Belmont: Wadsworth Publishing Company, 1975.
Jacob Neusner, ed., Understanding Rabbinic Judaism: From Talmudic to Modern Times, New York: Ktav Publishing House, Inc., 1974.
Robert M. Seltzer, Jewish People, Jewish Thought: The Jewish Experience in History, Upper Saddle River: Prentice Hall, 1980.
Ben Zion Bokser, ed. & tr., The Talmud: Selected Writings, New York: Paulist Press, 1989.
George Robinson, Essential Judaism: A Complete Guide to Beliefs, Customs, and Rituals, New York: Pocket Books, 2000.
Gunter Stemberger, Introduction to the Talmud and Midrash, trans. Markus Bockmuehl, Edinburgh: T&T Clark, 1996.
Jacob Neusner, Between Time and Eternity: The Essentials of Judaism, Belmont: Wadsworth Publishing Company, 1975.
Jacob Neusner, ed., Understanding Rabbinic Judaism: From Talmudic to Modern Times, New York: Ktav Publishing House, Inc., 1974.
Robert M. Seltzer, Jewish People, Jewish Thought: The Jewish Experience in History, Upper Saddle River: Prentice Hall, 1980.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績平時成績 Regular achievements |
20 | |
| 期中考期中考 Midterm exam |
40 | |
| 期末考期末考 Final exam |
40 |
