1.本課程將透過《巨人傳》和《拉伯雷研究》兩書，重新讓我們正視詼諧、歡笑的社會價值以及歐洲節慶文化構成的日常批判力量。
2.其中涉及文學美學領域中的怪誕文類討論、俗民節慶文化的日常生活實踐以及狂歡身體構作出的顛覆力量。

1. This course will use the two books "The Life of Giants" and "Study on Rabelais" to make us face up to the social value of humor and laughter as well as the daily critical power of European festival culture.
2. It involves the discussion of grotesque genres in the field of literary aesthetics, the daily life practice of folk festival culture, and the subversive power of the carnival body structure.

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.

拉伯雷(Rabelais, Francois)，《巨人傳》（台北：桂冠出版社，2005）
巴赫金(Bakhtin, Mikhail)，《拉伯雷研究》（石家莊：河北教育出版社，1998）
費弗爾(Febvre, Lucien)，《十六世紀的不信教問題：拉伯雷的宗教》（上海：三聯
書店，2011）
凱澤爾，《美人和野獸：文學藝術中的怪誕》（台北：萬象出版社，1991）

Rabelais, Francois, "The Life of Giants" (Taipei: Laurel Publishing House, 2005)
Bakhtin, Mikhail, "Study on Rabelais" (Shijiazhuang: Hebei Education Press, 1998)
Febvre, Lucien, "The Problem of Unbelief in the Sixteenth Century: Rabelais's Religion" (Shanghai: Sanlian
Bookstore, 2011)
Keizer, Beauty and the Beast: The Grotesque in Literature and Art (Taipei: Wanxiang Publishing House, 1991)