2013年台菲漁船事件期間，東海別墅的巷子裡，有店家貼出了「不歡迎菲律賓人」的告示。追究是那個店家並無助於問題的進一步思考，這樣的告示，可能是出自於店家個人對於菲律賓人的厭惡，但也可能是擔心普遍嫌惡、恐懼外勞的心態，會在這段期間影響了他們的生意，甚至引起不必要的衝突。對這些與我們鄰近的陌生人：外勞，我們需要的是更多的認識、相互理解的管道和平台。
因為緊鄰工業區，東海大學附近住了許多從泰國、越南、菲律賓和印尼來的外籍勞工。在籃球場，經常可以看到外勞打籃球的身影。東別的巷子裡，也存在許多異國但又帶點危險氣氛的小吃店。或者學生也會對於「洗完頭髮為何不吹乾？」發出不以為然的質疑。在藝術街上，推著老人散步的外勞，又是從哪裡，怎麼過來的？事實上這些所謂的外籍勞工在台灣的時間，從1992年正式開放引進至今已經超過20年，但是這個群體，因為一直以來的歧視與恐懼，大多數的東海學生對他們的認識與接觸幾近於零。如何拉近這個距離？如何有更多的互動與認識？藉由瞭解他們的生活與處境，進一步反問我們自己：對待這些人，什麼樣的制度才是合理的？
課程的設計分為四個部分，移工現象與理論的探討，以及田野研究與紀錄片拍攝，兩部分課程會交錯進行。第三部分是關於移工權利與公民身份的思考，集中在14-17週。最後，三次的作業分享以及個人、團體的參訪與經驗分享，提供不同於文本的直接體驗與思考，是課程的第四部分。期待透過這樣的學習，以及學生田野調查的互動，與調查結果在各種東海的分享平台上傳布，逐漸的改變我們與鄰近的陌生人之間的關係。During the Taiwan-Filipino fishing boat incident in 2013, a store in the alley of Donghai Villa posted a notice saying "Filipinos are not welcome." Investigating the store owner will not help further thinking about the problem. Such a notice may be due to the store owner's personal dislike of Filipinos, but it may also be due to concerns that the general dislike and fear of foreign workers will affect the store during this period. Their business may even cause unnecessary conflicts. For these strangers who are close to us: foreign workers, what we need is more knowledge, channels and platforms for mutual understanding.
Because it is close to the industrial area, many foreign workers from Thailand, Vietnam, Philippines and Indonesia live near Tunghai University. On the basketball court, you can often see foreign workers playing basketball. In the alleys of Dongbei, there are also many exotic but dangerous snack bars. Or students may question "Why don't you blow-dry your hair after washing it?" Where did the foreign workers pushing the old man for a walk on Art Street come from and how did he get there? In fact, these so-called foreign workers have been in Taiwan for more than 20 years since the official introduction in 1992. However, due to the long-standing discrimination and fear of this group, most Donghai students have little knowledge and contact with them. zero. How to close this distance? How to have more interaction and understanding? By understanding their lives and situations, we can further ask ourselves: What kind of system is reasonable for treating these people?
The course design is divided into four parts: discussion of the phenomenon and theory of migrant workers, as well as field research and documentary shooting. The two parts of the course will be conducted in an interleaved manner. The third part is about migrant workers’ rights and citizenship, focusing on weeks 14-17. Finally, three assignment sharings as well as individual and group visits and experience sharing provide direct experience and thinking that are different from the text, which is the fourth part of the course. We hope that through this kind of learning, as well as the interaction of student fieldwork, and the dissemination of survey results on various sharing platforms in the East China Sea, we will gradually change our relationship with strangers nearby.
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 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.
《國際遷徙與移民：解讀「離國出走」》，Peter Stalker著，台北市：書林，2002
《跨國灰姑娘：當東南亞幫傭遇上台灣新富家庭》，藍佩嘉著，台北市：行人，2008
《我們：移動與勞動的生命記事》顧玉玲著，台北縣中和市：INK印刻文學，2008
"International Migration and Immigration: Interpreting "Exodus"", by Peter Stalker, Taipei City: Shulin, 2002
"Transnational Cinderella: When Southeast Asian Domestic Workers Meet Taiwan's Newly Rich Families", by Lan Peijia, Taipei City: Pedestrian, 2008
"We: Chronicles of Life of Movement and Labor" by Gu Yuling, Zhonghe City, Taipei County: INK Imprint Literature, 2008
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