傳統的教育通常以實證的知識教導為主，常忽略了全人面向的特質與需求。宗教在古今中外的集體與個人生活中一直都扮演非常重要的角色，但宗教所提供的功能與影響經常是無法經由現有的「實證」方法加以認證，而被忽略或汙名化。近年來，我們已經目睹人們對「宗教」或「靈性」持續的增加興趣，並比較客觀的思考宗教對人類生命與生活的影響。生命教育是國內教育界第一次將宗教內涵納入正式課程的開始，顯現當代整全的教育不能再忽略「宗教」或靈性這個重要的領域，對宗教具有更為進深的瞭解，將協助學生(個人)有機會從宗教找到生活力量的泉源與生命的活路。
本課程的設計從瞭解生命教育的核心理念與內涵為切入點，探討宗教的本質以及宗教如何影響生活與生命，以及如何培養學生正向積極的生命價值為目標；同時探討不同的宗教傳統如何在人類的歷史過程，提出並影響人類生命價值與生活方向的價值規範，以及宗教人如何在宗教的薰陶下呈現其生命典範，影響人類歷史的發展。本課程也期待修習本課程的學生，不僅能從理念上深刻的了解此一領域的論述內容，也能落實在教學設計與生活的實踐。修課學生在本課程中，可以獲得下列五方面相關的知識與訓練：
(一) 瞭解生命教育以及宗教取向生命教育的意義、目的與內涵
(二) 認識與理解宗教的意義、本質與內涵
(三) 認識與理解世界與台灣社會主要宗教的傳統以及文化特質
(四) 認識與理解宗教在人類歷史、文化及社會中所蘊含的深度與廣度
(五) 認識宗教與個人生命的內在關聯性，並能從宗教的意涵反思個人生命的向度
(六) 獲得規劃與實施宗教與人生課程教學的理論、實踐知識與能力。Traditional education is usually based on practical knowledge teaching, and often ignores the characteristics and needs that are oriented towards people. Religion has always played a very important role in the collective and personal lives of ancient and modern times, both at home and abroad, but the functions and influences provided by religion are often uncertified by the existing "verification" method and are ignored or nominalized. In recent years, we have witnessed people's continued increase in interest in "religion" or "spirituality" and more objectively considering the impact of religion on human life and life. Life education is the beginning of the first time that the domestic education community has included religious connotations into formal courses. It shows that modern education can no longer ignore the important field of "religion" or spirit. It has a deeper understanding of religion and will help students ( Personal) has the opportunity to find the source of life's power and the way to live from religion.
The design of this course starts with understanding the core concepts and connotations of life education, and explores the nature of religion and how religion affects life and life, and how to cultivate students' positive and positive life value as the goal; at the same time, explores how different religious traditions are The historical process of humans proposes and affects the value specifications of human life value and direction of life, as well as how religious people present their life patterns under the influence of religion, and affects the development of human history. This course also hopes that students who study this course will not only have a profound understanding of the content of this field from a conceptual perspective, but will also be implemented in teaching design and life. In this course, students can obtain the following five related knowledge and training:
(I) Understand the meaning, purpose and connotation of life education and religious orientation life education
(II) Understand and understand the meaning, essence and connotation of religion
(III) Understand and understand the tradition and cultural characteristics of the world and the main religions of Taiwan society
(IV) Understand and understand the depth and breadth of religion in human history, culture and society
(V) Understand the internal correlation between religion and personal life, and be able to reflect on the dimensions of personal life from the meaning of religion
(VI) Obtain the theory, practical knowledge and ability to plan and implement religious and life course teaching.
史密士‧休斯頓 (Huston Smith)，1998，人的宗教－人類偉大的智慧傳統。
劉安雲譯，台北：立緒出版社。
何福田編，2006，《生命教育》。台北：心理出版社。
吳秀碧編，2006，《生命教育：理論與教學方案》。台北：心理出版社。
劉清彥，2011，《閱讀裡的生命教育》。台北：天下出版社。
Huston Smith, 1998, Human Religion - Human Wisdom Tradition.
Liu'an Yunlu, Taipei: Lichang Publishing House.
Edited by He Futian, 2006, "Life Education". Taipei: Psychological Publishing House.
Educated by Wu Xiubi, 2006, "Life Education: Theory and Teaching Plan". Taipei: Psychological Publishing House.
Liu Qingling, 2011, "Life Education in Reading". Taipei: Tianxia Publishing House.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平常考核佔平常考核佔 Regular assessment |
30 | 包括上課出席、課堂參與、入班觀察與宗教場域參與觀察之心得報告 |
| 讀書心得(含口頭)報告讀書心得(含口頭)報告 Reading experience (including mouth) report |
30 | |
| 期中+期末報告佔期中+期末報告佔 Midterm + final report occupation |
50 | 含口頭報告 |
