本課程的教學目標，分別從生命關懷與多元文化的視野，並分成巨觀、中觀與微觀三個面向，引領修課同學探索本校立校的基督教靈性傳統精神與實踐對對個人與社會的影響。課程的設計規畫基礎為透過對基督教對人的關懷與發展歷史出發，讓學生同時從巨觀的視野瞭解基督教的靈性傳統，如何影響近兩千年的人類社會發展；中觀的視野探索本校的立校精神與基督教的靈性傳承與展現的相關性，微觀的角度探討基督教的靈性傳統如何影響當代基督徒典範人物之信仰與實踐。 修習本課程的同學除了可以瞭解基督教靈性傳統的脈絡與內涵外，更進一步可以探討基督教的靈性傳統如何對個人(基督徒)、組織(教會、宗教團體)，與整體的人類與社會產生影響，以強化生命的人文價值視野。
期待修習本課程的學生可以獲得以下四項素養與能力：
一、 瞭解基督教的源流與發展
二、 瞭解基督教靈性傳統的核心精神
三、 瞭解本校創設、立校精神與基督教靈性傳統與實踐的關係
四、 體會基督教的靈性傳統核心精神對協助個人生命成長與建構良善 (common good)社會的影響

The teaching objectives of this course are from the perspectives of life care and multiculturalism, and are divided into three aspects: macroscopic, mesoscopic and microscopic, to lead students to explore the influence of the traditional Christian spirituality and practice of our school on individuals and society. The basis of the design and planning of the course is to start from the history of Christianity's care for people and its development, so that students can understand from a macro perspective how the Christian spiritual tradition has affected the development of human society in the past two thousand years; from a meso perspective, it explores the correlation between the school's founding spirit and the spiritual inheritance and display of Christianity, and from a micro perspective, it explores how the Christian spiritual tradition affects the beliefs and practices of contemporary Christian role models. In addition to understanding the context and connotation of the Christian spiritual tradition, students who take this course can further explore how the Christian spiritual tradition affects individuals (Christians), organizations (churches, religious groups), and the entire human race and society, in order to strengthen the humanistic value perspective of life.
Students who take this course are expected to acquire the following four qualities and abilities:
1. Understand the origin and development of Christianity
2. Understand the core spirit of the Christian spiritual tradition
3. Understand the relationship between the founding and founding spirit of the school and the tradition and practice of Christian spirituality
4. Understand the impact of the core spirit of Christian spiritual tradition on assisting personal life growth and building a common good society.

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.

魯易思著(C. S. Lewis)梁永安譯，1998，《四種愛》。台北：立緒。
盧雲著(Henri Nouwen)， 應仁祥譯，2013，《向下的移動：基督的捨己之路》。台北：校園出版社。

C. S. Lewis, translated by Liang Yongan, 1998, "Four Loves". Taipei: Lixu.
Written by Henri Nouwen, translated by Ying Renxiang, 2013, "Downward Movement: Christ's Path of Self-Sacrifice". Taipei: Campus Press.