. 培養學生作為人的整體感，除了認識自己之外，更是希望可以清楚感受到自己就是人類整體本身。協助學生認識自己的生命必須在逐漸放棄自我的過程，盡情朝向人類整體價值。
2. 以上的目標非長遠大，卻是迫切，也是教育的目的本身。不過，本課程不同於傳統的課程，而是與住宿學習相互結合，也就是從學生的日常生活做起。藉由第一學期大學引導所建立的信任關係以及敏銳觀察力的嘗試恢復，希望在第二學期本課程的引導之下，學生可以藉由對於生活議題的社會實踐，而開始融通其生命經驗與人類整體價值的相互結合。
3. 本課程是以引導教育為基礎，鼓勵學生學習傾聽他人的意見，以及學習自我表達讓別人可以清楚理解自己的感受與想法。
4. 每一位課程參與者都是平等的，彼此必須學習承認他人的主體性。
5. 同時，整個課程的最主要學習目標就是尊重同體的智慧。與其一個人做了一件聰明事，倒不如一群人做一件普通的事。1. 本課程主要的學習目的就是要引導男舍12-14、男舍21棟或女舍22棟新鮮人，發展其公共性。
2. 在實質學習上，將藉由授課老師的講授，讓修課的同學認識西方公領域與私領域的誕生過程，特別是參與這個誕生過程的主角－布爾喬亞、女人、兒童以及現代國家與家庭，如何進行社會實踐的過程。
3. 對於西方公領域、私領域與社會實踐過程的認識，僅止於參考，更為重要之處，乃在於藉由西方經驗反思，討論台灣所處的生活環境－何處是私領域？何處是公領域？為何又必須區分公領域與私領域？特別是以自己目前所處的宿舍生活世界作為反思與討論的起點，從近深處做起。
4. 宿舍本身是大學生非常重要的生活世界或是社會場域，特別是東海大學要求新鮮人必須住宿。但是，為何必須住宿的學習意義並未說明清楚，學生頂多將宿舍視為「私人領域」，談不上私領域，而且也未曾將宿舍的公共空間視為公領域。如此一來，再好的公民教育課程也都將本末倒置。從宿舍生活做起正是從近身做起，才是真正的公民教育。
5. 教學的方是以引導教育的方式來進行，不是權威式的醍醐灌頂。希望藉由第一學期的大學引導－啟動學生恢復其原有的敏銳觀察力，以及建立的信任關係，在第二學期藉由本課程開始讓學生進行社會實踐，培養其社會參與感與生活共同體的社區意識。
6. 因此，每次上課，授課老師講授2小時，另外1小時由棟長或學長引導新鮮人進行課程討論。每次上課授課老師的授課重點，不在於介紹而是對於各組即將討論的問題的引導，而非教導。
7. 2小時的討論，授課老師將輪流參與各組的討論。

. To cultivate students' sense of wholeness as human beings, in addition to knowing themselves, they also hope to clearly feel that they are the whole human being itself. To help students understand that their lives must be in the process of gradually giving up the self and fully moving towards the overall value of human beings.
2. The above goals are not long-term, but urgent. They are also the purpose of education itself. However, this course is different from traditional courses, but is integrated with residential learning, that is, starting from students' daily life. Through the attempts to restore the trusting relationship established by university guidance and keen observation in the first semester, it is hoped that under the guidance of this course in the second semester, students can begin to integrate their life experience with the overall value of human beings through social practice on life issues.
3. This course is based on guided education, encouraging students to learn to listen to the opinions of others, and to learn to express themselves so that others can clearly understand their feelings and thoughts.
4. Every course participant is equal and must learn to recognize the subjectivity of others.
5. At the same time, the main learning goal of the entire course is to respect the wisdom of the whole body. Rather than one person doing a smart thing, it's better for a group of people to do an ordinary thing. 1. The main learning purpose of this course is to guide freshmen in Men's Building 12-14, Men's Building 21 or Women's Building 22 to develop their public character.
2. In terms of substantive learning, through the teachings of the lecturer, students taking the course will be able to understand the birth process of the public and private spheres in the West, especially how the protagonists involved in this birth process - bourgeoisie, women, children, as well as modern countries and families - carry out social practice.
3. The understanding of the public sphere, private sphere and social practice process in the West is only for reference. What is more important is to discuss the living environment in Taiwan through reflection on Western experience - where is the private sphere? Where is the public domain? Why is it necessary to distinguish between the public and private spheres? In particular, I use my current dormitory life world as the starting point for reflection and discussion, starting from the near and deep.
4. The dormitory itself is a very important living world or social field for college students, especially Tunghai University, which requires freshmen to stay. However, the significance of why accommodation is required is not clearly explained. Students regard dormitories as a "private domain" at most, not a private domain, and they never regard the public space in the dormitory as a public domain. As a result, even the best civic education courses put the cart before the horse. Starting from dormitory life is exactly starting from the close, which is the real civic education.
5. The teaching method is to guide education, not authoritative enlightenment. It is hoped that through university guidance in the first semester, students will be able to regain their original keen observation skills and established trusting relationships. In the second semester, this course will allow students to engage in social practice and cultivate their sense of social participation and sense of community in a living community.
6. Therefore, in each class, the teacher will teach for 2 hours, and the other 1 hour will be led by the building principal or senior to discuss the course with the freshmen. The focus of the teacher's teaching in each class is not to introduce but to guide each group on the issues to be discussed, rather than to teach.
7. During the 2-hour discussion, the instructor will take turns participating in the discussion of each group.

1. 《培育人文：人文教育改革的古典辯護》，Martha C. Nussbaum著。
2. 年鑑史學的《私生活史第三、四冊》
3. 年鑑史學的家《庭史第二冊》
4. 《萬曆十五年》，黃仁宇著。

1. "Cultivating the Humanities: A Classical Defense of Liberal Education Reform" by Martha C. Nussbaum.
2. "History of Private Life Volumes Three and Four" by Annals Historiography
3. The Family of Chronicle Historiography "Family History Volume 2"
4. "The Fifteenth Year of Wanli", written by Huang Renyu.