本課程不是在「介紹基督教」，而是認識「基督教世界觀」，及其與人類生命現場的關聯，目標為：
1.認識何謂「世界觀」及其對自己的影響。
2.認識一個基於「人與世界」互動關係下的基督宗教
3.了解作為一個世界觀的基督宗教，對自身生命現場處境的意義

而本課就是從揭開「人與世界」的關係開始，透過對世界觀的認識，進而介紹基督宗教的世界觀，藉以展開基督宗教的教義架構、歷史發展與社會意涵。重點在辨識自己所具備的世界觀，並藉由理解基督宗教的世界觀，呼應於生命現場。使學生可以透過與自身生存處境的對話，作為窺視基督宗教的取徑，並且對基督宗教產生互為主體的理解，即認識基督宗教與自身故事之間互為主體。課程目標在於使基督宗教成為其生命視野中。具有意義的世界觀視角，並回應學習者自身之深層生命課題。

★同學心得（生科系尤同學）∼
我覺得基督教的世界觀這門課讓我學到的是，把握當下的每分每秒，努力的去做想做的事，老師在上課時提出的問題常常引人深思，而且有什麼心事或想知道的事寫在腳蹤上老師都會幫忙解惑∼修這門課會讓你在大學生涯中學到你計劃以外的事:-)而且老師真的不會傳教∼XD ★★★★有宗教疑慮的同學可以放心選課★★★★

This course is not an "introduction to Christianity", but an understanding of the "Christian worldview" and its connection with the scene of human life. The goals are:
1. Understand what "world view" is and its impact on yourself.
2. Understand a Christianity based on the interactive relationship between "man and the world"
3. Understand the significance of Christianity as a world view to one’s own life situation

This course starts by uncovering the relationship between "man and the world", and then introduces the Christian worldview through the understanding of the worldview, thereby unfolding the doctrinal structure, historical development and social implications of Christianity. The focus is on identifying one's own worldview, and by understanding the Christian worldview, it can be adapted to the scene of life. This allows students to have a glimpse of Christianity through dialogue with their own living situations, and develop an inter-subjective understanding of Christianity, that is, to understand the inter-subjectivity between Christianity and their own stories. The goal of the course is to make Christianity a part of their life horizons. A meaningful worldview perspective and respond to learners’ own deep life issues.

★Students’ opinions (especially students from the Department of Biology) ∼
I think what I learned from the Christian World View course is to seize every moment of the moment and work hard to do what you want to do. The questions the teacher asks in class are often thought-provoking, and if you have anything on your mind or want to know, write it down on the footprints. The teacher will help answer your questions. Taking this course will allow you to learn things beyond your plans in your college career:-) And the teacher really doesn’t preach ~XD ★★★★Students with religious doubts can choose the course with confidence★★★★

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.

1.《世界觀的故事》，寇爾森、皮爾絲/著，2006，校園書房出版社
2.《世界觀～現代年輕人必懂的科學哲學與科學史》，理查迪威特(Richard DeWitt)/著，2015，夏日出版社
3.《純，基督教》，賴特(N. T. Writ)/著，2008，天道書樓
4.《使徒信經新釋》，楊牧谷/著，2003，校園書房出版社
5.《眼淚並未擦乾》，龔立人/著，2001，基道出版社

1. "The Story of a World View", written by Colson and Pierce, 2006, Campus Bookstore Press
2. "World View - The Philosophy and History of Science that Modern Young People Must Understand", written by Richard DeWitt, 2015, Summer Press
3. "Pure Christianity", written by N. T. Writ, 2008, Tiandao Bookstore
4. "A New Interpretation of the Apostles' Creed", written by Yang Mugu, 2003, Campus Study Press
5. "The Tears Are Not Dry", written by Gong Liren, 2001, JiDao Publishing House