為使哲學基礎課程得以與創意實作結合，將哲學教育向下扎根，以達到延伸哲學教育觸角之目的，本課程之設計特別由授課教師以密集授課方式帶領修課同學們分組研討，共同發揮巧思與創意，引導其將哲學理論與概念思辨改編成適合小學中年級兒童的哲學故事，並製成繪本以作為學習成果。此外，為令學習成果能讓兒童容易理解，本課程亦安排選課同學們實際到小學的閱讀活動或課程中對小學生說故事，並使用他們所繪製的哲學故事做為教材。本課程試圖一方面透過改編深奧難懂的哲學思想以成為更加平易近人的故事，來達到激發同學們的創造力與創意之目標，另一方面則透過哲學故事改寫的實作，以及到小學的教學現場說故事的活動，使得同學們能走出學院、進入實際創作與教學的場域，體認學習與實作的價值。
本課程係結合實作與理論的一門哲學文創課程，課程時程設計包括五個部分：期中考週前分組討論與製作繪本、邀請專家學者做相關演講、期中考週展示初步成果、期中考週後赴合作小學實地展演、以及期末考週反思與檢討。有鑑於上述五個部分皆難以按照一般制式課表時間來施行，而必須有一定程度的機動性，故課程之進行亦將採取集中授課的方式為之。In order to combine the basic philosophical course with creative practice, and to root philosophy education downward to achieve the purpose of extending the perspective of philosophical education, the design of this course is specially designed by the teacher to lead the course students in intensive teaching and conduct research, jointly develop ingenious thinking and creativity, and guide them to adapt philosophical theory and conceptual thinking into philosophical stories suitable for middle-aged primary school children, and make them into a sketch for learning results. In addition, in order to make learning achievements easy for children to understand, this course also arranges students to choose to actually go to elementary school reading activities or courses to tell stories to primary students, and use the philosophical stories they have drawn as textbooks. On the one hand, this course test uses the adaptation of philosophical thoughts that are difficult to understand to become more approachable stories to stimulate students' creativity and creativity. On the other hand, it uses the transformation of philosophical stories and the activities of telling stories in primary school, so that students can go out of the school, enter the field of actual creation and teaching, and fully understand the value of learning and work.
This course is a philosophical literary creation course that combines practice and theoretical discussion. The course design includes five parts: sub-group discussion and making sketches before the midterm exam week, inviting expert students to give relevant lectures, presenting preliminary results during the midterm exam week, performing locally at cooperative elementary school after the midterm exam week, and reflecting and reviewing during the final exam week. It is believed that the above five parts are difficult to implement according to the general standard class schedule, and must be of a certain degree of motivation, so the course will also be conducted in a centralized manner.
1. 林正弘，《想一想哲學問題》，三民出版社，2003。
2. 梁瑞祥、傅皓政、蒲世豪、葉榮福、邱武科、徐昀霖，《兒童哲學：基礎理論、教學方法》，五南出版社，2012。
3. Brigitte Labbe著，《哲學種子(精裝版1-4)：勇氣與恐懼+自由與不自由+美與醜+愛情與友情》，謝蕙心、殷麗君等譯，米奇巴克出版社，2015。
4. Brigitte Labbe著，《哲學種子(精裝版5-8)：什麼是好？什麼是壞？+知道與不知道+領導者與其他人+身體與心靈》，謝蕙心、殷麗君等譯，米奇巴克出版社，2015。
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1. Lin Zhenghong, "Think about Philosophy Problems", Sanmin Publishing House, 2003.
2. Liang Ruixiang, Fu Haozheng, Pu Shihao, Ye Rongfu, Qiu Wuke, Xu Yunlin, "Child Philosophy: Basic Theory and Teaching Methods", Wunan Publishing House, 2012.
3. Brigitte Labbe, "Philosophy Seeds (Exquisite Edition 1-4): Courage and Fear + Freedom and Unfreedom + Beauty and Absolute + Love and Friendship", translated by Xie Huixin, Yin Lijun, etc., Mickey Buck Publishing House, 2015.
4. Brigitte Labbe, "Philosophy Seeds (Essential Edition 5-8): What is good? What is bad? +Know and Don't Know + Leaders and Others + Body and Spirit", Translated by Xie Huixin, Yin Lijun, etc., Mickey Barker Publishing House, 2015.
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績平時成績 Regular achievements |
20 | |
| 期中成果報告期中成果報告 Midterm results report |
20 | |
| 期末成果報告與展示期末成果報告與展示 Final results report and presentation |
30 |
