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。
本課程為通識人文課程，課程開授的目的為啟發修課同學對靈性與基督信仰的探索興趣，課程授課方式將採多元教學方式進行，包括課堂講授、專家座談、實地參訪、影片觀賞與小組討論等四種方式進行。專家演講將邀請參與早期本校建校時期的學長返校演講或座談，本校的立校精神與基督教靈性傳統的關係；此外也 將選擇與基督教靈性傳統與典範人物相關的影片(如德雷莎修女傳)，讓學生在觀賞後按教師提供思考要點，撰寫賞析心得並與課堂與同學討論分享；期末將要求修課同學以一位基督教典範人物為題，經由訪談或文字記錄整理敘述其對社會的影響事蹟，並分析其生涯思想、實踐與基督教靈性傳統的關係，讓學生能在修課過程中培養基督靈性傳統的「道成肉身」實踐精神。
The teaching objectives of this course are divided into three aspects: giant, medium and micro perspectives, to explore the influence of the Christian spiritual traditional spirit and reality on individuals and society in the school. The design principles of the course are based on the development of Christianity's relationship with people and the history of development, allowing students to understand the spiritual traditions of Christianity from a huge perspective and how they influence the development of human society for nearly two thousand years; the visual perspective explores the correlation between the school's school-based spirit and the spiritual inheritance and manifestation of Christianity, and explores from a micro perspective how the spiritual tradition of Christianity affects the beliefs and reality of contemporary Christian classics. In addition to understanding the franchise and connotation of Christian spiritual traditions, students who study this course can further explore how Christian spiritual traditions have an impact on individuals (Christians), organizations (church, religious groups), and the overall human and society, so as to enhance the humanistic value vision of life.
This course is a general humanities course. The purpose of the course is to initiate the exploration of spirituality and Christianity by the students in the course. The course teaching method will be conducted in a variety of teaching methods, including classroom lectures, expert seminars, local visits, video viewing and group discussions. Expert lectures will invite students to return to school lectures or seminars with the early days of the school’s founding period, and the relationship between the school’s school-based spirit and the spiritual tradition of Christianity; in addition, Videos related to Christian spiritual traditions and classic characters (such as Mother Teresa) will be selected to allow students to provide the key points of thinking according to the teacher's thinking after watching, write analysis experiences, and discuss and share with classmates with the class; at the end of the period, students will be required to study with a Christian classic. The characters are topics, and they are sorted out through interviews or written records to describe their impact on society, and analyze their career ideas, practical relationships with Christian spiritual traditions, so that students can cultivate the "incarnation" spirit of the spiritual traditions of the Christian spiritual traditions during the course of study.
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。
The general course is different from the professional course, and it focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic qualities are cultivated and have specific indicators for self-verification of teaching and learning results. They are divided into the following: Truth-seeking and nourishing (nature domain): 1. Learn the methods or philosophy of natural sciences to explore the subtleties of physics and the world of life, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific topics. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
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。
亨德里克•房龍 (Hendrik Willem Van Loon) 王偉、劉國鵬譯，2014，《聖經的故事》。台中：好讀出版社。
Lu Yisi (C. S. Lewis) Liang Yongan, 1998, "Four Loves". Taipei: Stand up.
Henri Nouwen, translated by Erenxiang, 2013, "Downward Movement: Christ's Way to Let Oneself". Taipei: Campus Press.
Hendrik Willem Van Loon Wang Wei, Liu Guolu, 2014, "The Story of the Christmas". Taichung: Haoxuan Publishing House.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課程出席與課堂參與課程出席與課堂參與 Course attendance and class participation |
25 | 四次未出席(經教師許可之請假六次)本項成績以0分計算 |
| 演講、實地參訪、 影音欣賞心得演講、實地參訪、 影音欣賞心得 Lecture, local visit, audio and video appreciation experience |
35 | 影音、參訪、演講等心得需按規定上傳教學平台 |
| 期末報告(口頭與書面)期末報告(口頭與書面) Final report (oral and written) |
40 |
