2013年台菲漁船事件期間，東海別墅的巷子裡，有店家貼出了「不歡迎菲律賓人」的告示。追究是那個店家並無助於問題的進一步思考，這樣的告示，可能是出自於店家個人對於菲律賓人的厭惡，但也可能是擔心普遍嫌惡、恐懼外勞的心態，會在這段期間影響了他們的生意，甚至引起不必要的衝突。對這些與我們鄰近的陌生人：外勞，我們需要的是更多的認識、相互理解的管道和平台。
因為緊鄰工業區，東海大學附近住了許多從泰國、越南、菲律賓和印尼來的外籍勞工。在籃球場，經常可以看到外勞打籃球的身影。東別的巷子裡，也存在許多異國但又帶點危險氣氛的小吃店。或者學生也會對於「洗完頭髮為何不吹乾？」發出不以為然的質疑。在藝術街上，推著老人散步的外勞，又是從哪裡，怎麼過來的？事實上這些所謂的外籍勞工在台灣的時間，從1992年正式開放引進至今已經超過20年，但是這個群體，因為一直以來的歧視與恐懼，大多數的東海學生對他們的認識與接觸幾近於零。如何拉近這個距離？如何有更多的互動與認識？藉由瞭解他們的生活與處境，進一步反問我們自己：對待這些人，什麼樣的制度才是合理的？
During the Taiwan -Philippine fishing boat incident in 2013, in the alley of the East China Sea Villa, some stores posted a notice of "not welcome the Philippines". The investor is that that shop does not help further think about the problem. Such a notice may be from the person's aversion to the Philippines, but it may also be worried about the general disgusting and fear of foreign workers. Their business even caused unnecessary conflict. For these strangers close to us: foreign workers, we need more understanding and mutual understanding of channels and platforms.
Because of close to the industrial zone, many foreign workers from Thailand, Vietnam, the Philippines and Indonesia have lived near Donghai University. In the basketball court, we can often see foreign workers playing basketball. There are also many exotic snack bars in the alleys in Dongbi. Or the students will question "Why don't you blow your hair after washing your hair?" On the art street, where is the foreign workers who pushed the elderly for walking, where did they come from? In fact, the time of these so -called foreign workers in Taiwan has been officially opened in 1992 for more than 20 years, but this group, because of the discrimination and fear of the past, most of the east China students' understanding and contact with them are nearly near zero. How to get closer this distance? How to have more interaction and understanding? By understanding their lives and situations, we will further ask us: What kind of system is reasonable to treat these people?
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 courses are different from professional courses, and they really focus on guiding students to actively care, explore and practice the ultimate value and wisdom of human beings. At the same time, the knowledge provided by general courses is not the shallowization of professional courses, but a basic knowledge with a strong sense of sense. Essence The school sets the four basic literacy of general education based on the traditional school tradition, school motto and school running concepts: seeking authenticity, belief in literacy, acting literacy and macro literacy, and specifically implement the ideal of the school's general education education. It is hoped that the students of the school can play their own spirit of self -study. Under the guidance of the general course teacher, they will gradually cultivate their basic literacy of general education and look forward to learning for life. Various basic literacy and setting specific learning effectiveness indicators to do the specific indicators of self -testing of teaching and learning results are divided into as follows: seeking authenticity (natural field): 1. Learn the method or philosophy of natural science to explore physics to explore physics The subtleness of the world of life, 2. Give full play to the spirit of the matter, 3. Can participate in public affairs related to scientific issues. Believe in literacy (humanities): 1. Learn the spirit of humanities to explore the profound value of internal self and understanding human civilization, 2. Develop the spirit of self -discipline, 3. Be able to use rationality for moral reasoning. Equality (social field): 1. Use social science methods or philosophy to stimulate students' ability to listen and communicate, 2. Acknowledge and respect diversified differences, 3. Practice the spirit of democratic review. Hongtong literacy (cross -domain): 1. Pursuing the overall value of human beings, 2. Incorporate the literacy such as the truth, faith, and practice of the literacy. Course in various fields can be selected for learning effectiveness indicators without having to stick to it.
《國際遷徙與移民：解讀「離國出走」》，Peter Stalker著，台北市：書林，2002
《跨國灰姑娘：當東南亞幫傭遇上台灣新富家庭》，藍佩嘉著，台北市：行人，2008
《我們：移動與勞動的生命記事》顧玉玲著，台北縣中和市：INK印刻文學，2008
"International Migration and Immigration: Interpretation of" Leaving the State ", Peter Stalker, Taipei City: Shulin, 2002
"Transnational Cinderella: When Southeast Asian Gangs meet the Family in Taiwan", Lan Peijia, Taipei City: Pedestrian, 2008
"Us: Life Notes for Mobile and Labor" Gu Yuling, Taipei County Zhonghe City: Ink Print Literature, 2008
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 文獻報告文獻報告 Literature report |
20 | |
| 期中考期中考 Secondary entrance examination |
20 | |
| 分組作業分組作業 Group operation |
30 | |
| 課堂參與討論課堂參與討論 Class participation discussion |
20 | |
| 心得心得 Experience |
10 |
