基督(宗)教是世界文化的一個主要現象，也是2000年來驅動許多個人行為實踐與人類社會變遷的主要趨動力。根據Pew Research Institute的估計，2015年全世界信仰基督(宗)教的人口超過23億，占全球人口的31.2%，為當今世界信徒最多的宗教。基督教的魅力在哪裡？基督教的世界觀與實踐上有何特質？可以對兩千年來的世界發展有如此大的影響？(註：本課程使用「基督教」為信仰基督耶穌的宗教群體，整體而言包括，天主教(Catholicism)、基督新教(Protestantism)、東正教(Orthodox)以及一些比較小的新教派)

本課程的教學目標，分別從生命關懷與多元文化的視野，引領修課同學分別從「靈性」與「實踐」的兩個像度，探索基督教對個人與社會影響的現象與趨力。課程規劃從基督教的「靈性」觀作為討論的起始焦點，逐一引導修課同學從舊約聖經「創世紀」、「出埃及記」中主要人物的生命故事，解析基督教的靈性傳統，如何在早期的猶太社會中逐漸成形，並影響猶太人社會與文化的發展；接著從新約聖經的「四福音書」與「使徒行傳」五卷書中，探索與分析耶穌與保羅，如何將猶太傳統的靈性觀加以轉換更新，並賦予新的實踐意義，奠定2000年來基督教對整體世界的影響力。

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與價值如何對個人(基督徒與非基督徒)、組織(教會、宗教團體)，與整體的人類與社會產生影響，以提升修課同學的人文價值視野。

Christianity (religion) is a major phenomenon in world culture, and it is also the main driving force driving many individual behavioral practices and changes in human society over the past 2000 years. According to estimates by the Pew Research Institute, the number of people who believe in Christianity in the world exceeded 2.3 billion in 2015, accounting for 31.2% of the global population, making it the religion with the largest number of believers in the world today. What is the charm of Christianity? What are the characteristics of the Christian worldview and practice? Can it have such a big impact on the development of the world over the past two thousand years? (Note: This course uses "Christianity" as the religious group that believes in Christ Jesus, and generally includes Catholicism, Protestantism, Orthodoxy, and some smaller new sects)

The teaching goal of this course is to lead students to explore the phenomena and trends of Christianity's influence on individuals and society from the two perspectives of "spirituality" and "practicality" from the perspectives of life care and multiculturalism. The course plan starts with the Christian concept of "spirituality" and guides students one by one through the life stories of the main characters in the Old Testament "Genesis" and "Exodus" to analyze how the Christian spiritual tradition gradually took shape in early Jewish society and influenced Jewish society. The development of society and culture; then, from the five books of the New Testament, the "Four Gospels" and the "Acts of the Apostles", we explore and analyze how Jesus and Paul transformed and updated the traditional Jewish spirituality and gave it new practical significance, laying the foundation for Christianity's influence on the entire world in the past 2000 years.

In addition to understanding the context and connotation of the Christian spiritual tradition, students who take this course can further explore how Christian spiritual traditions and values ​​affect individuals (Christians and non-Christians), organizations (churches, religious groups), and the entire human race and society, so as to enhance the students' vision of humanistic values.

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.

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。
丹.康-沙賽保(Dan Cohn-Sherbok)著，傅湘雯譯，1999，《猶太教的世界》。台北：立緒。
聖經和合本修訂版 電子聖經下載網址: http://chinesebibleversions.blogspot.tw/p/blog-page_29.html

Hendrik Willem Van Loon, translated by Wang Wei and Liu Guopeng, 2014, "The Story of the Bible". Taichung: Haodu Publishing House.
Dan Cohn-Sherbok, translated by Fu Xiangwen, 1999, "The World of Judaism". Taipei: Lixu.
Revised Union Version of the Holy Bible Electronic Bible download URL: http://chinesebibleversions.blogspot.tw/p/blog-page_29.html