大學的成立、演進及興衰，與人類文明前途息息相關。「大學是甚麼？大學往何處去？」是當代文明的核心議題之一。
本課程在20世紀的歷史脈絡中，考察中國知識人的大學論，分別從理論及實踐兩個層面，探討華人大學觀的思想淵源、傳承及社會影響。
本課程重視培養學生的自我省思及批判能力。在學習方式上，強化閱讀、理解、統整及分析資料能力，提高書寫及口頭表達能力。

The establishment, evolution, rise and decline of universities are closely related to the future of human civilization. "What is a university? Where is it going?" is one of the core issues of contemporary civilization.
This course examines the university theory of Chinese intellectuals in the historical context of the 20th century. It explores the ideological origins, inheritance and social influence of the Chinese university concept from both theoretical and practical levels.
This course attaches great importance to cultivating students' self-reflection and critical skills. In terms of learning methods, strengthen the ability to read, understand, integrate and analyze information, and improve writing and oral expression skills.

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.金耀基，《大學之理念》（臺北：時報文化，2003。）
2.余英時，《人文與民主》（臺北：時報文化，2010。）
3.甘陽，《文明．國家．大學》（北京：三聯書店，2012。）

1. Jin Yaoji, "The Concept of University" (Taipei: Times Culture, 2003.)
2. Yu Yingshi, "Humanities and Democracy" (Taipei: Times Culture, 2010.)
3. Gan Yang, "Civilization." nation. University" (Beijing: Sanlian Bookstore, 2012.)