人見識之淺薄，在於下判斷時囿於自身有限的生命經驗與時下流行的是非、好惡，而汲汲於一時之成敗得失。人讀歷史，非僅單純記憶過去發生之諸多事實，更非以虛構的過去為自身出於偏見的行為辯護，讀歷史實為明白人性，培養深厚的人格。王夫之所處的明末清初，非如漢、唐之「自亡」，而是如宋亡般，「舉道法相傳之天下而亡之也」。值此之際，王夫之在《讀通鑒論》與《宋論》兩本史論中，剖析實事，進而反省儒學作為人性之理想與時代興衰之關連。今日再讀，或對於我們思考時代問題，有所啟發。課程將針對選定的主題，擷取《宋論》中相關的篇章進行導讀與討論。

The shallowness of people's knowledge lies in the fact that when making judgments, they are limited to their own limited life experience and the popular right and wrong, likes and dislikes, and are obsessed with the success or failure of the moment. When people read history, they don’t just memorize many facts that happened in the past, nor do they use a fictional past to justify their biased behavior. Reading history actually means understanding human nature and cultivating a profound personality. The period of the late Ming and early Qing dynasties where Wang Fuzhi lived was not like the "self-destruction" of the Han and Tang Dynasties, but like the death of the Song Dynasty, where "the world perished by spreading the Tao and Dharma from generation to generation." On this occasion, Wang Fuzhi analyzed the actual facts in two historical treatises, "Du Tongjian Lun" and "Song Lun", and then reflected on the relationship between Confucianism as an ideal of human nature and the rise and fall of the times. Reading it again today may inspire us to think about the issues of our times. The course will focus on the selected theme and extract relevant chapters from "Song Theory" for introduction and discussion.

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.

王夫之，《宋論》，劉韶軍譯注，中華書局(北京，2013)。

Wang Fuzhi, "Song Lun", translated and annotated by Liu Shaojun, Zhonghua Book Company (Beijing, 2013).