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。
Christ (religion) is a major phenomenon of world culture and the main trend that has driven many personal behavioral practices and human social changes in 2000. According to the Pew Research Institute estimate, in 2015, the world's population that believed in Christianity exceeded 2.3 billion, accounting for 31.2% of the global population, making it the religion with the largest number of believers in the world today. Where is the charm of Christianity? What are the characteristics of the Christian world? 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 a religious group that believes in Christ Jesus. Overall, it includes Catholicism, Protestantism, Orthodox and some smaller new denominations)
The teaching objectives of this course are from the perspective of life concern and multiculturalism, and lead the students in the course to explore the phenomenon and power of Christianity’s influence on individuals and society from the two perspectives of “spirituality” and “reality”. The course planning takes the Christian "spirituality" view as the starting focus of the discussion, and guides the life stories of the main characters in the "Centrics" and "Exodus" of the Old Holidays, and analyzes the spiritual traditions of Christianity, how gradually took shape in the early Joseon Society and influenced the Joseon Society. and the development of culture; then, from the "Four Gospels" and "The Work of the Acts" of the New Journey, explore and analyze how Jesus and Paul transform and update the traditional spiritual views of the Jewish tradition, and give new meanings, laying the foundation for the influence of Christianity on the overall world in 2000.
In addition to understanding the franchise and connotation of Christian spiritual traditions, students who study this course can further explore how the spiritual traditions and values of Christianity have an impact on individuals (Christians and non-Christians), organizations (Church, religious groups), and the overall human and society, so as to enhance the humanistic value vision of students in the course.
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.
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。
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。
另請自行下載網路聖經以備閱讀 http://chinesebibleversions.blogspot.tw/p/blog-page_29.html
閱讀和合本修訂版
教師自編教材公佈於教學平台網頁，學生自行上教學平台下載閱讀教師自編教材
Hendrik Willem Van Loon Wang Wei, Liu Guolu, 2014, "The Story of the Christmas". Taichung: Haoxuan Publishing House.
Henri Nouwen, translated by Erenxiang, 2013, "Downward Movement: Christ's Way to Let Oneself". Taipei: Campus Press.
Please also download the online sacred scriptures by yourself to prepare for reading http://chinesebibleversions.blogspot.tw/p/blog-page_29.html
Read the Revised Edition of the Combined Book
The textbooks compiled by teachers are published on the teaching platform web page. Students go to the teaching platform to download the textbooks compiled by teachers.
| 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(含經教師許可之請假六次)不採計本項成績 |
| 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 |
15 | |
| 期中考試期中考試 Midterm exam |
30 | |
| 期末報告期末報告 Final report |
30 | 分組報告 同儕評鑑 |
