引導學生深切認識近身自然環境的生態系統與其變遷，本學期以雲林彰化農村作為觀察與實踐場域。
以近身自然環境為對象，藉由自我檢驗、作為世界公民與敘事想像以培養具有永續思維、社會責任、專業知識、實務技能的跨領域永續人才。促進學生參與近身自然環境政策以及相關議題的討論。藉由蘇格拉底的自我檢驗精神，引導修課學生 進行自我探索，了解與發揮自身所擁有的自我反思能力（不再是填鴨的蒙蔽），並鼓勵學生願意成為世界公民（也不是道德化的成績分數印記）。作為世界公民不能再藉由傳統的道德教條主義來填鴨以強行植入，而必須藉由自我檢驗與敘事想像的交互引導，引發學生對於自身所處的自然環境的社會想像與關心，然後培養其社會實踐感。
相關的理論與教學分享，在Martha C. Nussbaum所著的《培育人文：人文教育改革的古典辯護》有極為完整的理論建構與介紹，本課程將借用該書作為主要的核心理論基礎。


1本學期課程以雲林及彰化農村駐村計畫來作為實踐自我檢驗的方式,期初首次上課務必到課,共同討論並簽署共同制定的自我參與契約。

2本駐村計畫希望以「友善食農」、「環境藝術」為核心作為喚起農村創生的引喻線索，思考社區凝聚的感動力量,延伸試圖提供食農築夢契機與人文金磚雙贏的可能性。在大量蜜源食物的保留,生物多樣化的再現,實踐「食農與藝術」不只是解放哀鳴的悲歌，更是體驗生命及想像創作的自由舞台；共同攜手煮食親手耕作生產的作物,證明產地到餐桌的實踐能量，與田野中日出日落屏息以待的昂首闊步，將是一場喚起「食農美學」的絕妙展演。「食農美學」不只是故事，而是更多的實踐生命的感動。

社區美學創作是一種凝聚集體認同與情感的連結語言，以田園作為藝術實踐的場域，採集綠意生態、友善土地為創作題材與關懷核心，透過手作溫度的詩意轉化，拉近大人、孩子乃至家戶的互動關係，激盪社區集體創作的創意與活力，養成社區居民體驗綠意生活的自然美感，在共同參與的發酵下，形塑社區蘊藏的文化底蘊與美學風格。透過「敘事想像與自然環境」駐村食農課程活動,將東海大學社區孩子與民眾推展誠食夥伴的精神,移地雲林彰化農村社區進行交流學習,不僅是社區互動的契機,更是形塑社區意識及地方文化最好的借鏡。

本課程設計著眼於藝術人文美感的涵養,以溝通互動為基礎,為學習人與群體互信分工與共享尋找其脈絡;而在創作活動進行的同時,並須創新應變的思維解決問題,以自主行動為基礎,培養獨立堅韌的毅力,強化面對挑戰的決心;同時在社會群體的脈動,充分表現服務的利他精神,循著社會參與的基礎,讓地方人與人的連結得以更加穩固。不只是對於社區孩子們有高度的學習期許 ,更是建立未來學習型場域的絕妙機會。

To guide students to have a deep understanding of the ecosystem and its changes in the immediate natural environment, this semester uses the Yunlin Changhua countryside as the field of observation and practice.
Taking the close natural environment as the object, through self-examination, being a global citizen and narrative imagination, we will cultivate cross-field sustainable talents with sustainable thinking, social responsibility, professional knowledge, and practical skills. Promote students' participation in discussions on policies and related issues related to the natural environment. Through Socrates' spirit of self-examination, we guide students in the course to conduct self-exploration, understand and develop their own self-reflection ability (no longer blinded by cramming), and encourage students to be willing to become global citizens (not a moralized mark of grades). As global citizens, we can no longer rely on traditional moral dogmatism to forcefully implant students. Instead, we must use the interactive guidance of self-examination and narrative imagination to arouse students' social imagination and concern for the natural environment in which they live, and then cultivate their sense of social practice.
Relevant theoretical and teaching sharing can be found in "Cultivating the Humanities: A Classical Defense of Humanities Education Reform" written by Martha C. Nussbaum. This course will use this book as the main core theoretical basis.


1 This semester’s course uses the Yunlin and Changhua rural village residency program as a way to practice self-examination. You must attend the first class at the beginning of the semester to discuss and sign a jointly formulated self-participation contract.

2 This village-in-residence program hopes to use "food-farmer-friendly" and "environmental art" as the core metaphors to evoke rural creativity, think about the moving power of community cohesion, and extend the attempt to provide opportunities for food-farmers to build dreams and the possibility of a win-win situation for humanistic BRICS. With the preservation of a large amount of nectar food and the reproduction of biological diversity, the practice of "farming and art" is not only a lament for liberation, but also a free stage for experiencing life and imaginative creation; working together to cook crops produced by hand, proving the practical energy from the origin to the table, and strutting in the fields with breathless anticipation of sunrise and sunset, will be a wonderful performance that evokes the "aesthetics of farming". "The aesthetics of food and agriculture" is not just a story, but more of the touching experience of practical life.

Community aesthetic creation is a connecting language that condenses collective identity and emotion. It uses the countryside as the field of artistic practice, collects green ecology and friendly land as the creative subject and the core of care. Through the poetic transformation of hand-made temperature, it brings closer the interactive relationship between adults, children and even families, stimulates the creativity and vitality of community collective creation, cultivates the natural beauty of community residents to experience green life, and shapes the cultural heritage and aesthetic style of the community under the fermentation of joint participation. Through the "Narrative Imagination and Natural Environment" village food farmer course activity, the community children of Tunghai University and the public promote the spirit of honest food partnership, and go to Yunlin Changhua rural community for exchange and learning. This is not only an opportunity for community interaction, but also the best reference for shaping community awareness and local culture.

The design of this course focuses on the cultivation of artistic and humanistic beauty, and is based on communication and interaction to find the context for learning about mutual trust, division of labor, and sharing between people and groups; while creative activities are being carried out, innovative and adaptable thinking is required to solve problems, based on independent actions, to cultivate independent and tenacious perseverance, and strengthen the determination to face challenges; at the same time, it fully demonstrates the altruistic spirit of service in the pulse of social groups, and follows the basis of social participation to make the connection between local people more stable. Not only does it have high learning expectations for the children in the community, but it is also an excellent opportunity to build a future learning field.

Martha C. Nussbaum所著的《培育人文：人文教育改革的古典辯護》

Nurturing the Humanities: A Classical Defense of Liberal Education Reform by Martha C. Nussbaum