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。Instructing students to deeply understand the ecological system and its changes in the close-up natural environment. During this period, Changhua Rural Areas in Yunlin were used as the observation and practical field.
Taking the close-range natural environment as the object, we cultivate cross-domain permanent talents with continuous thinking, social responsibility, professional knowledge and practical skills through self-examination, as a world citizen and imagination. Promote students to participate in discussions on close-fitting natural environment policies and related topics. Through Sucrates's self-examination spirit, students are guided to conduct self-exploration, understand and develop their own self-reflection ability (no longer a blinding of ducks), and encourage students to be willing to become citizens of the world (not a moralized result score). As citizens of the world, they can no longer fill in the duck through traditional moral ideology to enforce implantation, but must use the interactive guidance of self-examination and incident imagination to induce students' social imagination and concern about the natural environment where they are, and then cultivate their sense of social reality.
Related theory and teaching sharing, "Cultivating Humanities: Classical Protection of Humanities Reform" by Martha C. Nussbaum is a complete theoretical structure and introduction. This course will borrow this book as the main core theoretical basis.
1. This course is based on Yunlin and Changhua Agricultural Villages and the plan for self-examination. The course must be held for the first time when you attend the class, discuss and sign a joint self-conference contract.
2 The project of the village hopes to use "friendly food and farming" and "environmental art" as the core as the metaphor for the creation of the village, thinking about the emotional power gathered in the community, and extending the possibility of double winning of farming dream machines and humanistic gold bricks. With the preservation of a large amount of honey-source food and the reappearance of biological diversity, the realization of "food farming and art" is not only a tragic song of liberating the sorrow, but also a free stage for experiencing life and imagining creation; jointly cooking and ploughing crops, demonstrating the real energy from the production site to the dining table, and the head-raising step of waiting for sunrise and sunset in the fields will be an ultimate performance of "food farming aesthetics". "Food and Agriculture Aesthetics" is not just a story, but more about the real life.
Community aesthetic creation is a language that combines the collective understanding and emotions. It uses the garden as the field of artistic practice, and integrates green and friendly land as the core of creative themes and concerns. Through the transformation of hand-made style, it brings the big picture closer. The interaction between people, children and even households stimulates the creativity and vitality of collective creation in the community, cultivates the natural beauty of green life for the community residents, and under the fermentation of joint participation, it shapes the cultural background and aesthetic style of the community's Tang Dynasty. Through the "State Imagination and Natural Environment" Guili Village Food and Agricultural Course Course activity, the children of Donghai University community and the people promote the spirit of honest food partners, and move the cloud forest and Changhua Agricultural Community for exchange and learning. This is not only a means of community interaction, but also the best borrowing for shaping community consciousness and local culture.
This course design focuses on the inclusion of artistic humanistic aesthetics, and is based on communication and interaction to find the connection between the mutual trust between the learners and the group; while creative activities are carried out, we must innovate and adaptive thinking to solve problems, and to do so by themselves Main actions are based on the principle, cultivate the perseverance of independent initiatives, and strengthen the determination to face challenges; at the same time, in the social group's initiative, fully demonstrate the altruistic spirit of service, follow the foundation of social participation, and make the connection between local people and people more stable. It is not only a high degree of learning opportunity for children in the community, but also a wonderful opportunity to establish 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》
"Cultivating Humanities: Classical Protection of Humanities Reform" by Martha C. Nussbaum
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 農村社區故事影像報導農村社區故事影像報導 Agriculture and Community Story Video Report |
50 | 期末上台發表與分享 |
| 社區參與服務學習社區參與服務學習 Community participation and service learning |
50 | 共宿.共餐.共作.共學 |
