1.了解知識份子的意涵
2.反省自身追求知識的意義
3.探索理想與現實的落差與矛盾；思索人生觀
4.涵養人文精神心中燃著理想火燄的知識份子，在面對現實生活的庸俗、墮落與腐臭之時，總有準備焚燒一切舊習、創造新生的熱情在驅策他們；但是現實的社會結構--政治的力量、經濟的力量、人情的羈絆，就像葛藤般不斷地爬滿全身，遠比他們天真想像地還要來得巨大、複雜與沉重。就在與這面厚重的、不斷衍生的藤蔓對峙時，理念的火燄終不可避免地將回頭燃燒自身。在那烈燄的烤煉下，知識份子究竟當何去何從？此乃本課程所關心並嘗試解答的難題。
本課程分成兩部份，第一部份主在透過經典文學作品的閱讀，勾勒知識份子的圖象，特別是當他們在世俗利害的重重阻礙，而致理念不得遂行時，是如何承受隨之而來的抑鬱、憂憤與沮喪，乃至於他們將採取何種作為，以跳脫人生困境；另一部份，則是回到當前的現實世界中，觀察並檢討：在所謂知識/資訊爆炸、高等教育普及的年代中，如何方可謂知識份子，知識份子存在的價值，以及他們將步入何等困境，又將如何才能脫困。1. Understand the meaning of intellectuals
2. Reflect on one's own pursuit of knowledge
3. Explore the gap and contradiction between ideals and reality; think about life view
4. The intellectuals who are burning with ideals in their hearts are always ready to burn all old things and create new life when facing the vulgarity, depravity and odor of real life. However, the real social structure - the power of politics, the power of economy, and the detachment of human feelings, keep crawling all over their bodies like vines, which is even more huge, complex and heavy than their naive imagination. Just when confronting this thick and constantly growing vine, the burning of ideas will inevitably turn back and burn itself. Under that burning pot, where do intellectuals go? This is a difficult question that this course is concerned about and tried to answer.
This course is divided into two parts. The first part is to outline images of intellectuals through reading classical literature works, especially when they are obstructed by the many obstacles of secular interests and the ideas cannot be carried out, how do they bear the depression, depression and depression that comes with it, and even what kind of work they will take. To escape the dilemma of life; the other part is to return to the current real world, observe and review: in the era of so-called explosion of knowledge/information and popularization of higher education, how can we understand intellectuals, the value of intellectuals, and what difficulties they will enter, and how can we get lost.
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.
陳映真
1990《我的弟弟康雄》。臺北：人間出版社
1990《唐倩的喜劇》。臺北：人間出版社
魯迅2005《魯迅小說全編》。北京工業大學
林賽˙沃斯特 2008《希望的敵人：不發表則滅亡如何導致學術的衰落》。北京：商務印書館
杜斯妥也夫斯基 2004《卡拉馬助夫兄弟們》。台北：志文出版社
屠格涅夫 2000《父與子》。台北：桂冠出版社
Brooks, David 2001《BOBO族：新社會精英的崛起》。臺北：遠流出版社
Furedi, Frank 2006《知識份子都到哪裡去了》。臺北：聯經出版社
鍾明宏 2014《1946被遺忘的臺籍青年》。臺北：沐風
Chen Yingzhen
1990 "My Brother Kang Xiong". Taipei: Renjian Publishing House
1990 "Tang Qian's Comedy". Taipei: Renjian Publishing House
Lu Xun 2005 "Completely Edited by Lu Xun's Novels". Beijing University of Technology
Lin Jose Worst 2008 "The Enemy of Hope: How Death of Death Causes the Decline of Academics" Beijing: Commercial Printing Library
Dustoyevsky 2004 "Karama's Assistant Brothers". Taipei: Zhiwen Publishing House
Turgenev 2000 "Father and Son". Taipei: Guiguan Publishing House
Brooks, David 2001 "BOBO: The Rise of the New Society Elite". Taipei: Far-lift Publishing House
Furedi, Frank 2006 "Where have intellectuals gone?" Taipei: United Publishing House
Long Minghong 2014 "The Forgotten Youth in 1946". Taipei: Mufeng
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