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 the meaning of one’s own pursuit of knowledge
3. Explore the gap and contradiction between ideal and reality; think about the outlook on life
4. Intellectuals who cultivate the humanistic spirit and have ideal flames burning in their hearts, when faced with the vulgarity, depravity and rottenness of real life, are always driven by the enthusiasm to burn all old habits and create new life; but the real social structure - Political power, economic power, and human bonds are constantly crawling all over the body like kudzu. They are far larger, more complex, and heavier than they naively imagined. When confronting this thick and ever-growing vine, the flame of ideas will inevitably turn back and burn itself. Under the scorching flames, where should the intellectuals go? This is the problem that this course is concerned with and attempts to answer.
This course is divided into two parts. The first part mainly outlines the image of intellectuals through the reading of classic literary works, especially how they endured the consequences when their ideas could not be implemented due to the obstacles of worldly interests. The depression, anger and frustration that come with it, and even what actions they will take to escape from the difficulties in life; the other part is to return to the current real world, observe and review: in the so-called knowledge/information explosion, In an era when higher education is popularized, how can we be called intellectuals? What is the value of intellectuals' existence? What kind of difficulties they will get into and how they can get out of it.
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. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters 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 self-discipline, 3. Be able to use rationality 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.
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 Kangxiong". Taipei: Renjian Publishing House
1990 "Tang Qian's Comedy". Taipei: Renjian Publishing House
Lu Xun 2005 "Complete Collection of Lu Xun's Novels". Beijing University of Technology
Lindsay Worster 2008 Enemies of Hope: How Publish or Perish Contributes to the Decline of Scholarship. Beijing: The Commercial Press
Dostoevsky 2004 "The Brothers Karamazov". Taipei: Zhiwen Publishing House
Turgenev 2000 "Fathers and Sons". Taipei: Laurel Press
Brooks, David 2001 BOBOs: The Rise of a New Social Elite. Taipei: Yuanliu Publishing House
Furedi, Frank 2006 Where Have All the Intellectuals Gone? Taipei: Lianjing Publishing House
Zhong Minghong 2014 "The Forgotten Taiwanese Youth of 1946". Taipei: Mu Feng
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