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。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 abilities (no longer blinded by cramming), and encourage students to be willing to become world citizens (not moralized either) grade mark imprint). 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 A 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.
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
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 校園餐桌產地脈絡實踐校園餐桌產地脈絡實踐 Practice on the Origin of Campus Dining Tables |
30 | 共同完成餐桌反思產地的實踐 |
| 農村社區參與(共宿.共餐.共作.共學)農村社區參與(共宿.共餐.共作.共學) Participation in rural communities (shared accommodation, shared meals, shared work, shared learning) |
30 | 參與彰化雲林地區的自然環境實踐 |
| 自然環境學習影像敘事報導 自然環境學習影像敘事報導 Natural environment learning video narrative report |
40 | 將本學期學習內容編纂成一篇具有感動人心的敘事報導 |
