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。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 explore themselves, understand and develop their own self-reflection ability (no longer a blinding of ducks), and encourage students to become citizens of the world (not moralized results and scores). As citizens of the world, they can no longer use traditional moral rituals to fill in the duck for engraving, 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.
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 |
|---|---|---|
| 校園餐桌產地脈絡實踐校園餐桌產地脈絡實踐 Campus dining table area structure realization |
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) Participate in rural communities (sleep together, eat together, work together, study together) |
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 Image 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 |
