通過中國古董文物認識中國文化發展概況。
體驗中國古董文物之美。本課程隸屬人文領域，內容偏向「中國工藝美術史」或「中國文化史」，雖然如此，筆者卻不擬以傳統美術系或歷史系等相關課程的思考模式來建構課程內容。
僅就藝術欣賞的角度而言，藝術專業的風格史研究並不是那麼的重要，因為美的欣賞是一種很個人化的體驗，箇中滋味，如人飲水。另一方面，雖然藝術品的諸多形式與審美特徵往往隨著歷史的推演而有所改變，然而它依然是客觀地歷史性地存在著的（存在主義哲學所謂的「此在」），因此，在藝術史的研究裡或也存在著客觀的真理知識，它不僅僅止於個人主觀意見的表述而已。
本課程意欲採取一個「以藝術作品說明時代文化特徵」的講述方式，上述種種情形極可能是無法避免的窘況。如何在合理的歷史敘述裡容納各具代表性的藝術作品，呈現出一個完整的「藝術/文化/史」的概念，是這門性質趨近於「中國工藝美術史」與「中國文化史」之課程理應思考的問題。
在企圖整合「中國文化史」與「中國工藝美術史」的前提下，面對五千年漫長的歷史文化累積的眾多藝術品，本課程預備轉向以「當代古董文物市場機制（藝術社會學之藝術贊助人的經濟學觀點）」與「近代考古學之研究成果（作為史學研究方法而於廿世紀發展成熟並獲得獨立的學科）」為主要的研究方法/教學面向/論述觀點，僅僅以若干足堪代表「大時代」的藝術品類來講述這門課程。這樣一來，我們不但可以抽取出各個藝術領域裡最具代表性的作品加以深入介紹，或也能與哲學詮釋學的效果歷史與人文科學的辯證反思有所呼應。簡單地說，本課程將引導同學們體會中國古董文物的審美感動，並以此作為主要的教學目標，因此，完整的歷史時間脈絡與形式風格發展等傳統史學或藝術研究並不是我們的重點。通過市場機制制約而得產生的中國古董文物之分類歸納，讓同學們認識並肯定中國古董文物之種種不同的審美情趣與價值判斷，進而感受到文物背後所蘊含的文化象徵意義，以達到教育哲學或教育心理學所謂的「情意領域」的教學目標，是為「中國古董文物鑑賞」課程。Understand the general development of Chinese culture through Chinese antiques and cultural relics.
Experience the beauty of Chinese antiques and cultural relics. This course belongs to the field of humanities, and the content is biased toward "History of Chinese Arts and Crafts" or "History of Chinese Culture." However, the author does not intend to construct the course content based on the thinking model of traditional art departments or history departments and other related courses.
From the perspective of art appreciation, the study of style history in art majors is not that important, because the appreciation of beauty is a very personal experience, and the taste is like drinking water. On the other hand, although many forms and aesthetic characteristics of artworks often change with the evolution of history, they still exist objectively and historically (the so-called "being-there" in existential philosophy). Therefore, In the study of art history, there may also be objective knowledge of truth, which is not limited to the expression of personal subjective opinions.
This course intends to adopt a narrative method of "using artistic works to illustrate the cultural characteristics of the times." The above situations are most likely unavoidable embarrassments. How to accommodate representative works of art in a reasonable historical narrative and present a complete concept of "art/culture/history" is the nature of this subject that is close to "history of Chinese arts and crafts" and "history of Chinese culture" issues that the course should consider.
Under the premise of trying to integrate "Chinese cultural history" and "Chinese arts and crafts history", facing the numerous artworks accumulated over five thousand years of history and culture, this course is prepared to turn to the "contemporary antique cultural relics market mechanism (the sociology of art)". "Economic Viewpoints of Art Patrons" and "Research Results of Modern Archeology (a discipline that matured and gained independence in the 20th century as a historical research method)" are the main research methods/teaching orientations/discursive perspectives, with only a few This course is narrated by an art category that is worthy of representing the "big era". In this way, we can not only extract the most representative works in various art fields for in-depth introduction, but also echo the dialectical reflection on the effects of philosophical hermeneutics, history and humanities. To put it simply, this course will guide students to experience the aesthetic touch of Chinese antiques and cultural relics, and take this as the main teaching goal. Therefore, traditional history or art research such as the complete historical time line and formal style development are not our focus. The classification and induction of Chinese antique cultural relics produced through the constraints of the market mechanism allows students to understand and affirm the various aesthetic tastes and value judgments of Chinese antique cultural relics, and then feel the cultural symbolic meaning behind the cultural relics, so as to achieve the educational philosophy Or the teaching goal of the so-called "emotional field" in educational psychology is the course "Appreciation of Chinese Antiques and Cultural Relics".
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.
至今仍持續發行中的台北典藏雜誌社出版的《典藏—古美術》月刊。
The monthly magazine "Collection - Ancient Art" published by Taipei Collection Magazine is still in circulation today.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 midterm exam |
30 | 筆試，申論題一題。答題時請至少條列五個要點作答，每個要點20分，滿分100分。 |
| 期末考期末考 final exam |
30 | 筆試，申論題一題。答題時請至少條列五個要點作答，每個要點20分，滿分100分。 |
| 出席率與平時成績出席率與平時成績 Attendance rate and usual results |
40 | 平時成績基本分80分，缺一次課扣十分，累扣至零分為止。二、鼓勵上課發言或回答問題，加分。三、加分與扣分可以相抵。四、平時成績累計超過100分者，再累計至期中與期末成績之中，直至學期成績滿分為止。 |
