遷移是一種安頓與定住在一個地方的行為。由於人類與生俱有追求美好生活的本能，因此，遷移現象在人類歷史上亙古以來即已存在。直至近代，隨著十五世紀末西方航海探險活動及其所帶動的各項變遷，促使人類的遷移活動愈加頻仍，移動的空間也不在侷限於「舊世界」的範圍。本課程主要探討近代以來人類的遷移活動，特別集中在盎格魯薩克遜人、愛爾蘭人、義大利人、猶太人、華人、日本人、印度人等民族的遷徙歷史，分析討論促成人類遷徙的原因、遷徙所衍生的社會適應、民族文化認同等問題，並介紹研究遷徙行為的理論與相關研究成果，引導學生以小見大，更深入理解與思考人類遷徙歷史。Migration is the act of settling and staying in one place. Since human beings are born with the instinct to pursue a better life, the phenomenon of migration has existed since ancient times in human history. Until modern times, with the Western maritime exploration activities at the end of the fifteenth century and the changes they brought about, human migration activities became more frequent, and the space for movement was no longer limited to the "Old World". This course mainly discusses human migration activities in modern times, especially the migration history of Anglo-Saxons, Irish, Italians, Jews, Chinese, Japanese, Indians and other ethnic groups. It analyzes and discusses the reasons that promote human migration. Issues such as social adaptation and national cultural identity derived from migration are introduced, and theories and related research results on migration behavior are introduced to guide students to see the big from the small and gain a deeper understanding and thinking about the history of human migration.
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.
Peter Kivisto & Thomas Faist著，葉宗顯譯，《跨越邊界：當代遷移的因素》，台北：韋伯文化國際出版有限公司，2013年。
Peter Kivisto & Thomas Faist, translated by Ye Zongxian, "Crossing Borders: Factors in Contemporary Migration", Taipei: Weber Cultural International Publishing Co., Ltd., 2013.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考試期中考試 midterm exam |
40 | |
| 期末考試期末考試 final exam |
40 | |
| 課程參與及學習心得課程參與及學習心得 Course participation and learning experience |
20 |
