盧梭是講理性、科學的啟蒙年代人士；但是他卻是與同年代的人在思維、氣質「與眾不同」。可是近代西方「憲政民主」的發展過程中，盧梭的思維方式雖「與眾不同」，甚至是「特立獨行」，他的思想方法內涵，並未缺席。如有一種說法：沒有盧梭就不會有法國大革命，則啟蒙所「逼出」的近代憲政民主（含法國），盧梭的浪漫主義在這一場民主終究竟有何「特殊」，就是本課程想釐清，也希望選讀同學能從不同角度切入歷史軌跡。Lusso is a rational and scientific person in the era of enlightenment; but he is "different from others" in his thinking and temperament from people of the same era. However, in the development of "policy and democracy" in the modern Western world, although Luso's way of thinking is "different from others" or even "exclusive", his connotation of his thinking methods is not absent. There is a saying: without Lusso, there would be no French Revolution. Initiate the modern political democracy (including France) that was "forced out" by Lusso. What is the "special" of Lusso's romanticism in this democracy? It is to clarify this course, and I also hope that students who choose to read can enter the historical story from different angles.
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。
The general course is different from the professional course, and it focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic qualities are cultivated and have specific indicators for self-verification of teaching and learning results. They are divided into the following: Truth-seeking and nourishing (nature domain): 1. Learn the methods or philosophy of natural sciences to explore the subtleties of physics and the world of life, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific topics. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
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連 戰（1980）。民主政治的基石。台北：鄭中書局。
浦薛鳳（1979）。西洋近代政治思潮。台北：台灣商務印書館。
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| 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 |
30 | |
| 期末考試期末考試 Final exam |
30 | |
| 課堂參與討論(含出席狀況)課堂參與討論(含出席狀況) Class meetings and discussions (including attendance) |
40 |
