所有對日治時期台灣史有了解的人都聽過矢内原忠雄（1893-1961）的大名，他是一位傑出的經濟學者、教育家，更是一位虔誠的基督徒。
矢內原在學術上，以殖民地政策研究聞名，其中又以《帝国主義下の台湾》最為台灣社會所熟知。《帝国主義下の台湾》序言裡，強調其最關注的一點乃是經濟發展，書中內容雖然也敘述事實的歷史，但他最為著力者乃是事實意義的說明。矢內原將《帝国主義下の台湾》定位為「以經濟為中心，對於台灣社會發展之科學分析」，「以台灣為具體例子，就其活動型態，說明帝國主義殖民政策理論及日本殖民政策」。矢內原並認為唯有依循此一方法，才得真正認識世界上其他地區的殖民地性。
《帝国主義下の台湾》雖然是矢內原的重要著作，但卻不是其學術乃至於生涯的全部。本課程希望從《矢內原忠雄全集》的全視野角度，帶領修課同學逐漸進入矢內原的世界，重新領略這位日本近代傑出重要人物的思想體系。
Anyone who knows the history of Taiwan during the Japanese occupation has heard of Tadao Yanaihara (1893-1961). He was an outstanding economist, educator, and a devout Christian.
Academically, Yanaihara is famous for his research on colonial policies, among which "Taiwan Under Imperialism" is best known to Taiwanese society. In the preface of "Taiwan Under Imperialism", he emphasizes that his most important concern is economic development. Although the content of the book also narrates the history of facts, he focuses most on the explanation of the significance of the facts. Yanaihara positioned "Taiwan Under Imperialism" as "a scientific analysis of Taiwan's social development centered on the economy" and "taking Taiwan as a specific example to explain the theory of imperialist colonial policy and Japanese colonialism in terms of its activity patterns." policy". Yanaihara also believed that only by following this method can we truly understand the colonial nature of other parts of the world.
Although "Taiwan Under Imperialism" is Yanaihara's important work, it is not the entirety of his academic or even career. This course hopes to lead students to gradually enter the world of Yanaihara from the full perspective of "The Complete Works of Tadao Yanaihara" and re-appreciate the ideological system of this outstanding and important figure in modern Japan.
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.
矢內原忠雄，《矢内原忠雄全集》（全29巻），東京：岩波書店，1963-1964 年。
林明德譯，《日本帝國主義下之臺灣》，台北：吳三連台灣史料基金會，2004年。
陳茂源譯，《日本帝國主義下之臺灣》，台北：台灣省文獻委員會，1952年。
何義麟，《矢內原忠雄及其帝國主義下之台灣》，台北：台灣書房，2011年。
Tadao Yanaihara, "The Complete Works of Tadao Yanaihara" (29 volumes in total), Tokyo: Iwanami Shoten, 1963-1964.
Translated by Lin Mingde, "Taiwan under Japanese Imperialism", Taipei: Wu Sanlian Taiwan Historical Materials Foundation, 2004.
Translated by Chen Maoyuan, "Taiwan under Japanese Imperialism", Taipei: Documentation Committee of Taiwan Province, 1952.
Ho Yi-lin, "Tadao Yanaihara and Taiwan under Imperialism", Taipei: Taiwan Bookstore, 2011.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時成績平時成績 usual results |
60 | 包括出席狀況、平時作業與上課參與情形 |
| 期中報告期中報告 interim report |
20 | |
| 期末報告期末報告 Final report |
20 |
