在日常生活中，無論我們喜歡與否，都總在不同的場合解釋我們的行為，我們行為都受到規範，基本上活在一個「要求理由與提供理由」的實踐中，像是學生不來上課要提供理由支持他的行動。這些理由除了合理化我們的行動之外，也為行動提供了動機，驅動我們實踐，像是改善身體健康，促使我們從事各種運動。在理由實踐中，道德理由無疑具有最重要的地位，遵守諾言、童叟無欺、不能說謊等道德原則構成了支持我們行動的理由。以「理由」作為基礎概念說明人的行動構成了當代的不同理由論立場，基本上可以區分為理由內在論與外在論，前者主張支持或證成行動的理由也驅動人去行動，後者則持否定的立場。「要求理由與提供理由」的實踐同樣也可以用來理解重視道德實踐的儒家哲學，著名的例子像是孔子的學生宰我問為什麼要守三年之喪，就是要求孔子給出儒家的理由。本課程將儒家哲學放在當代理由理論的脈絡中，討論要如何理解儒家的「理由」概念。本課程透過儒學與理由論的交錯討論，可實現以下的目標：1.引導學生分析「理由」概念；2.展示主要理由論的論證；3.學生學會應用哲學技巧（基本技巧包括：批判式閱讀理解、重述論證）分析儒家的理由論述。充分了解到上述目標與學習期待之後，學生就可以更有自信掌握自己的學習過程與分數。為了達成上述目標，學生的課前準備以及出席上課就是必要的，課前準備包括花時間閱讀、註記、提問，出席課堂主要是聆聽與參與討論，將課前準備應用在討論上。
In daily life, regardless of whether we like or not, we always interpret our behavior in different situations. Our behavior is regulated and basically lives in a reality of "requesting reasons and providing reasons", such as students not coming to class To provide reasons to support his actions. In addition to rationalizing our actions, these reasons also provide motors for action, driving us to actually do, such as improving physical health and encouraging us to engage in various sports. In the reality of reason, moral reasons undoubtedly have the most important position, and the moral principles such as observing words, being foolish, and being unable to speak out have become reasons to support our actions. Using "reason" as the basic concept to illustrate a person's action structure has become a different contemporary rationale discussion site. It can basically be divided into internal and external discussions. The former proactively supports or proves the reason for action also drives people to act, while the latter Hold a negative stand. The reality of "requiring reasons and providing reasons" can also be used to understand Confucian philosophy that values moral reality. A famous example is Confucius' student, I asked why I had to stay for three years, which is to ask Confucius to give Confucian reasons. This course places Confucian philosophy in the context of the argument of reasoning and discusses how to understand the concept of "reason" in Confucianism. Through the discussion of Confucianism and reason discussion, this course can achieve the following goals: 1. Guide students to analyze the concept of "reason"; 2. Show the arguments of the main reason discussions; 3. Students will apply philosophical skills (basic skills include: critical style) Read, understand, restate the arguments) analyze Confucian reasons. After fully understanding the above goals and learning expectations, students can be more confident in mastering their learning processes and scores. In order to achieve the above goals, students' pre-class preparation and attending classes are necessary. Pre-class preparation includes taking time to read, note, and ask questions. Attending classes is mainly about listening and participating, and applying pre-class preparations to discussions.
李瑞全：《儒家道德規範根源論》，新北市：鵝湖出版社，2013年。
Li Ruiquan: "Analysis on the Roots of Confucian Moral Regulations", New Taipei City: Yuhu Publishing House, 2013.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席出席 Attend |
20 | 每出席一次一分，全勤20分。 |
| 課堂討論與作業課堂討論與作業 Class discussions and operations |
80 | 每次課堂討論與課後作業佔5%，共16次。 |
