「臘月風和意已春，時因散策過吾鄰。」宋朝陸游在晚年某一個臘八隆冬時節，趁著稍現的暖意拄杖散步到西村舒心，賞玩鄰人熬煮佛粥過節慶的景緻。冰封的時節對應著受限於老邁多病的身體，依著暖意與拐杖，仍然要在紅塵俗世中步行出悠閒的心境。
散步，一直是哲人找到身心靈平衡的處方，也是一切天賦得以自由發揮的繆思。人的身心在時空之中，不可能不受到自然因果法則的限制，而受限制的心靈對於自由的渴望，根源來自於心靈與意識能夠透突破因果法則的侷限，自由聯想。一旦意識到限制，我們活潑的想像力就會想要脫韁而飛，而正是這種限制與自由矛盾的結合，人類才有了「美」的體驗。康德在他的美學（《判斷力批判》）中，就是依此而拒絕了古典美學那種嘗試為美訂下黃金標準的企圖，而指出美感來自於心靈本身對生命的品玩，不可能匡限於任何規則。美感風格雖看似有章法，但實則是對規則的超越，並從超越中創造新的規則。人類歷來一直都從美的品味中，創造一切新的技藝與文明。
在歐陸，入林散步（im Wald gehen）孕育出浪漫時期的文豪與哲人，成就歐陸璀璨的人文頂峰；在東亞，人們把生活環境打造成在極度受限中卻能自由徜徉的林園，如貫串許多京都庭園的「哲學之道」，長養出了西田幾多郎為代表的京都學派。在東海大學與世無爭的美麗校園中散策，我們隨著康德美學的幽徑，緩步走出古典美學，挖掘美感的根源，並找到我們心靈中豐美的才賦搖籃，勇敢地開創出屬於每一個人獨特的美麗人生。"The wind in the twelfth lunar month has become spring, and I am passing by my neighbors because of the time." In the late Song Dynasty, during the midwinter of Laba, Lu You took advantage of the slight warmth to walk to the West Village with a stick to relax, and watched his neighbors cooking Buddhist porridge for the festival. scenery. The frozen season corresponds to being limited by an old and sick body. Relying on warmth and crutches, you still have to walk in a leisurely state of mind in the world of mortals.
Walking has always been a prescription for philosophers to find balance between body, mind and soul, and it is also a muse for all talents to be freely unleashed. It is impossible for human body and mind in time and space not to be restricted by the laws of natural cause and effect, and the desire for freedom of the restricted mind comes from the ability of the mind and consciousness to break through the limitations of the laws of cause and effect and associate freely. Once we realize the limitations, our lively imagination will want to run away. It is this contradictory combination of limitations and freedom that gives humans the experience of "beauty." In his aesthetics ("Critique of Judgment"), Kant relied on this to reject the attempt of classical aesthetics to set a gold standard for beauty, and pointed out that beauty comes from the mind's own appreciation of life and cannot be corrected. Subject to any rules. Although aesthetic style seems to be organized, it is actually the transcendence of rules and the creation of new rules from transcendence. Human beings have always created all new skills and civilizations from the taste of beauty.
In Continental Europe, walking in the forest (im Wald gehen) gave birth to literary giants and philosophers in the Romantic Period, and became the dazzling pinnacle of European humanity; in East Asia, people created their living environment into a forest garden where they could roam freely despite extreme restrictions, such as The "Philosophical Way" that runs through many Kyoto gardens has given rise to the Kyoto School represented by Kitaro Nishida. Dispersing ideas on the beautiful campus of Tunghai University, we follow the path of Kant's aesthetics, slowly step out of classical aesthetics, dig into the roots of beauty, find the cradle of rich talents in our hearts, and bravely create a creation that belongs to everyone. A person's unique and beautiful life.
Wenzel, Christian H. (2005). An Introduction to Kant's Aesthetics. Core Concepts and Problems. MA, Oxford & Victoria Australia: Blackwell.
文哲（2011）。《康德美學》。譯者：李淳玲。台北：聯經。
Pluhar, Werner S. trans. (1987). Critique of Judgment, by Immanuel Kant. Indianapolis/Cambridge: Hackett.
Guyer, Paul & Eric Matthews trans. (2000). Critique of the Power of Judgment, by Immanuel Kant. Paul Guyer ed. Cambridge, NY, Melbourne and Madrid: Cambridge University Press.
Wenzel, Christian H. (2005). An Introduction to Kant's Aesthetics. Core Concepts and Problems. MA, Oxford & Victoria Australia: Blackwell.
Wenzhe (2011). "Kant's Aesthetics". Translator: Li Chunling. Taipei: Lianjing.
Pluhar, Werner S. trans. (1987). Critique of Judgment, by Immanuel Kant. Indianapolis/Cambridge: Hackett.
Guyer, Paul & Eric Matthews trans. (2000). Critique of the Power of Judgment, by Immanuel Kant. Paul Guyer ed. Cambridge, NY, Melbourne and Madrid: Cambridge University Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席出席 Attend |
15 | 出席率 |
| 課堂參與課堂參與 class participation |
25 | 課堂口頭發表與參與討論 |
| 期中分組報告期中分組報告 Mid-term group report |
20 | 學期分組專題計畫報告 |
