一、認識知識之多元性、知識與社會的互動：知識是存在於社會生活中各個面向，是一種「連結」的力量。
二、跨文化的感受性：以職人文化為中心，配合日本文明史、大眾文化演變之發展，開拓跨文化之視野。
三、提升閱讀詮釋之素養：經由課程安排之各類知識漫畫作品，經由漫畫作為「故事」，而體驗存於漫畫之中的趣味性、觸動情感之處以及知識性。
四、對當代文化產業運作模式的理解：面對現今全球化、文化產業全球在地化之衝擊。自1980年代以來，日本漫畫在全球各地廣受歡迎，現今已是日本享譽全球的重要大眾文化產業代表，也引發了全球模仿、學習日本漫畫的風潮。然而，在這股風潮背後，卻鮮有人注意到日本漫畫之成功，與其文化、文明發展中存在之職人文化（工匠精神）有著密不可分的關係。也正因為職人文化的存在，日本漫畫得以轉化為一種兼具娛樂、激盪人心與知識意涵的故事性文本，也是一種深具美學性的表現。
本課程將以探詢「知識漫畫為何會在日本出現」為主軸，結合日本文明史、17世紀以來大眾文化演變，以及二戰後文化產業之運作等面向。以此打開修課學生之視野，認識知識之多元性、知識與社會的互動、跨文化的感受性，提升閱讀詮釋之素養，以及對當代文化產業運作模式的理解。1. Understand the diversity of knowledge and the interaction between knowledge and society: Knowledge exists in all aspects of social life and is a "connecting" force.
2. Cross-cultural sensitivity: Centering on craftsman culture, in line with the development of the history of Japanese civilization and the evolution of popular culture, develop a cross-cultural perspective.
3. Improve the literacy of reading interpretation: through various knowledge comics arranged in the course, through comics as "stories", one can experience the fun, emotional touch and knowledge in comics.
4. Understanding of the operating model of contemporary cultural industries: Facing the impact of today’s globalization and globalization of cultural industries. Since the 1980s, Japanese comics have become popular all over the world. Today, they have become an important representative of Japan’s world-renowned popular culture industry. They have also triggered a global trend of imitating and learning Japanese comics. However, behind this trend, few people have noticed that the success of Japanese comics is inseparable from the craftsman culture (craftsman spirit) that exists in the development of its culture and civilization. It is precisely because of the existence of craftsman culture that Japanese comics can be transformed into a story-based text that is both entertaining, exciting and intellectually meaningful. It is also a deeply aesthetic expression.
This course will focus on exploring "why intellectual comics appeared in Japan" and combine the history of Japanese civilization, the evolution of popular culture since the 17th century, and the operation of the cultural industry after World War II. This will open up the horizons of students taking the course, allowing them to understand the diversity of knowledge, the interaction between knowledge and society, and cross-cultural sensibilities, improve their literacy in reading interpretation, and understand the operating model of the contemporary cultural industry.
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.
陳仲偉 2004 《日本漫畫的全球化與迷的文化》，台北：唐山。
傻呼嚕同盟 2001 《動漫2000》，台北：藍鯨。
傻呼嚕同盟 2001 《動漫2001》，台北：藍鯨。
夏目房之介 2006 《マンガに人生を学んで何が悪い？》，東京：講談社。
宮原浩二郎、荻野昌弘 2001 《マンガの社会学》，東京：世界思想社。
清水勲 1999 《図說 漫画の歷史》，東京：河出書房新社。
清水勲 2003 《江戸のまんが》，東京：講談社。
Chen Zhongwei 2004 "The Globalization of Japanese Comics and the Culture of Fans", Taipei: Tangshan.
Silly Hulu Alliance 2001 "Animation 2000", Taipei: Blue Whale.
Silly Hulu Alliance 2001 "Animation 2001", Taipei: Blue Whale.
Natsume Fusanosuke 2006 "What is the meaning of life and learning?" ”, Tokyo: Kodansha.
Kojiro Miyahara, Masahiro Ogino 2001 "Masoka Sociology", Tokyo: World Thought Society.
Shimizu Sao 1999 "History of Comics", Tokyo: Kawade Shobo Shinsha.
Shimizu Saki 2003 "Edo Novel", Tokyo: Kodansha.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與及討論表現課堂參與及討論表現 Class participation and discussion performance |
30 | 出席與課堂表現 |
| 期中報告期中報告 interim report |
30 | 日本漫畫之閱讀心得 |
| 知識漫畫分析專題知識漫畫分析專題 Knowledge comics analysis special topic |
40 | 分組報告，以「主題（知識）漫畫」為對象 |
