1. 認識人類東方各大文明的起源與融合過程 ；
2. 而藉此理解人類文明所孕育的深層價值 ；
3. 並能夠勇於發現、想像與敘事自身以及所處之現代社會的問題 ；
4. 同時，也能探索人類未來的可能發展狀況 ；
5. 也就是要培養學生的大心與大器，以讓自身與人類整體發展的價值，相互融合。宗教本身如果除去怪力亂神，它所呈現的規範與價值往往就是文明本身。做為中國人不僅要認識自己的儒教思想、道教思想與佛教思想，更是需要認識印度教思想，中國文明深受印度文明影響，當然是融合而有創新，也正是說明了文明不是獨自發展，而是與其他文明相互融滲。中國現代化之後深受西方文明影響，包括基督教與猶太教的思想，但是我們對他們的認識往往是不足的。伊斯蘭教的思想對中國人而言，也並不特別，在新疆地區有龐大的穆斯林，事實上我們對他們也往往是陌生的。在文明交流頻繁的當下，中國人非但得認識自己，更是需要多認識其他文明的可能與限制，這正是本課程的核心目標。1. Understand the origin and integration process of human civilizations in the East;
2. To understand the deep value fostered by human civilization;
3. And be able to have the courage to discover, imagine and narrate the problems of oneself and the modern society in which one lives;
4. At the same time, it can also explore the possible future development of mankind;
5. This means cultivating students’ big hearts and talents so that they can integrate themselves with the value of overall human development. If religion itself removes strange forces and chaotic gods, the norms and values it presents are often civilization itself. As a Chinese, we not only need to understand our own Confucianism, Taoism, and Buddhism, but we also need to understand Hinduism. Chinese civilization is deeply influenced by Indian civilization. Of course, it is integrated and innovative. This also shows that civilization does not develop alone. Rather, it integrates with other civilizations. After China modernized, it was deeply influenced by Western civilization, including the ideas of Christianity and Judaism, but our understanding of them is often insufficient. The idea of Islam is not special to the Chinese. There are a large number of Muslims in Xinjiang. In fact, we are often unfamiliar with them. In an era of frequent exchanges between civilizations, Chinese people not only need to know themselves, but also need to know more about the possibilities and limitations of other civilizations. This is the core goal of this course.
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.
《人的宗教》，史密斯•休斯頓著。
The Religion of Man, by Smith Houston.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 小組討論小組討論 group discussion |
50 | |
| 小組報告小組報告 group report |
50 |
