1. 引導學生深切認識近身（大肚山與筏子溪）自然環境的生態系統與其變遷。
2. 以近身自然環境為對象，藉由自我檢驗、作為世界公民與敘事想像以培養具有永續思維、社會責任、專業知識、實務技能的跨領域永續人才。
3. 促進學生參與近身自然環境政策以及相關議題的討論。藉由蘇格拉底的自我檢驗精神，引導修課學生進行自我探索，了解與發揮自身所擁有的自我反思能力（不再是填鴨的蒙蔽），並鼓勵學生願意成為世界公民（也不是道德化的成績分數印記）。作為世界公民不能再藉由傳統的道德教條主義來填鴨以強行植入，而必須藉由自我檢驗與敘事想像的交互引導，引發學生對於自身所處的自然環境的社會想像與關心，然後培養其社會實踐感。 相關的理論與教學分享，在Martha C. Nussbaum所著的《培育人文：人文教育改革的古典辯護》有極為完整的理論建構與介紹，本課程將借用該書作為主要的核心理論基礎。在實質作法上，本課程選擇了本校近身的自然環境－－大肚山的甘露寺與筏子溪，讓學生從想像與關心近身的自然環境做起。大肚山的甘露寺坐落於中部科學園區之內，而筏子溪則在大肚山的山腳下。兩者分別受到中部科學園區與台中工業區的開發或汙染所影響。但是本校卻是投入甚少的認識與關懷，更遑論社會實踐。兩者正是自然環境過度開發與破壞的最佳近身寫照。本課程將引導學生去了解兩者所引發的自然環境被破壞的問題，特別是藉由自我檢驗與敘事想像來培養其出於自願的社會實踐感。1. Guide students to have a deep understanding of the ecosystem and its changes in the natural environment close to them (Datu Mountain and Daozi River).
2. Taking the immediate natural environment as the object, through self-examination, global citizenship and narrative imagination, we will cultivate cross-field sustainable talents with sustainable thinking, social responsibility, professional knowledge, and practical skills.
3. Promote students’ participation in discussions on nearby natural environment policies and related issues. Through Socrates' spirit of self-examination, we guide students in the course to conduct self-exploration, understand and develop their own self-reflection abilities (no longer blinded by cramming), and encourage students to be willing to become world citizens (not moralized either) grade mark imprint). As global citizens, we can no longer rely on traditional moral dogmatism to forcefully implant students. Instead, we must use the interactive guidance of self-examination and narrative imagination to arouse students' social imagination and concern for the natural environment in which they live, and then cultivate them. A sense of social practice. Relevant theoretical and teaching sharing can be found in "Cultivating the Humanities: A Classical Defense of Humanities Education Reform" written by Martha C. Nussbaum. This course will use this book as the main core theoretical basis. In terms of practical approach, this course chose the school’s immediate natural environment—Ganlu Temple and Daozi River in Dadu Mountain, allowing students to start by imagining and caring about the nearby natural environment. Ganlu Temple in Dadu Mountain is located in the Central Science Park, while Laozi River is at the foot of Dadu Mountain. Both are affected by the development or pollution of the Central Science Park and Taichung Industrial Zone respectively. However, our school has invested very little understanding and care, let alone social practice. The two are the best close portrayals of the over-exploitation and destruction of the natural environment. This course will guide students to understand the problems caused by the destruction of the natural environment, especially through self-examination and narrative imagination to cultivate their sense of voluntary social practice.
Martha C. Nussbaum所著的《培育人文：人文教育改革的古典辯護》
Nurturing the Humanities: A Classical Defense of Liberal Education Reform by Martha C. Nussbaum
| 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 |
