1.
1.1 通識教育的目的在於透由通識課程協助老師生命智慧與學生生命探索的相互宏通；通識課程不是專業教育的基礎課程；授課老師所提供的課程知識，只是讓老師生命智慧與學生生命探索相互宏通的藥引（催化劑）。因此，通識課程不只是知識學習，更加重視師生生命價值的相互提升，也就是知識與品格的相互成就。通識課程「老師的樣子」比「老師的知識更」為重要，「老師的樣子」正是老師的修為。
1.2 「人文社會自然永續實踐」本為一體，不應區分有別，皆是以仁為本， 於人倫日用與天地萬物之間，師生共同實踐體悟生命智慧，而願意與己為善、與人為善、與自然為善。
1.3 通識課程以自然領域為路徑引發學生「為天地立心」，以人文領域為路 徑引領學生「為生民立命」，以社會領域為路徑引導學生「為萬世開太平」，以經典與典範為路徑引動學生「為往聖繼絕學」，並融入人文、社會、自然等三大領域。
2.本課程持續修世界公民議題討論課的小班分組討論及問題導向的教學方式，並加入「現象導向學習」Phenomenon Based Learning（也翻譯為多元化創新課程），其與問題導向學習Problem Based Learning，專題導向學習Project Based Learning 類似卻有差異，如果說問題導向學習相對看重的是深度的探索，專題導向學習則更看重利他行動能力的展現，而現象導向學習無疑更偏向廣度的理解，因為強調多向度的全面了解，特別是著重批判性思考。
現象導向學習強調學習不再以分科為核心，而是藉由學習跨學科統整。期望學生能從觀察到的真實現象出發，進而能夠進行持續的探索。藉由討論各種特定議題，如垃圾、剩食、蚊蟲……讓學生可以360度的全景環繞這個議題進行跨領域的統整理解。對博雅書院的學生，他們除了在本科系上可以有專業的重量學習，而在書院則是軟實力的培養，團隊合作、人際溝通、多元知識與興趣、探索與冒險、發想與創新，並身體力行，如孔子所說：吾聽吾忘、吾見吾記、吾做吾悟；也有學者做了分析：閱讀只記得10%、聽到20%、看到30%、看聽同時50%、講過70%、去做90%。所以觀察探究、資料收集、個案分析、問題提出、解決方式、可能策略、實質行動……都是課程所要面對的挑戰，藉此透過多次討論、辯證與修正，尋找可能有效的機會，讓師生共同學習與成長。1.
1.1 The purpose of general education is to help teachers integrate life wisdom and students’ life exploration through general courses. General education courses are not the basic courses of professional education. The curriculum knowledge provided by teachers only allows teachers to connect life wisdom and students’ lives. Explore the medicinal leads (catalysts) that lead to mutual prosperity. Therefore, general education courses are not just knowledge learning, but also pay more attention to the mutual improvement of the life value of teachers and students, that is, the mutual achievement of knowledge and character. In general courses, "teacher's appearance" is more important than "teacher's knowledge". "Teacher's appearance" is exactly the teacher's cultivation.
1.2 "Practice of natural sustainability in humanistic society" is essentially one and should not be differentiated. They are all based on benevolence. Between human relations and the daily necessities of heaven and earth, teachers and students jointly practice and understand the wisdom of life, and are willing to do good to themselves. Be kind to people and nature.
1.3 The general education curriculum uses the natural field as a path to guide students to "establish a heart for the world", uses the humanities field as a path to guide students to "establish a life for the people", uses the social field as a path to guide students to "create peace for all generations", and uses classics and models as a path The path guides students to "carry on their unique learning for the Holy Spirit" and integrates the three major fields of humanities, society, and nature.
2. This course continues to take small group discussions and problem-based teaching methods in global citizenship issue discussion classes, and adds "phenomenon based learning" (also translated as diversified innovation courses), which is similar to problem-based learning. , Project Based Learning is similar but different. If problem-based learning relatively values in-depth exploration, project-based learning values more the display of altruistic action abilities, while phenomenon-based learning undoubtedly favors breadth of understanding because it emphasizes A comprehensive understanding of multiple dimensions, with a particular emphasis on critical thinking.
Phenomenon-based learning emphasizes that learning is no longer centered on subject division, but is integrated across disciplines through learning. It is expected that students can start from the observed real phenomena and then be able to conduct continuous exploration. By discussing various specific issues, such as garbage, leftover food, mosquitoes... students can have a 360-degree panoramic view of this issue to develop a comprehensive understanding across fields. For students of Liberal Arts College, in addition to their professional studies in the undergraduate department, in the college they can also cultivate their soft skills, teamwork, interpersonal communication, diverse knowledge and interests, exploration and adventure, ideation and innovation, and Practice it personally, as Confucius said: I listen and I forget, I see and I remember, and I do and I understand; some scholars have also analyzed: only remember 10% of reading, 20% of listening, 30% of seeing, 50% of watching and listening at the same time, and 50% of what was said. 70%, do 90%. Therefore, observation and inquiry, data collection, case analysis, problem posing, solutions, possible strategies, and practical actions... are all challenges that the course must face. Through multiple discussions, dialectics, and revisions, we can find possible effective opportunities to let Teachers and students learn and grow together.
博雅授課老師討論決定
Liberal arts teachers discuss and decide
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席成績出席成績 Attendance results |
15 | 缺席一次，扣5分，缺席3次，此部份零分。如果因事或因病該週無法出席上課，必須事先請假，並且在下一次上課之前需補交該週所需資料。 |
| 學生報告學生報告 student report |
60 | 針對兩個主題進行兩次分組報告。課堂口頭報告部份30分，書面報告部份30分。兩次主題報告，同組所有成員都需上台報告，而每一主題之後的書面報告需3000字以上。 |
| 課堂討論課堂討論 Class discussion |
25 | 課堂上準備、討論與參與表現 |
