當AI將取代越來越多人類的工作，在高等教育中需特別思考：有哪種無法被取代的能力和素養是需要讓學生能夠養成和強化？問題的答案是，人文價值的養成和思辨，這種能力可以因應未來種種挑戰。具體而言，人文價值思辨的能力可分為三種：1.養成學生具備批判思考的能力，這意味通過理性推理批判檢視自我與熟悉的傳統；2.能夠看到自己並不只是屬於某個社群，而是作為世界公民，了解到各地文化人們的差異與需求；3.我們並不能僅依賴事實知識進行人文價值思辨，也必須培養敘述想像力，能夠換位思考，理解他人的情感與欲望，這唯有藉助想像力才能達到。本課程希望可以聚焦在以下數個主題的思考與討論，進而養成上述人文價值思辨的能力：1.價值與價格的差異；2.如何進行人文價值的思辨？3.什麼是成為人的價值？課程具體的切入點是倫理的批判思考，倫理的問題很自然出現在我們的生活中，生活在不同文化與社會的人也都會碰到這些問題。它們都是涉及是非、對錯、善惡與正義等倫理學的問題，像是社會上的道德規範是否具有普遍的約束力，還是相對於不同的社會而有不同？道德規範的約束力從何而來？人為什麼要道德？本課程將先引導同學注意日常的道德經驗與倫理困惑，像是各種的相對主義與道德懷疑論，接下來讓同學學習道德推理的論證架構，希望可以透過這些思考工具避開形式與非形式的謬誤（例如訴諸無知、滑坡論證等）。之後，我們會以數個倫理學理論（例如效益論、義務論、利己主義）為立足點探討上述的倫理問題，具體而言，就是了解這些理論與立場，通過課堂的討論（並適當引入電影片段），釐清倫理概念，思考它們的合理性，並將相關的倫理概念帶入現實的問題中進行分析，像是墮胎、複製人、安樂死、死刑、用藥自由、同性婚姻、生態保存、動物權、政治暴力（反恐、戰爭）等問題。在討論的過程中，鼓勵同學質疑自己的倫理立場，最後培養同學在日常運用理性與論證進行倫理決策的能力。總而言之，目標有三：1.引導學生分析人文價值思辨概念；2.展示主要倫理學理論的論證如何回答人文價值思辨問題；3.學生學會應用哲學技巧（基本技巧包括：批判式閱讀理解、重述論證）分析人文價值思辨問題。在充分了解到上述目標與學習期待之後，學生就可以更有自信掌握自己的學習過程與分數。為了達成上述目標，學生的課前準備以及出席上課就是必要的，課前準備包括花時間閱讀、註記、提問，出席課堂主要是聆聽與參與討論，將課前準備應用在討論上。When AI will replace more and more human jobs, higher education needs to think specifically: What irreplaceable abilities and qualities need to be developed and strengthened by students? The answer to the question is the cultivation of humanistic values and critical thinking. This ability can cope with various challenges in the future. Specifically, the ability to think about humanistic values can be divided into three types: 1. To develop students' ability to think critically, which means critically examining themselves and familiar traditions through rational reasoning; 2. To be able to see that they do not just belong to a certain society. Rather, as citizens of the world, we understand the differences and needs of people from different cultures; 3. We cannot rely solely on factual knowledge to speculate on humanistic values, but we must also cultivate narrative imagination, be able to think from other people's perspective, and understand the emotions and desires of others. This can only be achieved with the help of imagination. This course hopes to focus on thinking and discussion on the following topics, and then develop the above-mentioned ability to think about humanistic values: 1. The difference between value and price; 2. How to think about humanistic values? 3. What is the value of being a human being? The specific entry point of the course is critical thinking about ethics. Ethical issues naturally appear in our lives, and people living in different cultures and societies will also encounter these issues. They all involve ethical issues such as right and wrong, right and wrong, good and evil, and justice. For example, are the moral norms in society universally binding, or are they different in different societies? Where does the binding force of moral norms come from? Why do people need to be moral? This course will first guide students to pay attention to daily moral experiences and ethical confusions, such as various relativism and moral skepticism. Next, students will learn the argumentation structure of moral reasoning. It is hoped that through these thinking tools, students can avoid formal and informal disputes. Fallacies (e.g. appeals to ignorance, slippery slope arguments, etc.). Afterwards, we will discuss the above ethical issues from the perspective of several ethical theories (such as utility theory, deontology, egoism). Specifically, we will understand these theories and positions, and through class discussions (and appropriately introduce movies Fragments), clarify ethical concepts, think about their rationality, and bring relevant ethical concepts into practical issues for analysis, such as abortion, cloning, euthanasia, death penalty, drug freedom, same-sex marriage, ecological preservation, animal rights , political violence (anti-terrorism, war) and other issues. During the discussion, students are encouraged to question their own ethical positions, and finally develop their ability to use reason and argumentation to make ethical decisions in daily life. All in all, there are three goals: 1. Guide students to analyze the concept of humanistic value speculation; 2. Show how the arguments of major ethical theories answer questions about humanistic value speculation; 3. Students learn to apply philosophical skills (basic skills include: critical reading comprehension, restatement Argument) Analyze the speculative issues of humanistic values. After fully understanding the above goals and learning expectations, students can be more confident in controlling their own learning process and scores. In order to achieve the above goals, students' pre-class preparation and attendance in class are necessary. Pre-class preparation includes spending time reading, taking notes, and asking questions. Class attendance mainly involves listening and participating in discussions, and applying pre-class preparations to discussions.
Lewis Vaughn - Doing Ethics_ Moral Reasoning and Contemporary Issues (Fourth Edition)-W. W. Norton & Company (2015)
E. J. Bond （譯者：洪如玉、王俊斌、黃藿）： 《倫理學與幸福人生：道德哲學導論》，台北市：學富，2012
Lewis Vaughn - Doing Ethics_ Moral Reasoning and Contemporary Issues (Fourth Edition)-W. W. Norton & Company (2015)
E. J. Bond (Translator: Hong Ruyu, Wang Junbin, Huang Huo): "Ethics and Happy Life: An Introduction to Moral Philosophy", Taipei: Xuefu, 2012
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 midterm exam |
30 | 申論題 |
| 期末考期末考 final exam |
30 | 申論題 |
| 出席率出席率 Attendance |
20 | 出席1%，全勤20% |
| 課堂討論課堂討論 Class discussion |
15 | 課後上傳小組或個人討論成果 |
| 彈性學習彈性學習 flexible learning |
5 |
