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。
（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。
（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. 全球暖化、糧食短缺、人口爆炸、新冠肺炎病毒、AI與物聯網的聯手、民粹主義、宗教衝突、戰爭、基因改造、假新聞、ChatGPT….種種威脅地球的危機日益嚴重，讓我們一起來關心地球，為地球盡一份心力，就是從自己的學習做起。多年來，聯合國系統始終應對這些憑藉任何一個國家都不能得到充分解決而需要合作努力的全球性問題，提供了重要的資訊。本課程嘗試從這些議題中選擇出一些發生在我們環境的現象作深入的認識與瞭解，希望透過討論來加深我們對這些問題的認知並思考如何面對及解決這些問題。本學期選擇宗教與世界秩序、基因改造與道德問題等兩個議題，進行深入討論。
1. (1) The purpose of general education is to assist teachers in the mutual integration of life wisdom and students’ life exploration through general courses; general courses are not the basic courses of professional education; the course knowledge provided by teachers only allows teachers to Wisdom and students’ life exploration serve as a catalyst for mutual expansion. 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.
(2) "The sustainable practice of humanities, society, and nature" is essentially one and should not be differentiated. They are all based on benevolence. Between human relations and daily necessities and all things in the world, teachers and students jointly practice and understand the wisdom of life, and are willing to work with themselves. Be kind, be kind to others, and be kind to nature.
(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 as a path to guide students Using role models as a path guides students to "continue learning for the Holy Spirit" and integrates into the three major fields of humanities, society, and nature.
2. Global warming, food shortages, population explosion, the new coronavirus, the combination of AI and the Internet of Things, populism, religious conflicts, wars, genetic modification, fake news, ChatGPT... Various crises threatening the earth are becoming increasingly serious. Let us Let’s care about the earth together and do our part for the earth. It starts with your own learning. Over the years, the United Nations system has provided important information on global issues that cannot be fully solved by any one country and require collaborative efforts. This course attempts to select some phenomena occurring in our environment from these topics for in-depth knowledge and understanding. It is hoped that through discussion, we can deepen our understanding of these problems and think about how to face and solve these problems. This semester, two topics, including religion and world order and genetic modification and moral issues, were selected for in-depth discussion.
由教師提供自製研習教材
Self-made study materials provided by teachers
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時上課態度平時上課態度 Usually attitude in class |
30 | 如主動提問、主動釋答 |
| 作業與報告書作業與報告書 Assignments and reports |
40 | |
| 出席率出席率 Attendance |
30 |
