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 people's jobs, we need to think specifically in higher education: What kind of abilities and literacy that cannot be replaced need to be cultivated and strengthened? The answer to the question is the cultivation and thinking of humanistic values, such ability can be used to meet future challenges. Specifically, the ability of humanistic value thinking can be divided into three types: 1. To cultivate students with the ability to think critically, which means to critically view themselves and familiar traditions through rational reasoning; 2. To be able to see that they are not just from a certain society. instead, as citizens of the world, we understand the differences and needs of cultural people from all over the world; 3. We cannot only rely on factual knowledge to conduct humanistic value thinking, but we must also cultivate our imagination, be able to think in a different way, and understand other people's emotions and desires. This can only be achieved through imagination. This course hopes to focus on thinking and discussions 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 the critical thinking of ethics. Ethics problems naturally appear in our lives, and people living in different cultures and societies will also encounter these problems. They all involve ethical issues such as right and wrong, controversy, goodness and justice. For example, do social moral regulations have universal binding force, or are they different from different societies? Where does the binding force of moral regulations come from? Why do people need morality? This course will first guide students to pay attention to daily moral experience and ethical confusion, such as various relative theories and moral doubts. Next, let students learn the proof structure of moral reasoning, hoping to avoid formal and non-formality through these thinking tools Reasoning (such as ignorance of complaints, landslide certificates, etc.). Afterwards, we will explore the above ethical problems based on several ethical theories (such as benefit theory, moral theory, and self-interest) as our foundation. Specifically, we understand these theories and stand-alone, through class discussions (and appropriately introduce movies. Fragment), Essay Concepts, think about their rationality, and bring relevant ethical concepts into real problems for analysis, such as fetal fertility, copier, death, death penalty, freedom of medicine, same-sex marriage, preservation of ethics, animal rights, political violence (anti-terrorism , war) and other problems. During the discussion, students are encouraged to doubt their ethical position, and finally cultivate their ability to use rationality and argumentative evidence to make ethical decisions in daily life. In summary, there are three goals: 1. Instruct students to analyze the concept of humanistic value thinking; 2. Show the main theory of ethics theory how to answer humanistic value thinking; 3. Students will apply philosophical skills (basic skills include: critical reading and understanding, retelling Certification) Analyze the humanistic value speculation problem. After fully understanding the above goals and learning expectations, students can be more confident in mastering their learning processes and scores. In order to achieve the above goals, students' pre-class preparation and attending classes are necessary. Pre-class preparation includes taking time to read, note, and ask questions. Attending classes is mainly about listening and participating, 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: A Moral Philosophy Introduction", Taipei City: Learning Rich, 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 rate |
20 | 出席1%，全勤20% |
| 課堂討論課堂討論 Class discussion |
10 | 課後上傳小組或個人討論成果 |
| 彈性學習彈性學習 Flexibility Learning |
10 | 影片觀賞與文章閱讀書寫 |
