人文領域的課程目標在於啟發學生美的鑑賞與願意為善的藝術涵養。本課程將「善」作為分析領導的基礎，同時，領導是一種面對情境而展現的藝術行為，故行動的價值基礎需要相互配合才得以完整。
基於前述，作為人文領導探索為主軸之課程，若將領導放在具有人文意涵之脈絡分析需要瞭解領導的多樣性內涵。包含領導與管理之間的對照，以及領導「人」的多樣性分析。故從領導的人文向度分析，需要將「倫理」此一面向列入領導的重要基礎。故本課程考量倫理的多樣性意涵，以及若從領導方式影響行動的方式分析，需要以特定的核心概念作為整合。經由考量案例狀況，以日本式的「仕事」（台灣多翻譯為工作）精神為核心進行分析為適當的方式。特別是近年台灣亦將職人、達人等概念多用於影響他人發揮潛力的面向來說，選擇日本作為考察對象更貼近於日常生活。
具體而言，本課程藉由閱讀日劇（劇情片以及紀錄片）為手段，用以理解日本對於「領導」與「倫理」之想法，作為培養學生具有對自身能力理解、面對自身狀況與未來面對生活之課程。
在課程內容層面上，本課程大致可分為兩大部分。在理論層級上著重於對領導、倫理兩個領域的概念介紹與整合，以「仕事」為核心做鉅觀的層面分析，配合實際的公司案例與領導人觀點，從影響力與實際作為的層面進行解析與擴充。其次在實務層級上，則從前面的「仕事」進一步回到行動者自身，從日本在仕事中的核心倫理概念（款待、職人、達人）出發，指出個人的工作與對待他人的方式作為倫理面向作為反省自身的途徑。由前述概念挑選實際的各項案例作為分析的對象，藉此將領導的人文面向深化並具體轉化為可參考的行動方式。
在上課方式的呈現上，除課程開始的打底部分以及專題討論部分以任課教師的自編講義進行講述與帶領討論外，其他則以閱讀影片、筆記記述以及課堂與分組討論之方式進行。故本課程結合領導、管理、倫理、實際案例與討論，以及對案例之心得分析寫作以及自選案例進行分析之實作方式，藉此提升學生對於領導的各項基礎與分析之能力，進而提升學生在自身專業學科之外對於與他人一起工作與溝通上，得以發揮具體影響力與考量他人幸福與良善生活的想法與信念。
The course goal of the humanities field is to create students' appreciation of beauty and artistic cultivation that is willing to be good. This course uses "goodness" as the basis for analytical leadership. At the same time, leadership is an artistic behavior that faces the situation, so the value foundation of the action needs to be coordinated to be complete.
Based on the aforementioned, as a course that explores the main axes of humanities, if the lead is placed in a comprehensive analysis with humanistic meaning, it is necessary to understand the diverse connotations of leading. Includes the contrast between leadership and management, as well as the diversity analysis of leadership "people". Therefore, from the analysis of humanistic dimensions of leadership, "ethics" is necessary to include the important foundation of leadership. Therefore, this course considers the versatility of ethics and the way in which actions are affected by leadership methods, it is necessary to integrate specific core concepts. By considering the case situation, it is an appropriate way to analyze it with the Japanese-style "official affairs" (Taiwan's multiple translations as work) spirit as the core. Especially in recent years, Taiwan has also used concepts such as jobs and masters to influence others' potential, and choosing Japan as an investigation target is closer to daily life.
Specifically, this course uses Japanese dramas (character films and records) as a means to understand Japan's ideas about "leadership" and "ethics", and to cultivate students to understand their own abilities, face their own situation and future. Course on life.
In terms of course content, this course can be roughly divided into two parts. At the theoretical level, we focus on the concept introduction and integration of the two fields of leadership and ethics, and use "official affairs" as the core to make a viewing level analysis, and cooperate with actual company cases and leaders' perspectives to form an influence and actual action layer. Perform analysis and expansion. Secondly, at the practical level, we will further return to the activist themselves from the previous "official affairs" and develop from the core ethics concepts (entertainment, steward, master) in official affairs in Japan, pointing out the ethics aspect of personal work and the way of treating others. As a way to reflect on oneself. The above concepts are selected as the object of analysis, thereby deepening the leading humanistic aspect and specifically transforming it into a referenceable action method.
In presenting the course method, in addition to the base part and topic discussion at the beginning of the course, the lecture and leadership discussion are conducted by the teacher’s self-editing lecture, the others are conducted by reading videos, notes, and class and sub-group discussions. Therefore, this course combines leadership, management, ethics, actual cases and discussions, as well as the analysis of case experience and self-selected cases, so as to improve students' ability to study and analyze various foundations and analysis of leaders, and thus improve students' Beyond your own professional subject, you can develop specific influence and consider other people's happiness and good life in terms of working and communicating with others.
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坂本光司（2009）。希望這家公司永遠在──日本最值得珍惜的5家企業（蔡昭儀譯）。臺北市：先覺。
秋山利輝（2009）。丁稚のすすめ：夢を実現できる、日本伝統の働き方。東京都：幻冬舎。
秋山利輝（2013）。一流を育てる 秋山木工の「職人心得」。東京都：現代書林。
秋山利輝（2017）。匠人精神2：追求極致的日式工作法（陳曉麗譯）。北京市：中信。
茂木健一郎‧NHK「專業人士的工作風格」製作小組（2010）。向專業人士學習腦活用法（葉韋利譯）。臺北市：光乍現工作室。
茂木健一郎（2015）。加賀屋比服務更極致的款待之道（衛宮紘譯）。臺北市 : 商周。
Editor of テレビ Tokyo (2002). The love is exhausted and the great battle is to "teach". Tokyo: PHP Research Institute.
Sakamoto Mitsuji (2009). I hope this company will always be here - the five most cherished companies in Japan (Tsai Zhaojun). Taipei City: See first.
Akiyama Tatsuki (2009). Ding Zhi: Dream, Japanese style square. Tokyo: Fantasy Winter.
Akiyama Tatsuki (2013). First-class education Akiyama woodworker's "worker experience". Tokyo: Modern Book Forest.
Akiyama Tatsuki (2017). Craftsman Spirit 2: Pursuing the ultimate Japanese working method (Chen Xiaoli translation). Beijing: CITIC.
Kenichiro Mogi‧NHK’s “Work Styles of Professionals” Production Group (2010). Learn brain usage from professionals (Yeveli translation). Taipei City: Guangchao Studio.
Kenichiro Motegi (2015). A more desirable way to treat a house than a service (palace translation). Taipei City: Shang and Zhou dynasties.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時表現平時表現 Normal performance |
30 | 出缺席狀況與上課參與討論情形 |
| 期中個人心得報告期中個人心得報告 Mid-term personal experience report |
30 | 對本課程所提供各種影片之內容與心得寫作 |
| 期末團體分組報告期末團體分組報告 Final Group Sub-group Report |
30 | 各組自選影片對其進行名言佳句與名場面分析 |
| 學生自主實作學生自主實作 Students' independent practice |
10 | 對「自己推薦的故事性作品」的介紹與分析 |
