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.本課程為通識教育精進計畫之「人文：人文經典與典範」課程。課程主要選錄西方思想傳統中的哲學經典，本課程的內涵將針對通識精進計畫下之人文領域為路徑引領學生「為生民立命」的目標來進行，以哲學中的「真偽」、「善惡」、「有無」等核心議題讓同學能在通識課程中「實踐體悟生命智慧，而願意與己為善、與人為善、與自然為善」之核心宗旨。
3.課程進行方式：每週主要安排一部西方哲學經典，搭配一個哲學議題，帶領上課學員進入哲學經典的思辨世界，並反思自身的生命價值；為了讓同學有多元文化的視角，課程也會輔以少部分的非西方經典作為參照。
4.本課程採取課前預習的方式，設計一門討論課並由授課教師針對當週主題進行討論，目的在於讓參與同學在正課之前已經能初步掌握課程內容，期許在正課進行時激起更多有意義的討論火花。
1. (1) The purpose of general education is to help teachers' life wisdom and students' life exploration through the general education course; general education courses are not the basic courses of professional education; the course knowledge provided by the course teachers are just a medicine (catalyst) that allows teachers' life wisdom and students' life exploration to be interconnected. Therefore, the general course is not just about knowledge learning, but also focuses on the mutual improvement of the value of students' lives, that is, the mutual achievement of knowledge and character. The "teacher's like a teacher" is more important than the "teacher's knowledge". "teacher's like a teacher" is the teacher's cultivation. (2) "Humanities and Society will naturally continue to be realistic" is originally one body, and should not be distinguished. They are all based on benevolence. Between human ethics and all things in the world, teachers and students work together to realize the wisdom of life, and are willing to be good with themselves, be good with others, and be good with nature. (3) The general course uses the natural field as the path to guide students to "establish their minds for heaven and earth", uses the humanities field as the path to guide students to "establish peace for the people", uses the social field as the path to guide students to "open peace for the world", uses classics and classics as the path to guide students to "research to the sacred world", and integrates into the three major areas of humanities, society, and nature.
2. This course is the "Humanities: Humanities Classics and Classics" course in the General Education Progress Program. The course mainly selects philosophical classics in Western thought traditions. The connotation of this course will guide students to "establish their lives for the people" to guide students to "establish their lives for the people" based on the humanistic field under the cognitive development plan. The core topics such as "true evil", "goodness", and "nothing" in philosophy can allow students to "realize the wisdom of life in the cognitive course, and be willing to be good with oneself, good with others, and good with nature" in the cognitive course.
3. How to conduct courses: Each week, a Western philosophical classic is mainly arranged, which is paired with a philosophical topic, and leads the class to enter the world of philosophical classics and reflects on their own life value; in order to give students a diverse cultural perspective, the course will also refer to a small number of non-Western classics.
4. This course adopts pre-class preparation method, designs a discussion course and the teaching teacher discusses the theme of the week, with the purpose of allowing students to learn the course content before the course, and may arouse more intentional sparks of discussion when the course is underway.
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"Mencius" is selected. Chinese Philosophy Electronic Planning Database.
"Xunzi" is selected. Chinese Philosophy Electronic Planning Database.
"Wang Yangming" is selected. Chinese Philosophy Electronic Planning Database.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 每週心得報告（課前繳交）每週心得報告（課前繳交） Weekly experience report (pre-class submission) |
20 | 全學期繳交5次 |
