在日常生活中，無論我們喜歡與否，都總在不同的場合解釋我們的行為，我們行為都受到規範，基本上活在一個「要求理由與提供理由」的實踐中，像是學生不來上課要提供理由支持他的行動。這些理由除了合理化我們的行動之外，也為行動提供了動機，驅動我們實踐，像是改善身體健康，促使我們從事各種運動。在理由實踐中，道德理由無疑具有最重要的地位，遵守諾言、童叟無欺、不能說謊等道德原則構成了支持我們行動的理由。以「理由」作為基礎概念說明人的行動構成了當代的不同理由論立場，基本上可以區分為理由內在論與外在論，前者主張支持或證成行動的理由也驅動人去行動，後者則持否定的立場。「要求理由與提供理由」的實踐同樣也可以用來理解重視道德實踐的儒家哲學，著名的例子像是孔子的學生宰我問為什麼要守三年之喪，就是要求孔子給出儒家的理由。本課程將儒家哲學放在當代理由理論的脈絡中，討論要如何理解儒家的「理由」概念。本課程透過儒學與理由論的交錯討論，可實現以下的目標：1.引導學生分析「理由」概念；2.展示主要理由論的論證；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）分析儒家的理由論述。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。

In daily life, whether we like it or not, we always explain our behavior on different occasions. Our behavior is regulated. We basically live in a practice of "asking for reasons and providing reasons". For example, if a student does not come to class, he must provide reasons to support his actions. In addition to rationalizing our actions, these reasons also provide motivation for action and drive us to practice, such as improving physical health and motivating us to engage in various sports. In the practice of reasons, moral reasons undoubtedly play the most important role. Moral principles such as keeping promises, being honest, and not lying constitute the reasons to support our actions. Using "reasons" as the basic concept to explain human actions constitutes different contemporary reasons theory positions, which can basically be divided into reasons internalism and externalism. The former claims that reasons that support or justify actions also drive people to act, while the latter takes a negative stance. The practice of "asking for reasons and providing reasons" can also be used to understand Confucian philosophy that attaches great importance to moral practice. A famous example is when Confucius' student Zaiwo asked why he had to observe three years of mourning, and asked Confucius to give Confucian reasons. This course places Confucian philosophy in the context of contemporary reasons theory and discusses how to understand the Confucian concept of "reason." Through the intertwined discussion of Confucianism and the theory of reasons, this course can achieve the following goals: 1. Guide students to analyze the concept of "reason"; 2. Demonstrate the arguments of the main theories of reason; 3. Students learn to apply philosophical skills (basic skills include: critical reading comprehension, restatement of arguments) to analyze Confucian reasons discussion. 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.

Christine M. Korsgaard (Author), Onora O'Neill (Editor), The Sources of Normativity, Cambridge University Press, 1996.

[美]克里斯蒂娜‧M‧科爾斯戈德（Korsgaard，C．M．）譯者： 楊順利，《規範性的來源》，出版社：上海譯文出版社。

Derek Parfit, On What Matters, Oxford University Press, 2013.

李瑞全：《儒家道德規範根源論》，新北市：鵝湖出版社，2013年。

賴柯助，2021, 〈良知、立志與知行合一：再論陽明如何回應道德之惡〉，《中國哲學與文化》第19 輯，頁54-95。

梁奮程（2020.07）。朱子倫理學是理由內在論嗎？。國立政治大學哲學學報，44（44），119-176。

Christine M. Korsgaard (Author), Onora O'Neill (Editor), The Sources of Normativity, Cambridge University Press, 1996.

[US] Kristina M. Korsgaard (C.M.) Translator: Yang Shunli, "The Source of Normativity", Publisher: Shanghai Translation Publishing House.

Derek Parfit, On What Matters, Oxford University Press, 2013.

Li Ruiquan: "On the Origin of Confucian Moral Norms", New Taipei City: Ehu Publishing House, 2013.

Lai Kezhu, 2021, "The unity of conscience, determination and knowledge and action: Re-discussing how Yangming responded to moral evil", Chinese Philosophy and Culture, Vol. 19, pp. 54-95.

Liang Fencheng (2020.07). Is Zhu Xi’s ethics internalism about reasons? . Journal of Philosophy of National Chengchi University, 44(44), 119-176.