1.自然領域的課程目標在於啟發學生問題解決，科學探索，理性論證與數據分析能力。

2.本課程旨在探討「如何用科學方法探索人類生活的社會世界」，從而培養學生的「跨域思考」能力。在現今的全球化時代，學科日益零碎化，導致「科學領域」與「人文領域」之間逐漸缺乏對話。然而，科學與人文本應是相互共融的關係。「人文領域」在分析人類生活的社會世界時，常藉助科學方法進行研究。而人文的素材與觀點，也能為「科學領域」帶來新的思路與啟發。

課程進行方式如下：首先，介紹學科跨域對話的歷史脈絡，讓學生理解跨域思考的價值。其次，講述跨域結合的實際案例及方法，例如：行為心理學與媒體傳播、人工智慧(AI)與國家治理、賽局理論、科學哲學、科幻文學等。最後，同學從自身所屬的科系出發，自行規劃個人的跨域學習藍圖，並選定一項人文議題或科學議題，從跨域思考的角度寫作專題報告，最後進行成果發表。

1. The goal of courses in the natural field is to inspire students' problem solving, scientific exploration, rational argumentation and data analysis abilities.

2. This course aims to explore "how to use scientific methods to explore the social world in which humans live", thereby cultivating students' "cross-domain thinking" abilities. In today's era of globalization, disciplines are increasingly fragmented, resulting in a gradual lack of dialogue between the "scientific field" and the "humanities field". However, science and humanities should be in a mutually inclusive relationship. The "humanities field" often uses scientific methods to conduct research when analyzing the social world in which humans live. Humanistic materials and perspectives can also bring new ideas and inspiration to the "scientific field".

The course proceeds as follows: First, the historical context of cross-disciplinary dialogue is introduced so that students can understand the value of cross-domain thinking. Secondly, practical cases and methods of cross-domain integration are described, such as: behavioral psychology and media communication, artificial intelligence (AI) and national governance, game theory, scientific philosophy, science fiction literature, etc. Finally, students plan their own cross-domain learning blueprint based on their own departments, select a humanistic or scientific topic, write a special report from the perspective of cross-domain thinking, and finally publish the results.

本課程不需要購買教科書。
授課方式：教師以自編講義、投影片進行授課。講義將上傳至「東海愛學網」(ilearn)），請同學們自行下載列印。

Asimov, Isaac，2013，《銀河帝國三部曲》。台北：貓頭鷹。
Carson, Rachel，2018，《寂靜的春天》。台北：晨星。
Crichton, John Michael，2017，《侏羅紀公園》。台北：新雨。
Kuhn, Thomas，2017，《科學革命的結構》。台北：遠流。
Lakatos, Imre, 1978, The Methodology of Scientific Research Programmes. New York, NY: Cambridge University Press.
Schelling, Thomas C.，2018，《入世賽局：衝突的策略》。台北：五南。
Snow, C. P., 1959, The Two Cultures and the Scientific Revolution. New York, NY: Cambridge University Press.
Verne, Jules Gabriel，2018，《地心歷險記》。台北：野人。
Wells, Herbert George，2001，《時間機器》。台北：新雨。
Zimbardo, Philip，2008，《路西法效應》。台北：商周。

There is no need to purchase a textbook for this course.
Teaching method: Teachers teach with self-compiled handouts and slides. The handouts will be uploaded to "ilearn"), students are asked to download and print by themselves.

Asimov, Isaac, 2013, The Galactic Empire Trilogy. Taipei: Owl.
Carson, Rachel, 2018, Silent Spring. Taipei: Morningstar.
Crichton, John Michael, 2017, Jurassic Park. Taipei: Xinyu.
Kuhn, Thomas, 2017, The Structure of Scientific Revolutions. Taipei: Yuanliu.
Lakatos, Imre, 1978, The Methodology of Scientific Research Programs. New York, NY: Cambridge University Press.
Schelling, Thomas C., 2018. Entering the World Game: Strategies of Conflict. Taipei: Wunan.
Snow, C. P., 1959, The Two Cultures and the Scientific Revolution. New York, NY: Cambridge University Press.
Verne, Jules Gabriel, 2018, Journey to the Center of the Earth. Taipei: Savage.
Wells, Herbert George, 2001, The Time Machine. Taipei: Xinyu.
Zimbardo, Philip, 2008, The Lucifer Effect. Taipei: Shang and Zhou.