任課教師 |
徐牧瀧
|
學 分 數 |
2 |
課程時數 |
2 |
能力1 |
口語與寫作溝通能力 Oral and written communication skills ------------------------------------------------ 透過課程分組討論訓練口語表達，在討論爭議議題時練習呈現自己的主張，以及傾聽與協調不同立場。 Students develop and demonstrate oral expression through group discussion, and learn to articulate their arguments and listening to and negotiating between different viewpoints. |
能力2 |
資訊科技運用能力 Information technology proficiency ------------------------------------------------ 學生將運用簡報工具、協作平台、即時互動工具進行課堂活動與發表。 Students will use tools such as presentation software, collaboration platforms, and interactive response systems during in-class activities and group work. |
能力3 |
邏輯與計算推理能力 Logical and computational reasoning abilities ------------------------------------------------ 以「身體、物質與社會運動」為分析框架，訓練學生系統性拆解社會事件背後的多重成因，取代單一化的印象式理解。 Using “body, materiality, and social movement” as an analytical framework, students learn to systematically unpack the multiple causes behind social events, replacing single-cause, impressionistic understanding. |
能力4 |
倫理涵養與道德思辨能力 Ethical cultivation and moral reasoning skills ------------------------------------------------ 課程多週涉及高度倫理爭議個案，訓練學生在複雜情境中做出審慎而非簡化的價值判斷。 Several weeks examine morally contested cases, training students to make careful rather than reductive value judgments in complex situations. |
能力5 |
創意與審美能力 Creativity and aesthetic abilities ------------------------------------------------ 課程多週涉及宗教物質與感官文化之美學面向，例如第5週的朝聖身體經驗、第6-7週神像雕刻與泰國佛牌之工藝美學、第8週香火物質性之感官意涵等，學生於閱讀與課堂案例討論中接觸宗教藝術與儀式美感，屬於間接、鑑賞性質，而非要求學生自行產出創作成果，故僅列最低程度對應，如實反映本課程之教學設計。 This course engages students with the aesthetic dimensions of religious material and sensory culture, such as the embodied experience of pilgrimage in Week 5, the craftsmanship of temple statuary and Thai Buddhist amulets in Weeks 6–7, and the sensory materiality of incense in Week 8. Students are encouraged to encounter religious art and ritual aesthetics through readings and in-class case discussions. This is an indirect form of engagement rather than one requiring students to produce original creative work. Therefore, this course lists only the lowest level of creativity and aesthetic abilities to accurately reflect the actual course design. |
能力6 |
人文關懷能力 Humanistic care skills ------------------------------------------------ 本課程從切身的「身體感官」與「物質性」出發，體會宗教如何成為常民安頓身心、面對生老病死的網絡。此視角促使學生「肯定人的價值，尊重生命」，誠摯理解在國家體制外，宗教團體如何作為非正式基礎設施，在迫遷、災難與環境運動中提供關鍵的社會照護與互助。透過對草根網絡的微型觀察，學生能體會人與土地如何透過共同經驗凝聚互助韌性，進而在培養出面對他人苦痛、具備彼此關懷的人文素質。 This course grounds learning in intimate “sensory experiences” and “materiality,” allowing students to appreciate how religion serves as networks for ordinary people to find peace and navigate contemplative life stages such as aging, illness, and death. This perspective encourages students to “affirm human value and respect life,” and understanding how religious groups function as informal infrastructure outside state frameworks to provide crucial social care and mutual aid during environmental movements, land displacements, and disasters. Through observations of these grassroots networks, students will experience how people and the land forge resilient solidarity through shared experiences, and ultimately cultivate a profound capacity for humanistic care that addresses the suffering of others. |
課程大綱 091180 |