- 會議論文
- OpenAccess
「哲學思考」融入課程—以SDGs為例
Incorporating Philosophical Thinking into the Curriculum: A Case Study on SDGs
摘要
「哲學思考」課程，雲科大自99學年起列為通識必修學分，前後12年的時間，直到111學年才改為選修，期間經歷過師生多次「哲學是否應列為必修」的討論。本文以12年的教學經驗，整理成蘇格拉底式問答的現場教學模式，主張哲學思考不一定要列為必修，但任何課程都可採取蘇格拉底式的「哲學思考」教學方法，走出哲學教育傳統的講述法所面對的困境，進而提升學生對問題的思考力與學習的意願，尤其近年來各大學皆以SDGs為開課的核心指標，以蘇格拉底哲學問答模式反思SDGs，可將永續發展目標走出倡議式的教學模式，建立學生對SDGs之命題的批判與道德基礎。
並列摘要
The "Philosophical Thinking" course has been a required course for 12 years at National Yunlin University of Science and Technology. Based on 12 years of teaching experience, this article presents a Socratic-style question-and-answer teaching model. In fact, any course can adopt the teaching method of "philosophical thinking" to move away from the challenges encountered in traditional lecture-based philosophy education and enhance students' ability to think critically and their willingness to learn. Especially in recent years, universities have adopted SDGs (Sustainable Development Goals) as the core indicators for course development. The teaching model of philosophical thinking can provide a means to reflect on the inevitability of SDGs, and it is hoped that students can gain a clearer understanding of the moral foundations of SDGs.