從通識到博雅之路：美國書院教育和政大書院

From General Education to Liberal Arts From General Education to Liberal Arts Education: American Liberal Arts Education Education: American Liberal Arts Education

and the Chengchi Collegeand the Chengchi College

季淳季淳國立政治大學國家發展研究所國立政治大學國家發展研究所 // 政大書院客座教授政大書院客座教授

國際發展書院總導師國際發展書院總導師洛杉磯西方文理大學 洛杉磯西方文理大學 (Occidental College) (Occidental College) 政治系教政治系教

授 授 October 27, 2011

I. Introduction to American Liberal Arts EducationI. Introduction to American Liberal Arts Education 美國「書院教育」之簡介美國「書院教育」之簡介 II. Four Models of Liberal Arts Education in American HigherII. Four Models of Liberal Arts Education in American Higher Education SystemEducation System 美國大學推動「書院教育」的四種類型美國大學推動「書院教育」的四種類型 III. Liberal Arts Colleges in China, Hong Kong, Macao andIII. Liberal Arts Colleges in China, Hong Kong, Macao and SingaporeSingapore 中國大陸、香港、澳門和新加坡的「書院教育」中國大陸、香港、澳門和新加坡的「書院教育」 IV. The Development of Taiwan’s Liberal Arts CollegesIV. The Development of Taiwan’s Liberal Arts Colleges 我國「書院教育」之發展我國「書院教育」之發展 V. The Present: Excellence vs. EquityV. The Present: Excellence vs. Equity 現狀現狀 : : 清華學院 清華學院 vs. vs. 政大書院政大書院 VI. Into the Future: Thematization of Liberal Arts EducationVI. Into the Future: Thematization of Liberal Arts Education 未來發展未來發展 : : 大學 大學 (( 住宿住宿 ) ) 教育書院化、書院教育主題化教育書院化、書院教育主題化 VII. Residential College of International Development (RCID)VII. Residential College of International Development (RCID) 國際發展書院國際發展書院

Liberal arts/residential education is not a departure from professional

education but is absolutely essential to it.

「博雅 / 書院教育」和「專業教育」相輔相成、並行不悖

I.I. Introduction to American Liberal Introduction to American Liberal Arts EducationArts Education

美國「書院教育」之簡介

The Beginning: Liberal Arts Colleges as The Beginning: Liberal Arts Colleges as the Origin of American Higher Educationthe Origin of American Higher Education 「書院教育」為美國高等教育之起

源

Liberal Arts College ( 人文藝術學院 )

(Harvard College in 1636 and Williams College in 1793: theology, arts and humanities)

Classical education focusing on “Classical education focusing on “whole educationwhole education” (” ( 全人教育全人教育 )), including , including broad academic knowledge, cultural cultivation, broad academic knowledge, cultural cultivation, self-identification and self-identification and realization realization (“(“ 安身立命安身立命””與”修身養性與”修身養性”” ) ) , and even , and even moral/personalitymoral/personality ( ( 道德道德 //品格教育品格教育 ) ) trainingtraining curriculum. curriculum.

The term “liberal” refers to the nature of education for a The term “liberal” refers to the nature of education for a freefreeman (man ( 自由人自由人 ) as ) as opposed to a opposed to a slaveslave who is intellectually blind (“ who is intellectually blind (“ 識識””盲的奴隸盲的奴隸 ), while “arts” ), while “arts” refers to the medieval, European disciplines of refers to the medieval, European disciplines of grammar, rhetoric, logic, grammar, rhetoric, logic, geometry, arithmetic, music, and astronomygeometry, arithmetic, music, and astronomy ( 文法、修辭、邏輯、幾何、算學、音樂和天文學 ).

In the 17th Century America, liberal arts included the study of In the 17th Century America, liberal arts included the study of theology, arts theology, arts and humanitiesand humanities ( ( 神學、藝術和人文學神學、藝術和人文學 ) only, as in the case of Harvard ) only, as in the case of Harvard College.College.

In the modern time, in addition to In the modern time, in addition to theology, arts and humanities, theology, arts and humanities, mathematics, sciences, and social sciencesmathematics, sciences, and social sciences ( ( 數學、科學和社會科學數學、科學和社會科學 ) have ) have been added to the liberal arts curriculum. Why?been added to the liberal arts curriculum. Why?

Two Historical Events that Challenged Two Historical Events that Challenged Liberal Arts Education in AmericaLiberal Arts Education in America

Reconstruction Era after the Civil War Reconstruction Era after the Civil War (1861-65) from 1865 to 1877(1861-65) from 1865 to 1877

南北戰爭後的重建時期南北戰爭後的重建時期 Great Depression from 1929 to the late Great Depression from 1929 to the late

1930s (or early 1940s) 1930s (or early 1940s) 經濟大恐慌經濟大恐慌

Now with the on-going recession and the Now with the on-going recession and the rise of China?rise of China?

The Evolution: Becoming Liberal Arts The Evolution: Becoming Liberal Arts Colleges and Comprehensive UniversitiesColleges and Comprehensive Universities

分道揚鑣分道揚鑣 :: 文理大學 文理大學 vvs. s. 綜合性大學綜合性大學Liberal Arts College

(past: 人文藝術學院 )(Harvard College in 1636 and Williams College in 1793)

Liberal Arts (Sciences) College(now: 文理大學 )

(Williams: arts, humanities, sciences and social sciences)

(Comprehensive) University(liberal arts college + professional schools)

(Harvard College + Engineering, Edu, Business, Law, and Med Schools)

Essence of Liberal Arts EducationEssence of Liberal Arts Education書院教育的精華書院教育的精華

The very essence of liberal arts education goes much The very essence of liberal arts education goes much beyond a simple set of courses which can be beyond a simple set of courses which can be “mechanically” offered; rather, it embraces a set of “mechanically” offered; rather, it embraces a set of orientations, values, beliefs, and norms that require orientations, values, beliefs, and norms that require “human touches” by the faculty, such as, ideally, near “human touches” by the faculty, such as, ideally, near unselfish devotion and commitment to liberal arts unselfish devotion and commitment to liberal arts education.education.

書院教育的精華不在於一套「機械式」地提供的課程 書院教育的精華不在於一套「機械式」地提供的課程 而在於而在於教授們對於書院教育「春風化雨」 近於無私的承諾與奉獻教授們對於書院教育「春風化雨」 近於無私的承諾與奉獻

Liberal Arts Education Blows Like A Liberal Arts Education Blows Like A WindWind

如清風拂面如清風拂面 無形無蹤 無形無蹤 但受者自當心領神會但受者自當心領神會

An Open SecretAn Open Secret一個可以說的祕密一個可以說的祕密

Liberal Arts Education as the best Liberal Arts Education as the best undergraduate education in the U.S., undergraduate education in the U.S., ranging from liberal arts colleges within ranging from liberal arts colleges within the Ivy League schools (e.g., Harvard the Ivy League schools (e.g., Harvard College and Columbia College) to small, College and Columbia College) to small, independent liberal arts colleges (e.g., independent liberal arts colleges (e.g., Williams College and Wellesley College) Williams College and Wellesley College) across the country.across the country.

Liberal Arts Education vs. General EducationLiberal Arts Education vs. General Education博雅書院教育 博雅書院教育 vs. vs. 通識教育通識教育

The two are similar in that both are opposed to The two are similar in that both are opposed to professional (professional ( 專業專業 )), , vocational (vocational ( 職業職業 )), technical (, technical ( 技能技能 ) and practical () and practical ( 實用實用 ) ) education, education, but they are not the same in that general education is part of or a more but they are not the same in that general education is part of or a more visible framework (visible framework ( 形形 ) of liberal arts education () of liberal arts education ( 神神 ))..

While general education is a knowledge-based process of broad While general education is a knowledge-based process of broad exposure to various general disciplines (exposure to various general disciplines ( 知識知識之之學學 ) ) which, which, understandably, can be somewhat measured both qualitatively and understandably, can be somewhat measured both qualitatively and quantitatively, liberal arts education, on the other hand, is a quantitatively, liberal arts education, on the other hand, is a personality-oriented process of self-identification and self-realization (“personality-oriented process of self-identification and self-realization (“安身立命安身立命””與”修身養性與”修身養性””之之學學 ) t) that can hardly be measured in any hat can hardly be measured in any way.way.

Therefore, a good liberal arts college must have a solid general Therefore, a good liberal arts college must have a solid general education (education ( 形形神神兼備兼備 ), but a school even with a general education is ), but a school even with a general education is not necessarily a provider of liberal arts education (not necessarily a provider of liberal arts education ( 有形無有形無神神 ). ).

Liberal Arts College Education vs.Liberal Arts College Education vs. Comprehensive University Education Comprehensive University Education

文理大學的「通才教育」文理大學的「通才教育」 vs. vs. 綜合性大學的「專才教育」綜合性大學的「專才教育」

Education in liberal arts colleges (including Harvard College) is to produce Education in liberal arts colleges (including Harvard College) is to produce generalists (generalists ( 通才教育通才教育 )) (as exemplified in the original meanings of the (as exemplified in the original meanings of the degrees of BA, MA, Ph.D., etc) with a “whole education” provided by degrees of BA, MA, Ph.D., etc) with a “whole education” provided by individualized instructions in a residential, intimate, small-class learning individualized instructions in a residential, intimate, small-class learning environment (usually 2,000 students or less), environment (usually 2,000 students or less), where extensive interactions where extensive interactions between faculty and students and among students themselves foster a between faculty and students and among students themselves foster a community of serious learning.community of serious learning.

培養通才的精英 ( 緻 ) 教育包括個別化的指導、住宿學習、親密互動的學習、以及小班制的教學

(Elite education (Elite education 精英教育精英教育 : : Learn to be a well-informed Learn to be a well-informed 見識見識 , enlightened , enlightened 明識明識 , and audacious , and audacious 膽識 膽識 modern citizen modern citizen 現代公民現代公民 ..))

Education in (especially public) comprehensive universities is to produce Education in (especially public) comprehensive universities is to produce

specialistsspecialists (( 專才教育專才教育 )) with professional (with professional ( 專業專業 )), vocational (, vocational ( 職業職業 )), technical , technical (( 技能技能 ) and practical () and practical ( 實用實用 ) ) trainings in a much larger learning environment.trainings in a much larger learning environment.

(Mass education (Mass education 大眾教育大眾教育 : : Learn to be a working professional Learn to be a working professional 專業人士專業人士 .).)

Liberals Arts Colleges and Other Liberals Arts Colleges and Other Types of Colleges and UniversitiesTypes of Colleges and Universities

Nat’l Private UniversityNat’l Private University

(R: (R: 全國性私立大學全國性私立大學 ):):Harvard Univ. (Stanford Univ.)Harvard Univ. (Stanford Univ.)

Reg’l Private UniversityReg’l Private University

(T&V: (T&V: 地區性私立大學地區性私立大學 ):):Loyola Marymont Univ. (Santa Clara Univ.)Loyola Marymont Univ. (Santa Clara Univ.)

Nat’l Liberal Arts CollegeNat’l Liberal Arts College

(T: (T: 全國性文理大學全國性文理大學 ):):Williams College (Occidental College)Williams College (Occidental College)

(Where did J. McCain, H. Clinton and B. (Where did J. McCain, H. Clinton and B. Obama go to college?)Obama go to college?)

Reg’l Liberal Arts CollegeReg’l Liberal Arts College

(T: (T: 地區性文理大學地區性文理大學 ):):Whittier CollegeWhittier College

Nat’l Public UniversityNat’l Public University

(R: (R: 全國性州立大學全國性州立大學 ):):

UC Berkeley (Michigan State Univ.)UC Berkeley (Michigan State Univ.)     

Reg’l Public UniversityReg’l Public University

(V: (V: 地區性州立大學地區性州立大學 ):):CSU, Long Beach (CSU, Los Angeles)CSU, Long Beach (CSU, Los Angeles)

Nat’l Private University: Nat’l Private University: Harvard University (MA)Harvard University (MA)

Regional Private University:Regional Private University:Loyola Marymount University (CA)Loyola Marymount University (CA)

National Liberal Arts College: National Liberal Arts College: Williams College (MA)Williams College (MA)

Regional Liberal Arts College:Regional Liberal Arts College:Whittier College (CA)Whittier College (CA)

National Public University:National Public University:UC Berkeley (CA)UC Berkeley (CA)

Regional Public University:Regional Public University:CSU Long Beach (CA)CSU Long Beach (CA)

Performances of Liberal Arts College Performances of Liberal Arts College GraduatesGraduates

Although liberal arts college graduates are very small in number when Although liberal arts college graduates are very small in number when compared to those of larger public universities, they are disproportionately compared to those of larger public universities, they are disproportionately represented among leaders in many spheres of American society. According to represented among leaders in many spheres of American society. According to a 1998 study (a 1998 study (http://www.collegenews.org/topliberalartscolleges.xml), even ), even though only though only 3 percent3 percent of American college and university graduates received of American college and university graduates received education at a education at a liberal arts collegeliberal arts college, alumni of these small colleges accounted , alumni of these small colleges accounted for:for:

8 percent8 percent of the nation’s wealthiest of the nation’s wealthiest CEOsCEOs in 1998 in 1998 19 percent19 percent of U.S. of U.S. presidentspresidents, including Presidents , including Presidents NixonNixon and and ReaganReagan.. 23 percent23 percent of of Pulitzer PrizePulitzer Prize winners in drama, 19 percent of the winners in winners in drama, 19 percent of the winners in

history, 18 percent in poetry, 8 percent in biography, and 6 percent in fiction history, 18 percent in poetry, 8 percent in biography, and 6 percent in fiction from 1960 to 1998 from 1960 to 1998

9 percent9 percent of all of all FulbrightFulbright scholarshipscholarship awardees awardees 24 percent24 percent of all of all Mellon fellowshipsMellon fellowships recipients in the humanities recipients in the humanities 20 percent20 percent of of Phi Beta KappaPhi Beta Kappa, the oldest and most , the oldest and most prestigious honor prestigious honor

societysociety in the United States, inductions between 1995 and 1997 in the United States, inductions between 1995 and 1997

The same study of 1998 also suggests that liberalThe same study of 1998 also suggests that liberalarts college graduates are disproportionatelyarts college graduates are disproportionatelyrepresented in the American scientific community.represented in the American scientific community.These colleges have produced nearly These colleges have produced nearly twicetwice as as

many students who earn a many students who earn a Ph.D. in sciencePh.D. in science as as other institutions. Nearly other institutions. Nearly 20 percent20 percent of the of the scientists elected to the scientists elected to the National Academy ofNational Academy of SciencesSciences in a recent two-year period were alumni in a recent two-year period were alumni of a liberal arts college.of a liberal arts college.

II. Four Models of Liberal Arts Education in II. Four Models of Liberal Arts Education in American Higher Education SystemAmerican Higher Education System

美國大學推動「書院教育」的四種美國大學推動「書院教育」的四種模式模式 Williams Model: A classic liberal arts college (Williams College) on its own. 威廉斯模式 : 一所獨立的文理書院 / 大學 ( 無一遺漏 )

Harvard Model: A liberal arts college (Harvard College) within an university (Harvard University) that includes ALL undergraduates.哈佛模式 : 綜合性大學之中的文理書院 ( 包括整個大學部 ; 無一遺漏 )

MSU Model: An elite college (James Madison College) within an university (Michigan State University) that includes a SMALL PORTION of the undergraduates.

密西根州大模式 : 綜合性大學之中的精英書院

UCSD Model: Six residential colleges within an university (University of California, San Diego) that include ALL undergraduates.

加州大學聖地亞哥分校模式 : 綜合性大學之中的住宿學院 ( 包括整個大學部 ; 無一遺漏 ) (Probably, the best model for Taiwan’s universities to develop liberal arts education--- 取法乎

下 .)

III. Liberal Arts Colleges in China, Hong III. Liberal Arts Colleges in China, Hong Kong, Macao and SingaporeKong, Macao and Singapore

中國大陸、香港、澳門和新加坡的書院教育中國大陸、香港、澳門和新加坡的書院教育

北京大學「元培學院」 南京大學「匡亞明學院」 復旦大學「復旦學院」 浙江大學「竺可楨學院」 中山大學「博雅學院」 西安交通大學「彭康書院」 … … …

香港中文大學五所新設的書院

澳門大學的住宿學院計劃

耶魯大學 - 國立新加坡大學學院 Yale-NUS (National University of Singapore) College (with 1,000 students and 100 faculty members) in 2013

哈佛大學 - 國立政治大學學院 Harvard-NCCU College???

IV. The Development of Taiwan’s IV. The Development of Taiwan’s Liberal Arts Colleges:Liberal Arts Colleges:我國書院教育之發展我國書院教育之發展

政治大學「政大書院」 (2008) 清華大學「清華學院」 (2008) 東海大學「博雅書院」 (2008) 中正大學「紫荊書院」 (2009) 亞洲大學「三品書院」 (2009) 中華大學「中華學院」 (2010) … … …

V. The Present: Excellence vs. Equity現狀 : 清華學院 vs. 政大書院

求好 vs. 求全 ? 可以兼得 ? 何以兼得 ?

清華大學「清華學院」 (2009-2010) 學生人數 : 130 (8% of 1,600 新生 ) X 2 年 四位導師、三位職員 經費 : TWD $7,000,000 求好 ( 故而濃烈 )

政治大學「政大書院」 (2009-2010) 學生人數 : 1,400 (60% of 2,300 新生 ) 四位導師、五位職員 經費 : TWD $15,000,000 求全 ( 故而清淡 )

VI. Into the Future: Thematization of VI. Into the Future: Thematization of Residential EducationResidential Education

未來發展未來發展 : : 大學大學 (( 住宿住宿 )) 教育書院化、書院教育主題教育書院化、書院教育主題化化

住宿書院主題化以求住宿書院主題化以求

書院活動系統化

書院目標明確化

書院目標有限化 / 淡化 / 減化

區隔不同的書院

Examples of Thematic Residential Colleges 主題住宿書院

清華學院先求好 再求全 : 10%>>>18%>>>40%?

厚德學院 (2008;130+130+80=340 人 ): 社會關懷載物學院 (2010; 120 人 ): 跨領域學習自強學院 (?): 體育活動不息學院 (?): 藝文 ?

政大書院先求全 再求好、求全

大一新生書院 (2008): 60%>>>100%

國際發展書院 (2011): 120 人X 書院 (2011): 50 人博雅書院 (2011): 100 人發展系列書院 ? : 區域發展、數位發展平等系列書院 ? : 經濟平等、性別平等、族群平等

VII. Residential College of International Development

國際發展書院 (RCID)

國際發展書院的師生成員國際發展書院的師生成員

100 學年度第一屆院生 :

院系分佈： 9 個學院31 個

學系

年級分佈： 82( 大一 ) ： 38 (

大二 )

性別分佈： 86( 女 ) ：

34( 男 )

國際發展書院的學習家族國際發展書院的學習家族

15人

15人

15人

15人

15人

15人

15人

15人

第一

家 第二

家 第三

家 第四

家 第五

家 第六

家 第七

家 第八

家

1. 第一家－第七家： 11 女 +4 男；第八家： 9 女 +6 男。2. 每一個家族由家族成員推舉家長一位。3. 每一位家族成員都有其角色任務。

信洋老師 育成老師

國際發展書院的課程地圖國際發展書院的課程地圖第一學期 第二學期 第三學期 第四學期

全球化與台灣(3 學分 )

在地行動論壇(2 學分 )

國際移動與跨文化交流 (240小時 )(2 學分 )

路徑1

全球化與台灣(3 學分 )

國際移動與跨文化交流 (240小時 )

(2 學分 )

在地行動論壇(2 學分 )

路徑2

1. 建議修業組合：本科專業＋第二專長＋主題書院。2. 建議學習投入：每 1 學分應投入 2 至 3 小時的課程準備。3. 建議學習負荷：每學期修課科目數不超過 25 學分才能獲得較好學習效果。4. 建議修業成果：以移地（比較）研究概念完成學期報告，並以此申請國科會計畫。

國際發展書院的課程內容國際發展書院的課程內容開課年度：

100 學年度第一學期

課程名稱：

全球化與台灣

授課教授：

季淳

上課時間：

禮拜一第一節、第二節（ 2 小時）

小組活動：

於第一次上課另行約定

課程大綱： 1.日常生活中的全球化

2. 全球體系的成形與影響3. 關鍵議題的爭論與辯證4. 全球化下的經濟型態5. 全球化下的文化形式6. 全球化下的政治局勢7. 全球化下的個人生活8. 全球化下的環保議題

協同教學：

黃信洋、劉育成、吳明錡

國際發展書院的課程內容國際發展書院的課程內容開課年度：

100 學年度第二學期

課程名稱：

對話與實踐：在地全球化青年行動論壇

授課教授：

季淳

上課時間：

禮拜五第一節、第二節（ 2 小時）小組活動：

另訂

課程大綱： 1. 跨國移動的原因與機制

2. 跨國移動的面向－階級、性別、種族、國族3. 跨國移動的類型與個案研究－求學、工作、婚姻4. 合作機構參訪5. 國界的穿越與重構6.從在地的青年領袖到無國界的世界公民7.在地全球化青年行動論壇

協同教學：

黃信洋、劉育成、吳明錡

國際發展書院的課程內容國際發展書院的課程內容開課年度：

101 學年度第二學期

課程名稱：

國際移動與跨文化交流

授課教授：

季淳

上課時間：

禮拜五第一節、第二節（ 2 小時）

小組活動：

另訂

課程大綱： 1. 國際移動自主學習計畫提案／答辯／修正 (I)

2. 文化的體驗、衝擊與反思 (I)-至少 120小時3. 國際移動自主學習計畫提案／答辯／修正 (II)

4. 文化的體驗、衝擊與反思 (II)-至少 120小時5.＜世界探險隊＞期末成果發表會

協同教學：

黃信洋、劉育成、吳明錡

國際發展書院的學生生活國際發展書院的學生生活1.1. 全院活動（每次全院活動（每次 120120 人），如：聯合班會、聯合家聚（全院大烤肉）。人），如：聯合班會、聯合家聚（全院大烤肉）。2.2. 導師雙週會（每次導師雙週會（每次 15-6015-60 人），如：早餐家聚、愛上政大六條路。人），如：早餐家聚、愛上政大六條路。3.3. 學習家族活動（每次學習家族活動（每次 15-3015-30 人），如：兩岸大學生知識交流競賽。人），如：兩岸大學生知識交流競賽。4.4. 總導師時間（每次總導師時間（每次 5-155-15 人），如：英語聊天室、總導師與院生晤談。人），如：英語聊天室、總導師與院生晤談。5.5. 學術導師晤談（每次學術導師晤談（每次 1-31-3 人），如：每學期至少由院生主動與導師聯繫人），如：每學期至少由院生主動與導師聯繫 11 次。次。

國際發展書院的特色活動國際發展書院的特色活動

i-World 我的小世界工作坊

週三電影院（越界影展）

「全球化下的個人生活」讀書會

「閱讀城市」讀書會

台北國際沙龍（樣圖）

國際發展書院的修業規定國際發展書院的修業規定

一、修業年限1.院生修業年限以 2 年為原則，但如有特殊原因可另案申請延長修業年限，至多以延長 1 年為限。2.院生若已符合原所屬學系或學程之畢業資格，但未達本院之修業規定者，不得以此延長修業年限，也不得以此延長住宿。

二、修業規定1. 需配合本院住宿學習之安排，參與本院為期一年之集中住宿安排，如因故

未能確實配合，則需依規定退出國際發展書院。2. 需在學術導師的安排下，定期出席各項住宿學習與課外活動，如因故未能

確實配合，則需依規定退出國際發展書院。3. 學術導師將依院生之學習表現與學習歷程檔案之完成情形，選出一定人數

之傑出院生，由總導師頒發獎狀乙紙及獎學金，以資鼓勵。4. 本院院生必須修畢必修學分，且成績及格；同時取得 240小時之國際歷練認證（含海內外），並通過本校外語檢定標準者，始得取得修業證明。