全球和平素養：理論、對話與行動
Peace Literacy: Theory, Dialogue, and Action
| 節 | 週一 |
|---|---|
5 13:20–14:10 | 全球和平素養：理論、對話與行動 YN419（陽明） 2 節連堂 |
6 14:20–15:10 |
* 根據陽明交大上課時間表所列
本課程以和平素養為核心，結合跨領域知識、國際視野與在地實踐。課程強調：和平不僅是衝突的止息，更是促進公義、平等與韌性的社會條件。學生將探討全球和平與衝突的趨勢，理解經濟、文化與生態等系統性因素，並學習如何透過教育、心理健康支持與社區參與成為和平推動者。課程亦結合跨國社群（如國際扶輪）之案例，培養兼具全球視野與在地行動力的世界公民。 This course centers on Peace Literacy, integrating interdisciplinary knowledge, international perspectives, and local practices. It emphasizes that peace is not merely the absence of conflict but the presence of social conditions that foster justice, equity, and resilience. Students will explore global trends in peace and conflict, examine systemic drivers such as economics, culture, and ecology, and learn how education, mental health support, and community engagement can serve as pathways to peacebuilding. Through case studies and collaborations with international partners such as Rotary International, students develop both global vision and local action competence. 知識目標：理解消極和平與積極和平之概念，掌握全球和平趨勢與其影響因素（經濟、文化、生態、政治）。 技能目標：培養系統性分析、批判思考、對話協商與關懷連結能力，能運用國際和平指數、衝突案例與和平框架進行比較與反思。 態度目標：建立參與和平建構之價值觀，尊重多元文化，展現同理與合作精神。 行動目標：於校園與社區設計並推動小型和平倡議或方案（如心理健康導航與友善求助等），展現世界公民的責任與能動性。 Knowledge: Understand negative and positive peace; identify global trends and key drivers. Skills: Develop systemic analysis, critical thinking, dialogue/negotiation, and supportive connection skills. Attitudes: Cultivate engagement, respect for diversity, empathy, and collaboration. Action: Design and implement small-scale peace initiatives in campus or community, such as mental health navigation and help-seeking promotion.
教師未提供此項資料
無備註
心理健康導航行動模組共4小時，安排於兩週完成；其中基礎知識內容得採線上非同步方式，由心理健康相關專業師資授課。學生須於指定期間完成影音教材與學習評量；實作內容以案例討論、角色演練及行動設計為主。學生之角色為關懷與資源連結，不進行診斷或治療；高風險個案依專業轉介流程處理。 The 4-hour Mental Health Navigation Action Module is completed over two weeks. Foundational content may be delivered asynchronously online by qualified mental-health professionals. Students complete assigned materials and assessments, while practice focuses on cases, role-play, and action design. Students do not diagnose or treat; high-risk cases follow professional referral procedures.
1) 課堂參與與體驗活動（出席、討論、實作）：20% 2) 省思札記（6次短札記、1次田野反思、行動設計紀錄、個人整合反思報告）：25% 3) 行動專案（提案10%＋實施20%＋期末發表10%）：40% 4) 同儕與自我評量（含展演互評與個人學習報告）：15% Assessment focuses on reflection, action, and experience: participation/experiential tasks (20%); reflective journals (25%); action project—proposal, implementation, final showcase (40%); peer & self‑assessment (15%).
教師未提供此項資料
| 週次 | 主題 |
|---|---|
| 第 1 週 | 課程導論：行動題目腦力激盪 / Course overview & learning contract; ideation for action topics |
| 第 2 週 | 和平概念光譜：消極和平、積極和平、結構性暴力 / Peace Concept Spectrum: negative, positive, structural violence |
| 第 3 週 | 探索全球和平趨勢與國際和平指數（經濟與和平研究所）Global Peace Trends and the Global Peace Index (Institute for Economics and Peace) |
| 第 4 週 | 衝突分析入門與系統思維（實作） / Intro to conflict analysis & systems thinking (workshop) |
| 第 5 週 | 對話技巧與非暴力溝通（體驗） / Dialogue skills & Nonviolent Communication (experiential) |
| 第 6 週 | 案例研習：運用和平八大支柱的校園與社區的微行動 / Case Study: Micro-Actions in Schools and Communities Using the Eight Pillars of Peace |
| 第 7 週 | 田野前導：需求確認與利害關係人繪圖（實作） / Scoping: needs & stakeholder mapping (lab) |
| 第 8 週 | 期中評量：概念圖＋行動提案簡報 / Midterm: concept map + action proposal |
| 第 9 週 | 心理健康導航行動模組 I（2小時，可採線上非同步）：心理健康識能與憂鬱症早期辨識；關懷溝通、自殺警訊辨識與轉介原則。可由心理健康相關專業師資授課。 / Mental Health Navigation Action Module I (2 hours; asynchronous online option): mental health literacy, early recognition of depression, supportive communication, suicide warning signs, and referral principles. May be taught by invited mental-health professionals |
| 第 10 週 | 心理健康導航行動模組 II（2小時）：看（Observe）、問（Ask）、轉（Refer）實作與案例演練；並將心理健康導航作為校園／社區和平行動案例，進行目標、策略、邏輯模式與評估指標設計。 / Mental Health Navigation Action Module II (2 hours): Observe–Ask–Refer practice and case exercises; apply mental-health navigation as a campus/community peace-action case for objectives, strategies, logic model, and evaluation metrics. |
| 第 11 週 | 台灣個人及群體的健康不平等改善策略及成就對全球健康的啟示 / Strategies and Achievements in Reducing Health Inequalities in Taiwan: Insights for Global Health |
| 第 12 週 | 現地觀察或服務學習（含反思） / Field visit or service-learning (with reflection) |
| 第 13 週 | 國際扶輪與和平行動案例 / Rotary International and Case Studies in Peace Action |
| 第 14 週 | 行動實施週（課內／課外彈性）：依各組行動主題執行；心理健康議題可採識能宣導、友善求助或資源導航等方式 / Action implementation (flex): group-selected peace actions; mental-health topics may include literacy, help-seeking, or resource navigation |
| 第 15 週 | 期末展演 I：成果敘事：影像、數據與故事 / Telling impact: visuals, data, stories |
| 第 16 週 | 期末展演 II：行動成果發表、體驗帶領與課程總結反思 / Final showcase II: presentation, facilitation, and course reflection |
Institute for Economic and Pease, IEP (2023). Global Peace Index 2023. Retrieved from https://www.visionofhumanity.org/wp-content/uploads/2023/06/GPI-2023-Web.pdf Lewis, S. (2021). Positive Peace in Action Guide: How to Implement the Positive Peace Framework. Retrieved from https://rotaryeclubofworldpeace.org/wp-content/uploads/2021/01/Positive-Peace-in-Action-Guide-ENG.pdf Rosenberg, M. B. (2015). Nonviolent Communication: A Language of Life (3rd ed.). Puddle Dancer Press.
- 地點
- 教師未提供此項資料
- 時間
- 教師未提供此項資料
- 聯絡方式
- 教師未提供此項資料