試論以SDGs指標做為通識課程實踐全人教育之路徑

An Examination of the Utilization of SDGs Indicators as a Pathway for Implementing Holistic Education in General Education

本文探討臺灣通識教育的核心旨在培育學生具備批判性思維、創造力和全人教育的理念，主張通識教育應該聚焦於幫助學生成為具備獨立思考和奠基於知識及人文關懷的寬闊世界觀。隨著聯合國提出2030年永續發展目標，全人教育成為高等教育的重要方向，而通識教育在培育具永續涵養之人才方面乃是關鍵角色。
本文闡明全人教育的核心精神在於全面提升學生的解決問題能力，並將人與環境的互動納入學習的影響因子。而通識教育作為全人教育的實踐平台，提供廣泛且均衡的知識，應強調個體的整體發展和道德觀念的培養。同時，通識教育亦應關注培養學生的多元文化包容與理解能力，以適應全球化發展的挑戰。本文進一步結合聯合國提出的SDGs與全人教育的相關性，主張SDGs的核心精神與全人教育理念有許多重疊和一致之處；SDGs提供了可檢視的目標框架，為通識教育提供了實踐全人教育的指引。在課程實踐面，本文主張在通識教育可採取以SDGs指標為架構的STEAM跨域課程，課程目標則著重培養學生的全面能力、跨學科學習、創新思維、全球公民意識和終身學習習慣。透過連結STEAM與社會議題、串聯STEAM和人文學科的元素、關注STEAM與倫理議題的關聯性以及建立跨領域夥伴關係，通識教育將能夠實現全人教育的目標。
簡而言之，本文逐步論證了通識教育落實STEAM課程模式的重要性，將有助於培養具有全人涵養和SDGs永續思維能力的跨域人才，讓學生在面對現實世界的挑戰時能夠更加具有創造力、批判性思維和解決問題的能力。透過三位一體的實踐進路：通識教育結合SDGs為指引架構、STEAM為課程模組，通識教育將能實現全人教育的理念，同時亦提升學生的人文素養和社會責任感，推進社會的永續發展。

This essay explores the core purpose of Taiwan's liberal education, which is to cultivate students' critical thinking, creativity, and holistic education. It argues that liberal education should focus on helping students develop independent thinking and a broad worldview grounded in knowledge and humanistic care. With the United Nations' 2030 Sustainable Development Goals (SDGs) being proposed, holistic education has become an important direction for higher education, and liberal education plays a key role in nurturing talent with sustainability consciousness.
The essay elaborates on the essence of holistic education, which is to comprehensively enhance students' problem-solving abilities and incorporate the interaction between individuals and the environment as influencing factors in learning. Liberal education, as the platform for holistic education, should provide broad and balanced knowledge, emphasizing the overall development of individuals and the cultivation of moral values. Additionally, it should also focus on fostering students' abilities in multicultural inclusiveness and understanding to adapt to the challenges of globalization. The essay further integrates the relevance between the United Nations' SDGs and holistic education, asserting that the core spirit of SDGs aligns with the principles of holistic education; SDGs offer a tangible goal framework that guides liberal education in practicing holistic education.
Regarding curriculum implementation, the essay proposes that liberal education can adopt a STEAM (Science, Technology, Engineering, Arts, and Mathematics) cross-disciplinary curriculum structured around SDGs indicators. The curriculum's objectives should emphasize cultivating students' comprehensive abilities, interdisciplinary learning, innovative thinking, global citizenship awareness, and lifelong learning habits. By linking STEAM with societal issues, integrating STEAM with elements of humanities, addressing the connection between STEAM and ethical issues, and establishing cross-disciplinary partnerships, liberal education can achieve the objectives of holistic education.
In conclusion, the essay progressively discusses the significance of the liberal education STEAM curriculum model, which will help cultivate interdisciplinary talents with both holistic qualities and sustainable thinking abilities, enabling students to possess greater creativity, critical thinking, and problem-solving skills when facing real-world challenges. Through a trinity approach－liberal education guided by SDGs, STEAM as the curriculum module－liberal education can realize the concept of holistic education while also enhancing students' humanistic literacy and sense of social responsibility, promoting societal sustainable development.