Points communicated by the GE QA Sub-group on Value and Meaning of Life Course
Proposals and my response:
The Sub-Group’s comments and suggestions (in bullet points) are given as follows:
•
Suggested to amend the course title as ‘Romantic Love in Humanistic Perspectives’
This has been changed accordingly, thanks for the suggestion
•
The 13 topics mentioned in the Course Contents as well as the seminars/forums to
be delivered by guest speakers appear to be too broad, diverse and lack of cohesiveness.
Suggested to revise the course considerably by narrowing down the scope and topics for
more in-depth treatment and discussion
The number of topics has been reduced to 10, and the scope of the course is now more
compact to allow more in-depth treatment and discussion
•
Suggested to integrate the seminars/forums into the course;
Seminars/forums delivered by guest speakers (limited to 3) will surely be integrated
into the course and they are meant to supplement the teaching rather than supplanting
them.
•
The ILOs should better be measurable, please revise all the CILOs using more
appropriate verbs
Action verbs have been supplied to revise the CILOs to render them measurable and clear.
88888888888888888888888888888888888888888888888888888888888
GENERAL EDUCATION COURSE PROPOSAL
Revised Jun 10
1
NB:
(i) Colleagues are advised to read the GE Programme document before preparing the
course proposal.
(ii) All GE course proposals must be submitted through the respective offices of the
Deans/AVA Director via the Heads of Departments.
(iii) Please send the GE course proposal in pdf format to <ge@hkbu.edu.hk>.
PART I
Proposer(s): Chan Sze Chi_ Department & Faculty/School/AVA: __ REL______
Course Title:
__ Romantic Love in Humanistic Perspectives___
Please select and check ‘√’ the appropriate box(es) below.
Application History
 New GE Course
 First draft proposal
 Revised draft proposal
 Revision of a Complementary Studies Course to a GE Course
 First draft proposal
 Revised draft proposal
GE Categories
 Core Requirements (please select ONE category)
Core Categories
Information Management Technology
Numeracy
Physical Education
History and Civilization
Values and the Meaning of Life

 Distribution Requirements
For single-discipline or interdisciplinary course within a category, please select ONE category.
For cross-category interdisciplinary course¹, please select TWO or more categories.
Distribution Categories
Single-Discipline
(Category)
Arts
Business
Communication / Visual Arts
Science / Chinese Medicine
Social Sciences
Interdisciplinary
Within a Category
Cross-category
N/A
N/A
N/A
¹A cross-category interdisciplinary course can be listed for two (or more) Distribution categories
on condition that it can satisfy the ILOs for interdisciplinary courses and all the relevant
categories. The arrangement is such that students can opt for the category they wish to fulfill
when selecting the course.
Revised Jun 10
2
Number of Units:
3
Contact Hours:
39 hours (3 hours per week)
Course Co-ordinator(s)/
Teacher(s)
(Name) Chan Sze Chi
(Dept) Religion & Philosophy
(Name)
(Dept)
(Name)
(Dept)
(Name)
(Dept)
Course Aims and Descriptions (150 – 250 words):
As a new version of the highly successful GE course Romantic Love in Chinese and
Western cultures, this revised course introduces recent theories of romantic love and sex in
humanistic perspectives utilizing insight from both arts and science. Intended to be an
interdisciplinary course it will experiment team teaching and invite professional guest
speakers when needed (limited to 3).
This course explains humanistic perspectives on romantic love from different cultures
made available in literature, philosophy, religion and mythology, and supplement them
with new understandings of romantic love and sex due to advances in scientific and
sociological disciplines. The humanistic perspectives, together with post-modern social
setting, constitute the cultural backdrop of contemporary understanding and practice of
romantic love and sex, in distinction to traditional feudal practices that suppresses love and
sex until now. Students would also learn through tutorial some psychology of romantic
love and sex, understand their role in the formation of modern identity, and learn to assess
authenticity of romantic love experience.
Students are expected to utilize this newfound knowledge to produce critique on both
traditional and modern views of romantic love and sex, and to reflect ethically on them.
They are to elaborate their own personal strategy for romantic love and sex pursuit in the
post-modern world, towards a wiser, more equal and more satisfying practice of love and
sex for a fulfilling life.
Revised Jun 10
3
Course Intended Learning Outcomes for this course (CILOs):
(Please take note of the ILOs for the overall GE programme on Page 1 and the ILOs of the
relevant GE category/categories on Pages 4 – 9 as set out in the GE programme document.)
No. Course Intended Learning Outcomes (CILOs)
1
Outline new perspectives on romantic love and sex due to advances in various
disciplines, and be able to contrast them with traditional perspectives of different
cultures
2
Analyze critically the authenticity of love experience of others in real life sex and
love cases as well as produce critique on more traditional understanding and
practice of love and sex.
3
Reflect ethically on problems and challenges of contemporary romantic love in the
post-modern world in terms of humanistic value perspective.
4
Spell out one’s own self-reflection to assess one’s orientation to romantic love
pursuit and elaborate one’s own personal strategy for such pursuit.
Alignment of Teaching and Learning Activities (TLAs) with the Course Intended
Learning Outcomes (CILOs):
CILO No.
1,3
1,2
2,4
2,3
3,4
TLAs
Interactive lectures to introduce theories of romantic love and sex
from scientific perspectives, and to contrast them with humanistic
perspectives of different cultures
Movies, and other AV materials would be used to enlighten students’
understanding on specific love and sex topics, to stimulate them to
reflect on these topics in light of recent humanistic and artistic
understandings
Special seminars or forums would be delivered by guest speakers
(limited to 3) to focus on current love and sex issues and their newest
development. These would allow students to learn from the
perspectives of the professional activists engaged in real life love and
sex practice and advocacy.
Tutorials and group discussions would explore real life cases of love
and sex in the post-modern world, and to train students in their
critical analysis of the psychological authenticity of romantic love
Personal or Group Project + Presentation + Peer Assessment:
Students will elaborate their own personal or group strategy for
romantic love and sex pursuit in contemporary society, and to present
their reflections and creative proposals to fellow classmates. Students’
critical thinking and communication skills will be enhanced through
mutual peer assessment.
Revised Jun 10
4
Alignment of Assessment Methods (AMs) with the Course Intended Learning
Outcomes (CILOs):
Type of Assessment
Methods
Tutorial Discussion
Weighting CILOs to be
addressed
2,3
10%
Term Paper
20%
3
Project +
30%
3,4
40%
1,2,3
Presentation + Peer
Assessment
Examination
Description of Assessment
Methods
Tutorial discussions will assess
students’ skills in analyzing
authenticity of love experience in
real life cases
Students are given the chance to
develop their own value
perspectives and ethical
proposals towards a wiser, more
equal and more satisfying
practice of love and sex in the
post-modern world.
Project + Presentation + Peer
assessment will assess if students
can utilize the knowledge learnt
from lectures and discussions to
elaborate their own personal or
group strategy for romantic love
and sex pursuit that can
withstand peer assessment
Long essay answers will
comprehensively assess students’
understanding of issues of
romantic love and sex in
contemporary society in light of
recent findings, and their ability
to provide critique on romantic
love or sex discourses, as well as
producing their own value
reflections
PART II
Alignment with the Intended Learning Outcomes of the GE Programme (PILOs)
(See Annex and GE Programme document - Page 1. Your course DOES NOT have to meet all
PILOs. Prioritize your top 3 – 4 outcomes. Focus on a few outcomes that you know your
course will help students to achieve.)
Please indicate alignment by checking ‘√’ the appropriate box
Learning
Outcomes
PILO1
PILO2
PILO3
PILO4
CILO1

CILO2



Revised Jun 10
5
PILO6
PILO7





CILO3
CILO4
PILO5



Alignment with the Intended Learning Outcomes of the GE Category (Cat-ILOs):
(See Annex and GE Programme document – Pages 4 to 9. Your course DOES NOT have to
meet all Cat-ILOs. Prioritize your top 2 – 3 outcomes. Focus on a few outcomes that you
know your course will help students to achieve.)
(Please fill in the relevant GE category in the space provided.)
Single-discipline ______Value & Meaning of Life________________ (Category)
Learning
Outcomes
Cat-ILO1
Cat-ILO2
Cat-ILO3
Cat-ILO4
(if applicable)
CILO1


CILO2
CILO3

CILO4







* More may be added.
Single-discipline ______________________ (Category)
Learning
Outcomes
Cat-ILO1
Cat-ILO2
Cat-ILO3
Cat-ILO4
(if applicable)
CILO1
CILO2
CILO3
CILO4
* More may be added.
Revised Jun 10
6
Interdisciplinary course
(Please fill in the relevant GE category in the space provided. Alignment of the CILOs of the
interdisciplinary course with the Cat-ILOs of the Interdisciplinary category and of each of
the relevant categories should be indicated separately. Your course DOES NOT have to meet
all Cat-ILOs. Focus on a few outcomes that you know your course will help students to
achieve.)
Please indicate alignment by checking ‘√’ the appropriate box
Learning
Outcomes
Cat-ILO1
Cat-ILO2
Cat-ILO3
CILO1
CILO2
CILO3
CILO4
Interdisciplinary course
Learning
Outcomes
Cat-ILO1
_____________
(Category)
Cat-ILO2
Cat-ILO3
Cat-ILO4
(if applicable)
CILO1
CILO2
CILO3
CILO4
* More may be added.
Interdisciplinary course
Learning
Outcomes
______________________ (Category)
Please indicate alignment by checking ‘√’ the appropriate box
Cat-ILO1
Cat-ILO2
Cat-ILO3
CILO1
CILO2
CILO3
CILO4
CILO5
* More may be added.
Revised Jun 10
7
Cat-ILO4
Cat-ILO5
(if applicable)
(if applicable)
Course Contents in Outline:
Topic
Teaching Hours
1) Plato & Aristotle on philia & eros – idea of romantic love and
6 hours
intimate relationship from Greek philosophy and beyond
2) The Bible & Agape – the influence of Judaic culture and
3 hours
Christianity on the idea of romantic love
3) The Tristan myth - Medieval awakening of Romantic love in
3 hours
western culture
4) Erich Fromm on The Art of Loving (1956) – Modern western
3 hours
humanistic & Marxist understanding of romantic love
5) The Chinese awakening and trend-setting of Romantic love in
3 hours
the Classic of Poetry (詩經)
6) The Chinese awakening of `qing’(情) in Tang dynasty and the
6 hours
subjugation of romantic love to feudal Neo-Confucianism in the
Sung dynasty
7) The reaction to the Confucian understanding of `qing’ in the
3 hours
Ming dynasty
8) Comparison between Tristan myth and Chinese courtly love –
3 hours
the love tragedy of Emperor Xuanzong (Minghuang) of Tang
dynasty and Concubine Yang
9) Hesitant westernization of Chinese romantic love since
3 hours
Republican China
10) Theories of Romantic Love from sociological and scientific
perspectives of post-modern world (with special forums or
seminars)
Revised Jun 10
8
6 hours
Key References (up to ten):
1.
Victor C. de Munck(ed.), Romantic love and sexual behavior : perspectives
from the social sciences, Westport, Conn. : Praeger, 1998
2.
Robert J. Sternberg and Karin Weis(eds.), The new psychology of love, New
Haven, CT : Yale University Press, 2006
3.
Simon LeVay, Gay, straight, and the reason why: the science of sexual
orientation, New York : Oxford University Press, 2011.
4.
Linnell Secomb, Philosophy and love : from Plato to popular culture,
Bloomington, Ind. : Indiana University Press, c2007.
5.
Helen E Fisher, Why we love : the nature and chemistry of romantic love,
New York : H. Holt, 2004
6
Alain de Botton, Essays in love, Toronto, Ont.: McClelland & Stewart, c2008.
7.
William Jankowiak(ed.), Romantic passion : a universal experience, New
York : Columbia University Press, c1995.
8.
[德]愛德華‧福珂斯，西方情愛史，北京：中國盲文出版社，2002。
9.
徐仲佳，現代性愛的中國形象簡史 : 中國現代愛情小說抽樣分析，哈爾濱
市 : 黑龍江人民出版社, 2009
10.
Helena Wulff, The emotions : a cultural reader, Oxford, UK ; New York :
Berg, 2007
Revised Jun 10
9
PART III
Preferred quota of students per session:____50________
Preferred number of sessions the teacher(s) is/are prepared to offer: __2________
Is the course ready for pilot-test before 2012?
No
Yes, please indicate when it can be offered
 Semester 1 2011/12
○ Semester 2 2011/12
Endorsement and Resource Commitment 2
Endorsement and confirmation of resource commitment to teaching the proposed GE course
by all Heads and Deans/AVA Director concerned.
Department/Programme Head
Signature:
Date:
Department/Programme Head
Signature:
Date:
Department/Programme Head
Signature:
Date:
Faculty/School Dean/AVA Director
Signature:
Date:
Faculty/School Dean/AVA Director
Signature:
Date:
2
It is the strong recommendation of the 334 Working Group on GE that GE courses should
be taught by full-time faculty members.
Revised Jun 10
10
Annex
The acronyms of PILOs and Cat-ILOs refer to the intended learning outcomes of the GE
Programme (P) and of each Core and Distribution Category (Cat), respectively. As required
under Part III, the intended learning outcomes for the proposed GE course should align
with both the PILOs and Cat-ILOs in keeping with the outcome-based approach.
For ease of reference, the PILOs and Cat-ILOs have been extracted from the GE
Programme Document and are numbered herein. Nonetheless, colleagues are advised to
read the full version of the GE Programme document, especially the descriptions for each
Core and Distribution Category. The GE Programme document is available at the 3+3+4
Website <http://www.hkbu.edu.hk/ge>.
Intended Learning Outcomes of the GE Programme (PILOs)
PILO1
PILO2
PILO3
PILO4
PILO5
PILO6
PILO7
Communicate effectively as speakers and writers in both English and Chinese;
Access and manage complex information and problems using technologically
appropriate means;
Apply appropriate mathematical reasoning to address problems in everyday life;
Acquire an active and healthy lifestyle;
Use historical and cultural perspectives to gain insight into contemporary issues;
Apply various value systems to decision-making in personal, professional, and
social/political situations;
Make connections among a variety of disciplines to gain insight into contemporary
personal, professional, and community situations.
Intended Learning Outcomes of the GE Core Category (Cat-ILOs)
Information Management Technology
Cat-ILO1
Explain the important principles, new opportunities and challenges behind
the latest development of information technologies;
Cat-ILO2
Use appropriate IT tools to manage numerical, textual, and multimedia
information for problem-solving and creative applications;
Cat-ILO3
Demonstrate the ability to pursue independent information acquisition using
electronic means;
Cat-ILO4
Manipulate quantitative data to find meaningful patterns using electronic means;
Cat-ILO5
Create charts and reports of different types for summarizing quantitative
data.
Numeracy
Cat-ILO1
Cat-ILO2
Cat-ILO3
Cat-ILO4
Manipulate the tools of mathematics for exploring quantitative relationships;
Demonstrate a broad numerical awareness;
Apply mathematical reasoning to identify, model and solve relevant
problems in our society;
Understand and explain the interrelationships between everyday phenomena
and mathematics.
Physical Education
Cat-ILO1
Explain the rules and safety knowledge of at least one individual and/or team
sport;
Cat-ILO2
Participate in at least one individual and/or team sport at a social level;
Cat-ILO3
Apply sports science knowledge to learning sports and to developing an active
and healthy lifestyle;
Cat-ILO4
Develop a sense of sportsmanship, fair play, and team work.
History and Civilization
Cat-ILO1
Identify major trends and historical periods and figures in civilization in order
to relate past events to present issues;
Cat-ILO2
Demonstrate an awareness of the uses and limitations of different historical
evidence;
Cat-ILO3
Use appropriate tools and resources to conduct an inquiry into a current issue
from a historical/cultural perspective;
Cat-ILO4
Evaluate their own historical tradition and heritage.
Values and the Meaning of Life
Cat-ILO1
Demonstrate an understanding of the concepts and theories behind ethical
issues in one or more philosophical and/or religious traditions;
Cat-ILO2
Reason and argue about moral beliefs and practices, by questioning and
evaluating the reasons for and against adopting particular moral concepts,
theories and practices;
Cat-ILO3
Apply ethical reasoning to concrete dilemmas of the sort they are likely to
encounter in real life;
Cat-ILO4
Explain their personal values and beliefs, and appreciate value systems
different from their own.
Intended Learning Outcomes of the GE Distribution Category (Cat-ILOs)
Arts
Cat-ILO1
Cat-ILO2
Cat-ILO3
Cat-ILO4
Business
Cat-ILO1
Cat-ILO2
Cat-ILO3
Identify and explain the critical elements and principles that define one or
more of fields of inquiry in the Arts and Humanities;
Evidence a broader understanding of the place of the Arts and Humanities in
human history and experience;
Demonstrate a sensitivity to the importance of the Arts and Humanities in
enhancing whole person education;
Analyze one or more major works/art forms, or utilize sets of skills in the Arts
and Humanities.
Explain key principles underlying business and management decisions;
Apply business and management concepts and/or economic principles in
analyzing business issues;
Evaluate business, management, or economic activities using the principles
learned in the course.
Communication/Visual Arts
Cat-ILO1
Identify and explain the key concepts, ideas, and systems of thought basic to
our efforts to communicate with individuals, groups and society;
Cat-ILO2
Apply on a basic level the fundamental principles of at least one approach to
the exchange of meaning and work with its essential tools;
Cat-ILO3
Generate a creative strategy to effectively express themselves through their
work; and
Cat-ILO4
Demonstrate a sensitivity for the coherence of information, medium and
meaning.
Science/Chinese Medicine
Cat-ILO1
Use real-life and contemporary examples to explain fundamental
concepts/theories in science or Chinese medicine;
Cat-ILO2
Apply critical and independent thinking to solving scientific/health-related
problems;
Cat-ILO3
Explain the significance of science or Chinese medicine in maintaining a
healthy lifestyle and/or preserving the environment;
Cat-ILO4
Understand the implications of scientific advancements on the quality of life.
Social Sciences
Cat-ILO1
Demonstrate a critical understanding of social science approaches to the
study of human activity;
Cat-ILO2
Explain key social science concepts in relation to one of the above areas;
Cat-ILO3
Use evidence-based social science approaches to evaluate an event in
everyday life;
Cat-ILO4
Demonstrate a capacity to be a responsible citizen with a sense of ethics and
civility.
Interdisciplinary Course
Cat-ILO1
Explain the key methodologies and principles of the disciplines under study;
Cat-ILO2
Synthesize the key concepts of the disciplines in order to gain new
perspectives or insights and/or generate new solutions to problems;
Cat-ILO3
Assess the potential of unconventional and cross-disciplinary approaches.