Religion in Chinese Society

1. Classroom Learning Outcomes: Each week, two to three students take turns delivering a guided reading report on the assigned text (a 2000-2500-word written report and an oral presentation). The remaining students submit a 500-word response report.

2. Midterm: All students submit one reading and commentary report (3000-4000 words), analyzing and critiquing at least three selected texts.

3. Final: All students submit a 9,000-10,000-word research paper, including data analysis and commentary or a critical essay.

4. Activity Participation and Discussion: During the course period, students may voluntarily participate in the Dajia Mazu Pilgrimage and the Baishatun Mazu Pilgrimage during their free time, returning to class to discuss their experiences.

5.   Curriculum and SDGs: By understanding the Han Chinese religious concepts of equilibrium and harmony alongside various ritual practices, students achieve physical and mental balance for health and well-being. Through reading comprehension of religion's immediate and subtle functions, they lay the foundation for quality education. The “Gender and Religion” theme within the curriculum analyzes ethnic and gender differences, presenting both conflicts and harmonies between ethnicity and gender, as well as the importance of bridging inequalities. The rituals and integrative functions within Han Chinese communities further demonstrate the significance of  contemporary community collaboration and sustainable development. Han Chinese religion is intrinsically linked to Taiwan's sociocultural fabric; only by understanding the evolution of this cultural foundation can we achieve sustainable cultural development and ideals. Finally, the practical participation in religious activities within the curriculum provides students with deeper, embodied experience and understanding.