Curriculum planning context

“Life Education” refers to understanding and experiencing life as a process of self-education. The curriculum is designed and structured around four cycles: Life Perception; Professional Skills; Contextual Learning; and Implementation.

Life Perception refers to the transformation of the student’s interior life, which involves self-awareness, self-cultivation, and appreciation of and concern for life. These are ongoing resources for a student’s future career.

Professional Skills train students to develop empathy, conversational and interpretive skills, multilevel and critical thinking, creativity, and resourcefulness. These skills provide students with the ability to work in multi-disciplinary and international fields.

From interior development to learning professional skills, students will be able to actualize the founding vision of our institute: To uplift the character of humanity and to establish a pure land on earth. Contextual Learning refers to the ability to develop cross-cultural, multilevel, and introspective thinking to accomplish the essential goals in life education.

Implementation refers to the students’ application in real-life job situations of what they have learned.

Life Perception: The transformation of the student’s interior life: self-awareness, self-cultivation, and appreciation of and concern for life

Professional Skills: Develop empathy, conversational and interpretive skills, multilevel and critical thinking, creativity, resourcefulness

Contextual Learning: Develop cross-cultural, multilevel, and introspective thinking to accomplish the essential goals in life education

Implementation: From introspection to actualizing life goals under all situations