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對話和互惠是這個教育項目的兩大支柱,處理影響人員的因素,首要是:透明度,歡迎,自我奉獻。 他們在知識層面上促進了學習的準確方法,為不同學科的思想和共同點的產生。 因此,對話互惠是一個認識論視角,能夠克服知識的分裂,重塑各學科之間的團結,同時尊重他們的具體能力。
● 主要網頁:http://iu-sophia.org/
● 原文出處:

Sophia University Institute

Sophia University Institute (IUS) is a fruit of the Focolare Movement (Work of Mary), coming from an inspiration of Chiara Lubich, and developed with the collaboration of an international advisory group of scholars from different disciplines. IUS is an academic center for education and research in which life and intellectual inquiry, various cultures and diverse disciplines, come together in a context permeated by a strong relational dimension.

The IUS promotes synergetic projects with other academic centers, particularly discerning new educational and research paths, in collaboration with other cultural and social entities that in different modalities aim to foster dialogue, communion in freedom, the defence and development of human rights of individuals and of peoples. It is not a university setting composed of contiguous Faculties, in the classic sense of the term, but rather a laboratory of interdisciplinary and intercultural experimentation: a novel and trail-blazing experience, therefore, a place of excellence at the service of human and cultural development.


1) To confer an open and articulated view of knowledge, the ability to connect different sciences by placing different methods of education in dialogue with one another and integrating the outcomes.
2) To form young people, preparing them to face the complexity of today’s world from a trans-disciplinary perspective, and to work in synergy with experts in different fields to generate innovative solutions.
3) To concretely promote dialogue between cultures in society by giving impulse to the spiritual, intellectual and social growth of individuals in a dynamic of reciprocity.

Pillars of the Educational Project

Dialogue and reciprocity are the two pillars of this educational project which deal with elements that impact persons, foremost: transparency, welcome, self-giving. They promote, on an intellectual level, a precise methodology for learning, for the production of thought and common ground among different disciplines. Dialogue and reciprocity thus trace out an epistemological perspective, capable of overcoming the fragmentation of knowledge and of recomposing unity between various disciplines, while respecting their specific competencies.