本文主要以「道德推理」課程的設計為例來探討倫理學課程在科技大學通識教育中施行的可能性。本課程最大的特色在於以一個道德困境來搭配倫理學理論，亦即從微觀的、可能切身的道德情境出發，漸漸導入該情境可能涉及的倫理學理論。只要學生們能覺察出我們所敘述的道德情境有可能發生在他們或週遭親朋好友的身上，那麼倫理思想對他們而言就不再那麼難以親近。在這樣的基礎上，我們進一步引導學生們運用這些理論來為自己所面對的困境作推理與抉擇。透過對該課程內容與通識教育核心精神關連的剖析，和實際執行類似課程的成果之分析後，我們有足夠的理由指出，若讓倫理學課程在科技大學通識教育中生根萌芽，並成為通識教育中紮實選修課程，其可能性在於：（一）、教師們在課程設計上須以學生屬性為主體，並適當引入相關的經典閱讀，漸漸改變修課學生對通識教育的刻板印象，讓他們從課程中認識通識教育的核心精神；（二）、無論是授課方式的調整、小組讀書會的策畫，以及專題製作上的參與討論上，教師們在教學上必須投注更多的時間和心力，以突破教學困境。

This paper aims at pointing out the possibility of teaching courses about ethics in general education of Technology University. We deliver the course of ”moral reasoning” to demonstrate the possibility. The distinguishing feature of this course is the combination of the narrative of moral quandary and moral theory. Through the course, we try to lead the students to learn the theories in ethics and enhance their capability of moral reasoning. Through the experience of teaching ethical course and the elucidation the relationship of the course and general education, we find two possibilities of teaching ethics. Firstly, teachers must take account of the particularity of the students of Technology University and lead them to learn the core spirits of general education. Secondly, teachers can adjust their teaching skills to break through the teaching quandary.