「共融經濟」的概念於1991年興起於巴西，為天主教團體普世博愛運動創始人盧嘉勒見到拉丁美洲貧富懸殊的情況而提出的一種嶄新的經濟行為方向，旨在藉由不同的公司和企業的合作、共融以及濟貧（特別是那些被排斥以及被遺棄的人群），建立一個嶄新的人類團體。為實現這個理想，「共融經濟」特別看重不同文化與團體之間的平等、差異，以及合一，這個概念則須由在團體之間實踐「給予的文化」起始。這樣的經濟概念乍看之下與一般理解之下的人文教育毫不相關，不過，在這個以利益為主導的社會中，它對於人文教育的發展卻顯得相當地重要。因為，它能夠藉著傳遞互助、分享與給予的文化概念，破除既有社會經濟模式帶給人的負面影響。透過「給予的文化」的建立可使課堂中出現一種新的氛圍，學生之間分享彼此所學，並以所學以及同儕之間的互助與共融，學習尊重彼此之間的差異。這樣的概念可幫助學生在人文化成的階段裡，發展並培養對於「他人」與不同文化的尊重，同時可透過人文素養的建立，在進入社會之前穩固個人與他者相處的基礎。本論文擬以「共融經濟」的文化概念為起始，析論如何在西洋文學的課程中以此概念，透過教授文學經典，引發同學思考「人」與「他者」的問題，並藉由彼此的給予、互助建立一個共融的團體意識。

The Idea of ”Economia di Comunione” (ECO) came out in 1911 while Chiara Lubich, the founder of Focolare Movement, has visited Araceli, a little town of the Focolare Movement on the outskirts of Sao Paolo. While crossing this Brazilian city, she has been deeply troubled by the contrast of the skyscrapers and the slums, this new economic thinking thus came into her mind. The idea of ECO is inspired by the principles of a culture which differs from other prevailing theories and practices of economics. This new ”culture” has been defined by her as the ”Culture of Giving” which represents the antithesis of a ”Culture of Having”. ”Giving” is based on the concept which is neither individualistic nor collective, but one of communion. In this context, ”Giving” is neither a form of philanthropy nor a way of distributing welfare benefits; neither a way of seeking individual reward nor dominance. It means respect for human dignity and has the capacity to generate positive effect, not only in economic but also in all possible fields. This new economic idea seems to have nothing to do with education when we hear from it at the very first time. But, Could this idea have its effect on the humanization in holistic education for bringing the learners a new value for life? This paper focuses on the idea of ECO and its influences on the students' humanization in the Western literature courses at Nanhua University.