「博雅精神」（Liberal Arts Spirits）重視論辯和人文精神與道德取向，「進步實用精神」（Progressive-Pragmatic Spirit）則強調專業與執業的訓練以及處理社會與政治的相關議題，這兩個顯著重要的對比主題，不僅是通識教育核心精神的理念性探討主題，亦作為我國教育部課程計畫的實務性分類。本文將台灣藝術大學「文化人類學」課程作為探討實例。本文透過課程規劃與教學實踐的探討，來呼應通識教育的核心精神，並回顧文化人類學此學科本身，在學術及應用取向上的關係。

＂ Liberal Arts Spirits ＂ stressed the argument , humanistic spirit and moral orientation, ＂ Progressive-Pragmatic Spirit ＂ emphasized the training of professional and practice and dealing with issues related to social and political. Comparison of these two important topics, not only ＂ Liberal Education ＂ core spirit of the idea of the theme, but also the classification categories of Ministry of Education program. In this paper, Taiwan University of Arts ＂Cultural Anthropology＂ course as a study example, curriculum planning and teaching practice through discussion, to reflect the core spirit of liberal education and cultural anthropology is concerned that the relationship between academic and applied role.