「自我」是許多心理學派的核心建構，被認為是個人認同的認知或情感再現。而心理學談「認同」，通常會提及「自我意象」、「自豪」或「自我尊重」、「個體性」這些概念，對認知心理學來說，認同即意味著「自我覺察」與「自我反映」的能力。許多關於社會學和心理學的研究都指出，其實並不存在「原初自我」這種東西，「自我」是在一次又一次真實世界裡的遭遇與事件之中，因為自身與他人、社群、社會、外在世界的互動、對照、衝擊、反省而逐漸成型。在這個意義上，學校其實應該設計並創造出各種遭遇，幫助學生穿進事件，在各種事件之中洗禮並建構起一塊一塊的自我元素，這其實就是「合作教育」或「實習」的真義。九十八學年第一學期，輔仁大學全人教育課程中心開設新課《全球在地化專題》，除了傳統課堂講授之外，邀請15位外國駐台大使、代表等外交官作為「跨文化導師」，指導35位修課同學進行獨特的校外實習，並完成17件網路部落格作品。這門課原本僅企圖藉由兩種不同文化、兩個不同世界的人之間的對話，呈現「全球化」與「在地化」的衝突，並嘗試勾勒「全球在地化」的可能性。但從學生的作品與期末報告中，我們還看到了一個簡化但深具意義的「事件激發自我」 與「自我意象建立」過程。本篇論文的目的，在於紀錄《全球在地化專題》校外實習的設計、推動、期間層級回饋修正與課後檢討整個過程，並以修課學生的自評、互評與匿名問卷調查作為基礎，呈現一項獨特且難得的通識教育課外實習全貌。同時憑此探討通識教育協助現代大學生「自我構築」、追求所謂「被檢驗的生命」，乃至於在全球化時代裡掌握在地化特色的視野，企及「學習如何瞭解」、「學習如何實踐」、「學習如何相處」與「學習成為一個人」教育目標的可能做法。

The ”self” is a core construct in several schools of psychology. It is broadly referred to the cognitive and affective presentation of one's identity. A psychological identity relates to self-image, self-esteem and individuality. For cognitive psychology, the term ”identity” connects to the capacity for self-reflection and the awareness of self.It is pointed by many sociological and psychological researches that, there is no so-called ”authentic self”. The self is formed and established by the interaction, comparison, conflict, impact and reflection between the individual and the others, groups, communities, societies and the world, in a series of incidents and events. For this reason, the University cannot be an ”ivory tower” but needs to design and create incidents and events, to help students to jump in and to ”be baptized”, then to join one and another self element pieces together as a whole. We believe that it is the goal of the cooperative education or the off-campus training.The first semester of 2009, the holistic education center of Fu Jen Catholic University commenced a new course entitled ＜＜ Study on glocalization ＞＞. In this innovative course, beside the traditional lecture in the class, there are 15 diplomatic officials coming from different Embassies in Taiwan as cross-cultural mentors. These mentors offered the alternative occasion to 35 students to touch and to know a new world. The students completed 17 internet blogs which presented the Taiwan viewed by mentors and a foreign country introduced by her ambassador, as a crucial part of the course. In the beginning, the course tried only to show the conflict between globalization and localization, and the potentiality of ”think globally, act locally”. But from the students' blog outputs and final reports, we found a simplified but significant process of ”event-oriented learning” and ”self-image building”.The paper aims to record the design, implementation, adjustment and post evaluation of the « Study on glocalization ». By presenting the uniqueness and innovation of the course, we discussed the necessarily and importance of cooperative program in the holistic education, especially in this generation. We also discussed the possibility that a modern university helps students to experience an examined life, to build self-image, and to achieve the goal of ”learning to know”, ”learning to do”, ”learning to live together” and ”learning to be”.