移工、新移民的出現在臺灣多元文化之社會已經甚為普遍，但是對於他們的尊重與理解程度，卻常常未臻公民素養之基準。本文分析相關課程進行時，所看到同學們認知與情意的轉變。例如在影片欣賞之後的小組討論，多數同學會對於「我們女人」表示看法，超越「我們臺灣人」的我群概念；許多同學會對「我們勞工」表示同理，而超越了「臺灣雇主」的既定想法。這些都引起本文以「社群意識」做為討論主軸的興趣。如果日常生活中的「社群意識」有可能發生快速的變化，至少在心理層面上「他者」的界限將逐漸模糊。「我們」正在增加當中。透過影片觀賞與討論、田野訪談與報告等思辨活動的進行，學生可能從多元文化議題的觀察者轉化成為見證者。道德接納的發展是一個學習的過程，道德接納是一種能力，可以透過直接的經驗和間接的知識加以學習。例如平等權的討論中，可觀察到臺灣對於新移民的移工、新移民的出現在臺灣多元文化之社會已經甚為普遍，但是對於他們的尊重與理解程度，卻常常未臻公民素養之基準。本文分析相關課程進行時，所看到同學們認知與情意的轉變。例如在影片欣賞之後的小組討論，多數同學會對於「我們女人」表示看法，超越「我們臺灣人」的我群概念；許多同學會對「我們勞工」表示同理，而超越了「臺灣雇主」的既定想法。這些都引起本文以「社群意識」做為討論主軸的興趣。如果日常生活中的「社群意識」有可能發生快速的變化，至少在心理層面上「他者」的界限將逐漸模糊。「我們」正在增加當中。透過影片觀賞與討論、田野訪談與報告等思辨活動的進行，學生可能從多元文化議題的觀察者轉化成為見證者。道德接納的發展是一個學習的過程，道德接納是一種能力，可以透過直接的經驗和間接的知識加以學習。例如平等權的討論中，可觀察到臺灣對於新移民的包容與尊重亦逐漸提高。包容與尊重亦逐漸提高。

The emergence of foreign laborers and immigrants is a common phenomenon in a multicultural society like Taiwan. However, people who are lacking of respects and understandings usually made it hard to create race friendly countries. This paper discusses how the series courses make the students have cognitive and affective change. In the in-class film group discussion, most students will have different definitions of ‘I-Women’, these kinds of understanding actually goes beyond the ‘I-Group’ consciousness,
“we Taiwanese”. Moreover, students will put themselves into foreign labor’s shoes, instead of considering themselves as supervisors. In this case, this paper is basic on the “sense of community” in certain way. Who is “the other”? During the discussion, one of the teaching assistance said ‘in the childhood, it
is easy to be teased even to be bullied simply because of being overweight. Taiwanese discriminate their Taiwanese peers in this way, not to mention how worse they discriminate immigrants. Due to the numbers of immigrants increasing faster and faster, we should take this issue seriously than any other time. With films response, in-class discussions, and field interviews to discuss multicultural issues, students might change their status from observers to the witness. Not only is a process of learning, moral acceptance also is an ability. Students can learn directly from practical experience and knowledge. For instance, during the discussion of ‘equal right’, students can observe that Taiwanese gradually shows their tolerance and respect to the immigrants.