大學教育的目的在教導具有思考深度的實踐者。專業科目可以 培養將來實踐的專業技術，但在快速改變的現在及未來社會，沒有 一項專業技術是可以持久永恆，現在教授的專業技能甚至於思想倫 理都面對著相當大的挑戰，就連「不可重來」的「歷史」，與「亙 久不變」的「人倫」都面臨極大的挑戰。通識教育究竟要教些什麼？ 能教些什麼？在短暫的正式課程規劃下，一個學期兩節課十八週就 要說明一個「通識」的概念，還需要面對講授的課程内容可能都已 經迂腐不堪傳習，作為通識教育的教師，如何給自己一個說帖，做 一些自己覺得可以滿足自己對於通識教育的貢獻？
課程分為正式課程、非正式課程與潛在性的課程，通識教育 與社團活動的結合正可以滿足幾個通識教育教師面對的問題，1. 沒有固定（特定）的「學生」（導師是作為學生的生活輔導者）。 2.沒有「專業」的認同。3.沒有實踐「理念」的場域。
社團訓練學生的團體合作（群性的培養），其中的活動可以 培養實踐的能力，計晝可以訓練思考與眼界。通識教育可以運用 教師們的通識能力，使社團的活動結合學術性與學藝性，將專業 與理念付諸於教育之中。

Universities aim to provide individuals with curricula, so that each could develop their ability to act while thinking critically. Any set of professional curriculum can certainly foster individuals with the professional skills they need for their careers. Yet, set professional curricula are now challenged by the fluidity of current and future changes in the local and global social fabric. Even ethics in each professions shift and fluctuate. Under such circumstances, what can general education offer? What is the curriculum for general education? How can a general sense of ‘ ‘omniscience” be delivered to students within a semester’s time, with course design and information packaging becoming outdated and trite? As a fellow faculty in general education, what is the rationale that could persuade (if not self-persuade) that there is contribution to be made to general education?
I propose that the curriculum should be divided into formal, non-formal and potential courses. If activities in general education and student societies/clubs can be integrated, this would resolve several conundra which educators face: 1) no set group of students; 2) no professional acknowledgement; 3) no locus to practice ideas.
Student societies and clubs are training grounds for students to develop group-participation and collaboration, and foster sociality. Activities practiced by such groups can develop facilitation, planning, and overall awareness. Educators in general education can lead the process. They should invest student activities with elements of academics and artistics, and influence students with their professional training and ideas, instead of only creating rigid academic and artistic frameworks.