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本課程偏重強調民主政治社會的形成過程與現代公民的權利與義務關係。課程安排上，將由台灣民主化的政治社會過程脈絡出發，討論各國公民涵意、國家與 社會關係、政治共同體、公民權與公民資格citizenship、國家權力與憲政體制、全球化公民意識與管理等課題，並從中綜合比較。冀望透過此課程，協 助學生提升分析台灣政治社會的能力與參與關懷社會的實際行動力。
This course lays particular stress on the formation process of democratic society; the right and the obligation relationship of modern citizens. The curriculum will start from the process of political society during democratization in Taiwan, discussing issues about the meaning of "citizen" in different countries, the relationship between a nation and a society, the political community, the civil rights and the citizenship, the state power and the constitutional system, and the management of civil awareness under globalization, Making a comprehensive comparison in between. Through this course, I hope for enhancing students' ability to analyze Taiwan's political society and the actual ability to act on taking part in caring society.
【課程大綱】
Syllabus
序言：國家與社會關係及民主的發展
一、民主理論之意涵─近代民主之演進
二、公民意識與公民權的理論
三、台灣威權政體與政治社會結構
四、威權政體民主化與自由化的轉型
五、中央政府代議體制
六、當代各國公民權的發展與議題〈包括左右派的公民主張〉
七、政治共同體及族群關係
八、輿論與媒體─自由權
九、台灣地方政治與社區發展
十、公民不服從與社會運動《公投》
十一、生態環保
十二、所得分配與公平正義〈包括教育資源分配〉
十三、外籍配偶的公民權
十四、全球化與NGO、NPO的發展
十五、全球化、民主治理與全球公民責任
Introduction: The development of nations, social relationship, and democracy
1. The meaning of democratic theory─ The evolution of modern democracy
2. Theories of civil awareness and civil rights
3. Taiwan's authoritarian politics and structure of political society
4. Transition from authoritarianism to democratism and liberalism
5. Representative goverment
6. Development and issues of modern civil rights in different countries
( including civil opinions of left-wing and right-wing politics.)
7. Political community and ethnic relations
8. Public opinion and mass media─ Liberty
9. The local politics and community development in Taiwan
10. Civil disobedience and social movements 《Referendum》
11. Ecological environment
12. Income distribution, and justice and fairness
( including the distribution of educational resources)
13. Civil rights of foreign spouses
14. Globalization and the development of NGO and NPO
15. Globalization, democratic governmance and the responsibilities of global citizens
【參考書目與資料】
Important Sources
| 1 | 沈宗瑞，2001，《國家與社會》，台北：韋伯出版社。 |
| 2 | 沈宗瑞，〈兩種公民資格觀的歷史發展與對話〉，《教育與社會研究》，2002。 |
| 3 | 李丁讚，《公共領域在台灣─困境與契機》，殷海光基金會，2004。 |
| 4 | 李丁讚，〈民主，更是一種教育〉。 |
| 5 | 江宜樺，〈民主〉，http://ccms.ntu.edu.tw/~jiang/PDF/D7.pdf |
| 6 | 江宜樺，自由主義、民族主義與國家認同，台北：揚智。1998。 |
| 7 | 若林正丈，台灣─分裂國家與民主化，台北：月旦，1995。 |
| 8 | 相關西洋政治思想史，有關盧梭與洛克以及Robert A. Dahl之介紹。 |
| 9 | 呂炳寬等著，半總統制的理論與實際，台北：鼎茂，2005。 |
| 10 | Kate Nash著，林庭瑤譯，《當代政治社會學》，台北：韋伯，2001。 |
| 11 | J.M.Barbalet著，談谷錚譯，《公民資格》，台北：桂冠，1991。 |
| 12 | David Held著，李銘珠譯，《民主與全球秩序─從現代國家到世界治理》，台北 |
|
| ：正中，2004。 |
| 13 | 在各論〈八到十四講〉部份案各節另列補充與分派最新資料。 |
|
|
| 1. | Shen,Zong-Rui, 2001,《國家與社會》, Taipei: Weber publication international |
| 2. | Shen,Zong-Rui,〈兩種公民資格觀的歷史發展與對話〉,《教育與社會研究》, 2002 |
| 3. | Li,Ding-Zan,《公共領域在台灣─困境與契機》, 殷海光基金會, 2004 |
| 4. | Li,Ding-Zan,〈民主，更是一種教育〉 |
| 5. | Jiang,Yi-Hua,〈民主〉, http://ccms.ntu.edu.tw/~jiang/PDF/D7.pdf |
| 6. | Jiang,Yi-Hua, 自由主義、民族主義與國家認同, Taipei: Yang-Chih Books Co. Ltd., 1998 |
| 7. | 若林正丈，台灣─分裂國家與民主化, Taipei: 月旦, 1995 |
| 8. | Related history of western political thought, which is connected with the introduction |
| Rousseau, Locke and Robert A. Dahl. | |
| 9. | Written by Lu,Bing-Kuan and others, 半總統制的理論與實際，Taipei: 鼎茂, 2005 |
| 10. | Author: Kate Nash, Translator: Lin,Ting-Yao,《Contemporary Political |
| Sociology》,Taipei:Weber publication international,2001。 | |
| 11. | Author:J.M.Barbalet, Translator: Tan,Gu-Zheng,《公民資格》, Taipei: Laurel press, 1991 |
| 12. | Author: David Held, Translator: Li,Ming-Zhu,《民主與全球秩序─從現代國家到世界治理》, |
| Taipei: 正中, 2004 | |
| 13. | The supplement and the latest information will be added in particular cases from the eighth |
| to the twelveth lecture. |
Isaac Asimov曾對「科幻小說」下過如此的定義：科幻小說必須包含科學和技術層面，至少得沾到邊，所描述的社會要和當時社會有明顯不同，這些差異在於社會與技術水準的改變。”A science fiction must consist of both science and technology even in the least. The descriptive society has to be obviously different from the real world of the author; these differences are determined by the change of society and technical standards” quoted by Isaac Asimov. Through the course "Introduction to Science Fiction," professor Zheng accompanies you to overcome the apathetic toward science and technology, leads you to further explore it with humane and social points of view.
Isaac Asimov曾對「科幻小說」下過如此的定義：科幻小說必須包含科學和技術層面，至少得沾到邊，所描述的社會要和當時社會有明顯不同，這些差異在於社會與技術水準的改變。科幻」並非天馬行空的幻想，相反地，「科幻」是「科技立國」的根本、「綠色矽島」的種子、「知識經濟」的基礎。別羨慕美國NASA的太空科技發展，這些科學 家們的童年都曾經過太空探索科幻小說的洗禮；別嫉妒日本機器人大國的美名，這些工程師們從1950年代起就沈浸在機器人科幻作品中直到今日。一個國家沒有 科幻文化作為基礎，卻妄想成為世界數一數二的科技大國，本身才是最荒誕不經的幻覺。透過「科幻概論」課程，我們希望達到擊碎「科技冷漠症候群」枷鎖的目標，進而帶領同學們更進一步探索科技的人文與社會面向，讓他們能在科學精神的導引下，具備想像未來的能力。未來，當我們將國家交付下一代的時候，他們將不再像我們一般不知所措。
Isaac Asimov once defined "science fiction" : A science fiction must consist of both science and technology even in the least. The descriptive society has to be obviously different from the real world of the author; these differences are determined by the change of society and technical standards.
In the future, when we pass our country to the next generation, they will no longer be as at a loss as we did.
【指定用書】
Textbooks
《Science Fiction: The Illustrated Encyclopedia》John Clute著 倫敦 DK出版社 1995年
【參考閱讀資料】
Important Sources
各類文化研究專書
Various academic books about culture research
各種科幻文學作品
Various science fiction works
各種科幻影視文本
Various science fiction videos and movies
各種科幻娛樂形式
Various science fiction entertainments
各種科幻網路資源
Various science fiction Internet resources
特別推薦：
《難‧攻‧博‧士‧的‧搧‧胡‧椒‧秘‧密‧基‧地》科幻主題網站
http://drng.pixnet.net/blog
Teacher’s own science fiction website: http://drng.pixnet.net/blog
【教學方式】
Teaching Method
專題講授與討論：針對特定科幻專題之關鍵概念、發展歷史、現況與趨勢…等作深入分析介紹，並斟酌時間進行討論。
影片欣賞與解析：於適當科幻專題授課隔週放映代表性影片一部，隨影片播映，於關鍵處同時做旁白講解。
Lectures and discussions : Focusing on the in depth introduction to key concepts, development history, status and trends of specific science fiction topics. We will have a discussion if time allows.
【教學進度】
Syllabus
科幻的定義
常見科幻形式及題材介紹
科幻文化簡史
[專題] 西方古典科幻（Classic）
[影片] 西方古典科幻代表作品賞析研討
[專題] 社會科幻（Dystopia）
[影片] 社會科幻代表作品賞析研討
[專題] 美國科幻黃金時期（Golden Age）
[影片] 美國科幻黃金時期代表作品賞析研討
[專題] 菲利普‧狄克（Philip K. Dick）與新浪潮運動（New Wave）
[影片] 菲利普‧狄克與新浪潮運動代表作品賞析研討
[專題] 電馭叛客（Cyberpunk）
[影片] 電馭叛客代表作品賞析研討
[專題] 日本幻想科學（Fictional Science）文化概述
[影片] 日本幻想科學代表作品賞析研討
（課程內容機動調整，以實際教學進程為基準。）
Definition of science fiction
【成績考核】
Evaluation
期末考（或限定名額以學期筆記代替）為主
出席狀況、課堂表現、學習態度…等為輔
生在世，要做人也要做事，因此不可避免會面臨人類社會生活中與「價值」和「實踐」相關的一些極為根本 for sale、極為普遍的問題，這些問題在傳統的分類中基 本上屬於「倫理」與「政治」這兩個範疇...Living in this world, a person must deal with people and things. Therefore, inevitably facing some extremly fundamental and common problems related to the "value" and "practice" of human social life. Basically these problems in traditional classification belong to "ethics" and "politics"; The purpose that both ethics and political philosophy are searching for is the hope that we can review through rational reflection on the moral law and the thinking of moral which we are used to and accept all withought inspecting; the legitimacy and reaconableness of actual operation of the political and social system.
人生在世，要做人也要做事，因此不可避免會面臨人類社會生活中與「價值」和「實踐」相關的一些極為根本 for sale、極為普遍的問題，這些問題在傳統的分類中基 本上屬於「倫理」與「政治」這兩個範疇；倫理學與政治哲學之探討的一個目的，是希望以理性反思來檢討我們在日常生活中習焉而不察地接受之道德律與對於道德 的想法、以及實際運作之政治與社會制度的正當性與理據。
本課程的教學內容分成三個單元。第一單元主要是討論規範倫理學的幾個重要派別，包括效益主義、義務論、自然法理論以及德性倫理學，主要是討論「判斷行為之道德對錯牽涉到哪些因素？」的問題；並且也討論了「道德相對論」與「為何我應該遵守道德？」等後設倫理學議題。第二單元討論幾個政治哲學與應用倫理學的議題，包括「經濟資源的分配正義」、「政府應如何產生」、「個人自由的適當範圍」、「遵守法律是否是道德義務」、 「是否有符合正義的戰爭」、「主權國家的道德正當性何在」、「國族主義的根源與道德理據」。課程的第三單元則是讓同學們使用課程前兩單元所論及的概念與主 張來詮釋與檢視下列文學作品中所包含之倫理學與政治哲學主張︰歐威爾的《一九八四》、卡謬的《瘟疫》以及梭羅的《湖濱散記》。
The course is divided into three units. The first unit is to discuss several important factions of normative ethics, including utilitarianism, deontology, natural law theory, and virtue ethics. Mainly to talk about " What factors are involved in judging whether the acts are morally right or wrong?" and also discuss about meta-ethics issues like "moral relativism" and "Why should I obey moral laws?" Next, the second unit is to discuss several issues of political philosophy and applied ethics, including "the distributive justice of economic resources,"" how to create a goverment,""the approprite amout of personal freedom," "is it a moral obligation to comply with the law," "can there be a just war,""why do sovereign nations have moral legitimacy," and " the root and moral resonableness of nationalism." Finally, the third unit is to allow students using the concepts and ideas in the previous units to interprete and inspect the ethical and politically philosophical view of the following literature: 《1984》by George Orwell’s, 《La Peste》by Albert Camus, and《Walden》by Henry Thoreau.
【指定用書】
Textbooks
| ♠ | 教學材料是參考眾多書籍所編寫而成之講義。 |
| The teaching material is a hand-out referred to and compiled from many books. |
【參考閱讀資料】
Important Sources
| ♠ | 僅列舉部份參考書籍： |
| Only some of the references are mentioned in below: |
| ♠ | An Introduction to Political Philosophy, Jonathan Wolff, Oxford University Press, 1996. |
| ♠ | Ethics: Theory and Contemporary Issues, Barbara MacKinnon, Wadsworth, 2001. |
| ♠ | The Examined Life: Philosophical Meditations, Robert Nozick, Touchstone, 1989. |
| ♠ | 《Walden》, author: Henry Thoreau, translator: Meng,Xiang-Sen, publisher: Laurel Press, 2005 |
| ♠ | 《1984》, author: George Orwell’s, translator: Wang,Yi-Lin, publisher: 崇文館, 2006 |
| ♠ | 《La Peste》, author: Albert Camus, translator:, Zhou,Hang-Zhi, publisher: Zhi-Wen press, |
| 2005 |
【教學方式】
Teaching Method
根據講義講授課程，講課與討論並重；講義會在課前一週公佈於學校提供之課程網頁(http://moodle.nthu.edu.tw/) 以供預習與列印。除了家庭作業，修課同學還必須在課程第三單元的三個主題中選擇兩個來撰寫報告、並且在課堂上摘要報告所撰寫之報告；報告內容不能僅是讀書 摘要或心得，而是要針對所研讀之書籍的內容提出值得解決的問題，然後嘗試根據書中所提供的資源以及其它來源的資源來加以解答。
Lecturing based on the hand-outs, and discussion is equally as important as letures. In the purpose of print and preview, the hand-outs will be uploaded to course website (http://moodle.nthu.edu.tw/) a week before the class. Except for homework, students are required to hand in two reports out of three subjects in unit 3, and make and brief presentation in class. The content should not only be an abstract or reflection, but providing
【教學進度】
Syllabus
| ♠ | 倫理學議題 |
| Unit 1 Issues in Ethics |
| 9/17 | 1. | 道德相對論的理據何在？ |
| 9/24 | 2. | 為何我應該遵守道德？ |
| 10/01 | 3. | 效益主義與後果論 |
| 10/08 | 4. | 義務論 |
| 10/15 | 5. | 自然法與自然權利 |
| 10/22 | 6. | 德行倫理學與關懷倫理學 |
| 10/29 | 7. | 諾奇克(Robert Nozick)論價值(value)與意義(meaning) |
9/17 1. What is the reasonableness of moral relativism?
9/24 2. Why should I obey to morla rules?
10/01 3. Utilitarianism and Consequentialism
10/08 4. Deontological Theory
10/15 5. Natural Law and Nature Rights
10/22 6. Moral Ethics and Ethics of Care
| ♠ | 政治哲學與應用倫理學議題 |
| Unit 2 Issues in Political Philosophy and Applied Ethics |
| 11/05 | 1. | 經濟上的分配正義︰羅爾斯(John Rawls)的《正義論》 |
| 11/12 | 2. | |
| 11/19 | 3. | 對自由加以限制的正當性 |
| 11/26 | 4. | 遵守法律是道德義務嗎？論「公民不服從」 |
| 12/03 | 5. | 戰爭與和平的倫理學︰論正義戰爭理論 |
| 12/10 | 6. | 主權國家的道德正當性 |
| 12/17 | 7. |
11/05 1. Distribution Justice in Economics:《A Theory of Justice》by John Rawls
11/12 2. Moral Reasonableness under Democratic System
11/19 3. The right of restrcting freedom
11/26 4. Is it a moral obligation to comply with the law? Discussion about Civil Disobedience
12/03 5. Ethics of war and peace: Discussion about Just War Theory
12/10 6. The moral right of sovereign nations
12/17 7. The root and moral resonableness of nationalism
| ♠ | 文學作品中呈顯的倫理學與政治哲學議題 |
| Unit 3 Issues of Ethics and Political Phylosophy in Literary Works |
2/24 1.The extreme of authoritative rule: 《1984》by George Orwell’s
12/31 2.The meaning of life and the love of neighbor: 《La Peste》by Albert Camus
1/07 3. A simple life of accessing to nature:《Walden》by Henry Thoreau
尋找興趣，提早準備，贏在起跑點！！想追求更多課本以外的專業知識嗎？ 清華大學開放式課程為你種植了一座學習資源森林，等你來探索！開放式課程網站免費提供大學校內課程影片，自由的選擇你有興趣的課程，不受時間、地點限制隨時都能收看！
【課程說明】
Course Description
籠統地說，哲學是對人類的知識或經驗中一些比較基本的概念或問題，提出批判性的反省。本課程之目的，主要是要讓同學對一些哲學的概念與問題有一般的理解，尤其著重培養他/她們對這些問題作獨立思考的能力。詳言之，我們希望透過這門課，使學生能夠做到以下幾點：
1.在閱讀文本的時 候，對其中相關的概念或論題，能恰當地掌握，而不致於有望文生義、囫圇吞棗，或胡亂比附等弊病。
2.能夠初步掌握這些概念或論題之所以產生之脈絡，以及掌握支持或反對這些論題的各種論證，換言之，我們希望學生對這些哲學爭論的理路或辯證發展，能有一定的掌握。
3.我 們希望學生能進一步對這些爭論，提出一己的分析與批判，並以清晰流暢的文字來表述之。
【指定用書】
Textbooks
《哲學概論》（ About Philosophy, 8th edition ）， Robert Paul Wolff 原著，譯者與校閱者：郭實渝 / 但昭偉 / 蘇永明 / 林逢祺 / 林福建，總校閱：黃藿，台北：學富文化事業有限公司， 2001 年。
此外我們可能會就相關的議題，補充一些其他哲學文獻方面的材料。
【參考書籍】
Reference
《哲學入門九堂課》（ What Does It All Mean? A Very Short Introduction to Philosophy ）， Thomas Nagel 原著，譯者：黃惟郁，究竟出版社， 2002 年。
【教學方式】
Teaching Method
教學以演講與討論為主；但我們會定期給學生家庭作業，以考核學生對課程內容理解的程度。此外，由學生自行組成若干小組（數目視學生人數而定），選定一個題目，撰寫報告，在課堂上宣讀，由另一小組擔任評論，全班師生參與討論。（報告如何進行等細節， 另於課堂上宣佈。）
【教學進度】
Syllabus
採取循序漸進的方式，針對上述的議題，逐一講授與討論，（但議題之次序與內容之詳略可以調整，）務求學生對此中的爭論能有所掌握。
【一、為何要探討科學、技術與社會的關係】
Why should we explore the relationship between science, technology and society?
科學與技術對人類的生活有深遠影響，尤其在數位運算、網際網路、基因、奈米等科技高度發展與影響下，今日社會生活的變動更是劇烈。藉由既有科技與社會研究（science, technology and society studies, 簡稱STS）的研究取徑與案例，本課程探討科技的研發、推廣、使用，與社會影響層面，以及其中牽扯的科學家、工程師、廠商、政府、民眾等各種團體的關連。這種思考下，課程一開始由工程師與科學家的活動所建構出的科技世界與視界出發，探討發明、創新活動背後的複雜歷程，再由科學知識與技術物中介隱含的政治與權力關係，思考使用者、公眾、產業、專業的脈絡特質，以及科技爭議辯論，希望提供更為開放思考科技、社會與個人生涯之政治性與可能性。
Science and technology have a profound impact on human life. Especially in the highly developments and influences of technologies such as digital operation, Internet, genetics, nanotechnology, the changes in social life today are even more dramatic. With the existing researches and cases of STS (science, technology and society studies), this course will explore the development, promotion, use and social impact aspect of technologies as well as the associations of scientists, engineers, manufacturers, governments, people, etc. Based on this kind of thinking, the course begins with the technological world built by the engineers’ and scientists’ actions and explore the complex processes behind invention and innovation activities. Then, by understanding the political and power relations implied by scientific knowledge and technology, students can think about the characteristics of users, public, industry, and profession. Students may also learn some debates on science and technology disputes. The professor hopes to provide more open thinking about the politics and possibilities of technology, society and personal career.
本課程需要課程參與者高度互動、參與討論的課程。藉由案例討論、實作練習，以及資料蒐集與分析的安排，本課程一方面希望提供理工科學生一個由其專業相關議題出發，拓展人文社會思考與視野的機會，另一方面，希望讓人文社會管理背景的學生，瞭解其他專業如何能與科技發展多元結合，甚至是提出另類可能性。希望這門課程能提供融合點，讓參與的同學都能由自身專業出發，發展探索科技發展與反省的基礎，希望有助於使各位成為更具前瞻性與多元思考、反省能力的「科技—社會人」。
This course requires students highly interact and discuss with others. Through case discussions, practical exercises, and arrangements for data collection and analysis, this course hopes to provide science and engineering students with an opportunity to expand their social thinking from their profession-related issues. On the other hand, professor hopes the humanity and social science students can understand how other professions combine with technologies or even provide other possibilities. Professor hoped that this course can become a fusion point, so that the students can start from their own profession and develop the foundation of exploring the technology development. Professor hoped that this will help students become a “Technology-Society person” who has forward-looking, multi-thinking and reflective abilities.
【二、課程設計與要求】
Course design and requirements
本課程在課堂進行方式是以閱讀、小組討論、講解與小組報告、影片觀賞與討論等方式進行，課後時間則以助教協助帶小組準備課堂報告討論，所有討論內容請上傳至教學網站系統。
The course is conducted by reading, group discussion, lecturing, group presentation, film watching and discussion. After the class, the teaching assistant will help each team to prepare the class report discussion. All of the discussion content should be uploaded to the teaching website system.
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| 課前閱讀 | 背景講授 | 課堂小組 討論 | 小組報告 | 評量 |
| preview | background teaching | class discussion | group presentation | evaluation |
【三、概念與課堂活動地圖】
Concepts and class activity map
★概念與案例說明 / Concepts
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★ 課堂活動 / class activity map
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Historical Economics is an economic theory which introduces historical problems. This course focuses on theories and methods more than the usual economic history lesson. Hence, it is a basic course that is more suitable for those who want to know economic from history or to know history from economic. Also, it is very suitable for those who want to learn more about the economic history. Welcome all students who are interested in economics and history to take this course.
【指定用書】
Textbooks
| 1. | North, Douglass C. and Robert Paul Thomas, The Rise of the Western World. |
| (Cambridge University Press, 1973) | |
| 2. | North, Douglass C., Structure and Change in Economic History |
| (New York: Norton, 1981) | |
| 3. | North, Douglass C., Institutions, Institutional Change, and Economic |
| Performance (Cambridge University Press, 1990) |
【教學方式】
Teaching Method
| ♠ | 上課方式以老師講授為主，學生應準備於上課時參與討論。 |
| Students should be prepared to participate in the discussions in class. |
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【專長領域】
Huang Li Li/Areas of expertise
| ♠ | Tsing Hua University, General Education-cum-teacher training center full-time |
| professor National Taiwan University, Doctor of PsychologyAdjunct Professor of Department of Psychology, National Taiwan University Psychological Society in Taiwan "Journal of Experimental Psychology" chief editor Convener of Taiwan Psychological Association Personality of Social Psychology. | |
| ♠ | 華人本土心理學、人格 / 社會心理學、性別心理學、人際和諧與人際衝突 |
| ( 家庭內、組織內及群際間 )、自我與集體自我 ( 族群意識與認同、性別意識與認同)、華人之忍、思維及自我控制、身體意識、身體自主及性騷擾 |
【課程說明】
Course Description
| ♠ | 心理學是人類試圖反思認識自己的學科之一。人的心理與行為具有生物生理的面 |
| 相，同時也受到社會文化環境所影響。生命個體之中糾纏著認知與情緒，有理性的一面，也有感性的一面，心理學探討的正是這些心理的機制與前因後果。本課程將介紹當代心理學的知識體系與分枝，探討人類心靈、心智與行為現象，從而提供每個人對日常生活中各生命展演之理解與導引。 | |
| ♠ | Chinese indigenous psychology, personality / social psychology, |
| gender psychology, wholesale replica handbags interpersonalChinese indigenous psychology, personality / social psychology, gender psychology, wholesale replica handbags interpersonal harmony and interpersonal conflict (family, organization and group), self and collective self (ethnic consciousness and identity, gender awareness and recognition), the Chinese forbearance, thinking and self-control, body awareness, their own bodies and sexual harassment Psychology is a discipline that humans attempt to reflect understand themselves. Human psychology and behavior have an aspect of bio-physiologyand are also influenced by social and cultural environment. Individuals of life are entangled by cognition and emotion, which include the rational and sensational sides. Psychology explores these psychological mechanisms and the causes and consequences. This course will introduce the knowledge system and branches of contemporary psychology, explore human mind, mental and behavioral phenomena, and provide understanding and guidance of each person’s life performances of daily life. | |
【指定用書】
Textbooks
| ♠ | Pathways to Psychology. By Sternberg, R. J.（中文版）雙葉書廊出版 |
| Pathways, published to Psychology By Sternberg, RJ (Chinese Edition) Yeh Yeh Book Gallery |
【教學方式】
Teaching Method
| ♠ | 課堂講授、影片。 |
| Lectures, films. |
【教學進度】
Syllabus
| ♠ | 心理學可以告訴你什麼？（大腦神經影片） |
| What can psychology tell you? (Brain film) | |
| ♠ | 破滅的浪漫史－演化心理學的故事（大腦迷思與腦側化影片） |
| Burst of romantic history - evolutionary psychology story | |
| (brain myth, and the brain side of the film) | |
| ♠ | 人不是活在真空中－個體行為如何受他人影響（權威服從） |
| Witch and the girl’s replica louis vuitton boundaries - the phenomenology of | |
| perception and the reality (perception of the film) | |
| ♠ | 清醒與夢境世界有何不同－人類的意識之謎（意識影片） |
| The difference between waking and dream world - the mystery of human | |
| consciousness (awareness film) | |
| ♠ | 人類如何從白紙開始－學習的法則 |
| How humans start from the zero- The rule of learning | |
| ♠ | 人腦與電腦相似嗎－人類的記憶（記憶影片） |
| Are Human brain and computer similar- human memory (memory video) | |
| ♠ | 人真的理性嗎－思考與問題解決的侷限與突破（白癡學者影片） |
| Are people really rational - the limitations and breakthrough of thinking and problem solving (idiot scholar film) | |
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| 本課程的目標是 | |
| (一) | 幫助學生熟悉國際時事，並擴大視野 |
| help students to become familiar with international affairs, and expand the horizons | |
| (二) | 透過對國際時事的討論，協助學生發展分析能力； |
| through the discussion of international affairs, to help students develop the analytical ability; | |
| (三) | 協助學生將其所學應用於日常生活的英語溝通中。 |
| assist students in their learning in everyday life to communicate in English. |
| ♠ | 閱讀資料將取材於報章雜誌、學術期刊、及網際網路的報導。 |
| Readings will be drawn from newspapers and magazines, academic journals, | |
| and Internet reports. |
【參考閱讀資料】
Important Sources
每位修課同學必須參與課堂主題資料的閱讀及討論，授課老師將會協助同學的發音及用字，並解釋與分析閱讀資料。學生可隨時提出問題，參與討論，但也會被要求回答問題，因此本課程的學習過程將會是一個互動模式。課程的參與極為重要，將會佔總成績相當重的比例。為了讓同學對自己的報告及期末成績的評分有更充份的瞭解，授課教師將利用期末的兩個星期與各學生討論其整體表現，讓學生能夠從質化評量中，提昇並改進學習成效。
Everyone needs to participate in class discussion of reading which relates to the topic. And professor will help students to correct their pronunciation of words, and analysis plain the reading materials. Students can ask questions and participate in discussions at any time while they might be asked to answer questions. Seemingly, interaction will be the main mode in this course. Also, the participation is extremely important, and it will be a large proportion in the grade.
In order to let student to be familiar with the way of deciding final grade score, the professor will do some discussions two weeks before the end the semester. In this way, students will be able to know their learning results through qualitative examine. And then, they will be able to find way to improve learning results.
1. The Economist
2. The New York Times
3. The Washington Post
4. Christian Science Monitor
5. BBC News
Syllabus
| Week 1 | The politics of repression in China |
| What are they afraid of ? | |
| The economy is booming and politics stable. Yet China’s leaders seem edgy. | |
| Week 2 | Niger Capital Is Calm After Coup |
| Niger : When is a Coup not a Coup? The AU’s Dilemma | |
| Week 3 | Niger : When is a Coup not a Coup? The AU’s Dilemma |
| Niger : A coup for democracy? | |
| Week 4 | Armenian Genocide of 1915: An Overview |
| Week 5 | Congress, Genocide and a Turkish Rift |
| Past imperfect, present tense-Congress reconsiders America’s official position on the | |
| Armenian genocide | |
| Week 6 | Next Nobel Peace Prize: Turkey and Armenia? |
| Moscow Attack a Test for Putin and His Record Against Terror | |
| Week 7 | Dagestan suicide bombings have Russia looking to Putin |
| Week 8 | Dagestan suicide bombings have Russia looking to Putin |
| Moscow Attack a Test for Putin and His Record Against Terror | |
| Week 9 | The Kremlin’s post-Chechnya challenge |
| Week10 | Using Taiwan Test Scores to Apply to Mainland Universities |
| Week11 | Taiwan should open its doors to Chinese students, university presidents say |
| Taiwan MPs scuffle over Chinese student enrolment | |
| Week12 | The options for a hung parliament |
| who runs Britain? | |
| Week13 | Who runs Britain? |
| British election: What it means for the UK and the US | |
| Week14 | A polity imploding |
| Week 15 | Review Questions |
| A polity imploding |
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Course Description
This course aims at introducing students the political development of the Third World, including impact of colonial history, ethnic and cultural conflicts, authoritarian rule by the military, revolutions and civil wars, economic development, democratization and electoral politics, and influence of globalization. In addition to the basic understanding of general knowledge on the Third World (Asia, Africa and Latin America), the main purpose of this course is to enable students to have a deeper appreciation of the problems and challenges faced by these countries.
Text Books
Jeffrey Haynes, Third World Politics: A Concise Introduction. Blackwell, 1996.
References
| 1. | Vicky Randall and Robin Theobald, Political Change and Underdevelopment: A Critical Introduction to Third World Politics, 2nd Edition. Duke University Press, 1998. |
| 2. | Ted C. Lewellen, Dependency and Development: An Introduction to the Third World. Bergin & Garvey, 1995. |
| 3. | Mark Kesselman, Introduction to Third World Politics. Houghton Mifflin, 2000. |
Teaching Method
This class is comprised of both lecture and discussion. Students are expected to participate in class discussion. This is considered to be an integral part of the learning process and will be weighed in the final grade. A student should try to finish the reading assignment before each class, take notes during the class, and review the materials after the class on his/her own. The medium of communication in this course is English. Textbooks, lecture, examinations, report and class discussion will all be conducted in English. If you do not feel comfortable with this format, you should re-consider whether this course truly meet your needs.
Syllabus
| 1. | Introduction - Defining the Third World |
| 2. | State and Society |
| 3. | Military |
| 4. | Civil War and Revolution |
| 5. | Democracy |
| 6. | Economic Development |
| 7. | Religion, Ethnicity and Identity |
| 8. | Human Rights |
| 9. | Women and Power |
| 10. | Globalization |
| 11. | Environment |
| 12. | Conclusion |
Evaluation
Both objective and short essay questions will be used in the midterm and final examinations (in English). Objective questions include multiple choice, true and false, matching and fill in the blank.
In the Third World country report, which should be written and typed in English as well, a student is required to find out the following relevant information:
1) Name of the Country, English & Chinese (both Mainland and Taiwan usage)
2) Name of the People
3) Colonial Power (if any)
4) Name of the Country during Colonial Time (if any)
5) Date of Independence
6) Capital, English & Chinese (both Mainland and Taiwan usage)
7) Official Language(s)
8) National System (centralized or federal)
9) Political System (presidential, parliamentary, semi-presidential)
10) Political Parties
11) Head of State and Head of Government
12) Electoral System (presidential and parliamentary)
13) Result of Most Recent Presidential and Parliamentary Elections
14) Next Presidential and Parliamentary Elections
15) Occurrence of Military Coup
16) Territory
17) Population
18) Human Development Index (including life expectancy, literacy rate and purchasing power parity)
19) Major Ethnic Groups
20) Major Religions
The map test requires a student to identify the countries of the Third World and place them in seven different regions: Caribbean Islands and Central America, Central Asia and Trans-Caucasus, East and Southeast Asia, Middle East and North Africa, Pacific Islands, South America, and South Asia
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Course Description
This course aims at introducing students government and politics of America, including its major elected offices (president, senators, congressmen and state governors), nomination process (caucuses and primaries), political parties and candidates, campaign issues and financing, and the general election. In addition, there will be discussion on American foreign policy. We are going to use President Barack Obama’s major speeches and his book as the basis of our approach.
Textbook
Barack Obama
| ♠ | The Audacity of Hope. New York: Vintage Books, 2006. |
Domestic Politics
| ♠ | Commencement Speech, Notre Dame, Indiana, May 17, 2009 |
| ♠ | Inaugural Speech, Washington, D.C., January 20, 2009 |
| ♠ | Victory Speech, Chicago, November 4, 2008 |
| ♠ | Acceptance of Nomination Speech, Denver, August 28, 2008 |
| ♠ | Keynote Speech at Democratic National Convention, Boston, July 27, 2004 |
Foreign Policy
| ♠ | Speech in Beijing, November 2009 |
| ♠ | Speech at Cairo University, June 4, 2009 |
| ♠ | Speech to Turkish Parliament, April 6, 2009 |
| ♠ | Speech in Berlin, July 24, 2008 |
Teaching Method
This class is comprised of both lecture and discussion. Students are expected to participate in class discussion. This is considered to be an integral part of the learning process and will be weighed in the final grade. A student should try to finish the reading assignment before each class, take notes during the class, and review the materials after the class on his/her own. The medium of communication in this course is English. Texts, lecture, examinations, report, and class discussion will all be conducted in English. If you do not feel comfortable with this format, you should re-consider whether this course truly meets your needs.