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 

參考閱讀資料
        Important Sources  

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 

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

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

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

對豪豬教授來說，教書是一門藝術，每筆揮毫，都引領著學子走向專業的領域；每次雕塑，都提醒著學子應負的社會責任；每刀刻劃，都傳承著對教學、研究、世界的熱情。豪豬教授的專業傳授，豪豬教授的語重心長，豪豬教授的熱情奔放，全都收錄在此!Teaching is an art performance for professor Hsiu-Hau Lin. Engraving with his passion of teaching and researches, professional knowledge and society duty are deeply carved in student’s mind.

微積分的危機，總讓大家愁眉苦臉，講台上的老師，也憂心忡忡的回望。遇到這種摸不著頭緒的學習情形，歡迎收看【化危機為轉機的: 高淑蓉老師微積分課程】 老師將憂心轉化成嚴格的教學，帶領大家度過數學危機！讓您的愁眉只在一瞬間！Feeling painful for Calculus learning? Now, leaves the sadness behind! Professor Shu-Jung Kao’s Calculus course carries you through the crisis.

課程說明
Course Description 

指定用書
Textbooks 

邱毓權同學把愛傳出去：高淑蓉教授微積分一逐字稿筆記分享

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專長領域
       Huang Li Li/Areas of expertise

課程說明
         Course Description

指定用書
       Textbooks 

 
教學方式
       Teaching Method 

教學進度
        Syllabus 

指定用書
      Textbooks 

教學方式
        Teaching Method 

 

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.

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 

 ★   課堂活動  / class activity map

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參考書籍
Reference

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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