本課程為社會學系大學部與通識課程之雙掛共同選修課程之社會科學分類課程，主要教學目標培養學生觀察、掌握、分析、詮釋當代消費社會現象。適合對於社會學思考以及消費行為與經濟現象感興趣的學生選修，同時本課程需要每一位參與者在課堂上交流互動，思考我們自己的生活與社會變遷的關聯性。主要教學目標在於透過各種日常生活中經濟現象的探討，理解文化與經濟社會學的思維與觀點，期望藉此深化學生對於當代資本主義社會與相關衝突議題的深刻反思，我們將以各種消費與文化議題切入，包括生態消費、美學經濟、社會責任等新興消費題材，藉此深刻思考不同社會的經濟活動與其文化概念的連結關係。This course is a social science classified course that is a dual elective course in the Department of Sociology and general education courses. The main teaching goal is to train students to observe, master, analyze, and interpret the phenomena of contemporary consumer society. It is suitable for students who are interested in sociological thinking, consumer behavior and economic phenomena. At the same time, this course requires each participant to communicate and interact in the classroom and think about the correlation between our own lives and social changes. The main teaching goal is to understand the thinking and perspectives of culture and economic sociology through the discussion of various economic phenomena in daily life, hoping to deepen students' profound reflections on contemporary capitalist society and related conflict issues. We will use various consumption and culture The topics covered include ecological consumption, aesthetic economy, social responsibility and other emerging consumer themes, so as to deeply think about the connection between the economic activities of different societies and their cultural concepts.
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. . Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop self-discipline, 3. Be able to use rationality for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.
彼得.柯睿耿(Peter Corrigan)著，王宏仁譯，2010，《消費社會學》。台北：群學出版。
O’Connor, James著，唐正東、臧佩洪譯，2003，《自然的理由：生態學馬克思主義研究》。南京：南京大學出版社。
施百俊，2009，《美學經濟密碼》。台北：商周出版。
Becker, Gary, S.著，樊林洲譯，2001，《一個經濟學家的良知與社會責任》。北京：商務印書館。
胡哲生等著，2013，《我們的小幸福、小經濟：9個社會企業的熱血、追夢實戰故事》。新北市：新自然主義出版。
Guillen, Mauro, F., Collins, Randall, England, Paula, and Meyer, Marshall編，姚偉譯，2006，《新經濟社會學：一門新興學科的發展》。北京：社會科學文獻出版社。
Zelizer, Viviana A.著，姚偉、劉永強譯，2009，《親密關係的購買》。上海：上海人民出版社。
Swedberg, Richard著，周長城等譯，2007，《經濟社會學原理》。台北：巨流出版。
Simmel, Georg著，顧仁明譯，2000，《金錢、性別、現代生活風
格》。上海：學林出版社。
Zelizer, Viviana A. 2004，《金錢的社會意義》，陳難能譯，台北：正中出版。
Ferguson, Nail著，杜默譯，2009，《貨幣崛起：金融資本如何改變世界歷史及
其未來之路》。台北：麥田出版。
Written by Peter Corrigan, translated by Wang Hongren, 2010, "Sociology of Consumption". Taipei: Qunxue Publishing House.
O’Connor, James, translated by Tang Zhengdong and Zang Peihong, 2003, "Natural Reasons: Research on Ecological Marxism". Nanjing: Nanjing University Press.
Shi Baijun, 2009, "Code of Aesthetic Economy". Taipei: Shangzhou Publishing House.
Becker, Gary, S., translated by Fan Linzhou, 2001, "An Economist's Conscience and Social Responsibility". Beijing: Commercial Press.
Hu Zhesheng et al., 2013, "Our Little Happiness, Little Economy: 9 Social Enterprises' Passionate and Practical Stories of Pursuing Dreams". New Taipei City: New Naturalism Publishing.
Guillen, Mauro, F., Collins, Randall, England, Paula, and Meyer, Marshall, eds., translated by Yao Wei, 2006, "New Economic Sociology: The Development of an Emerging Discipline". Beijing: Social Sciences Literature Press.
Zelizer, Viviana A., translated by Yao Wei and Liu Yongqiang, 2009, "The Purchase of Intimacy". Shanghai: Shanghai People's Publishing House.
Swedberg, Richard, translated by Zhou Changcheng et al., 2007, "Principles of Economic Sociology". Taipei: Juliu Publishing.
Simmel, Georg, translated by Gu Renming, 2000, "Money, Gender, Modern Life Style
grid". Shanghai: Xuelin Publishing House.
Zelizer, Viviana A. 2004, "The Social Meaning of Money", translated by Chen Nanneng, Taipei: Zhengzhong Publishing.
Ferguson, Nail, translated by Du Mo, 2009, "The Rise of Money: How Financial Capital Changed World History and
Its future path”. Taipei: Wheatfield Publishing.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席參與 30%出席參與 30% Attendance 30% |
30 |
