在這門課程中，我將從「農業、農地、農村與農民」四個面向，來探討農業與人類社會的關聯。經過審慎思考（以及一番掙扎），我忍痛放棄了許多精采的國外案例與故事，將教材範圍限制在台灣農業上。理由如前所述，取法他人之前，應先知道自己的歷史與特色。在課程設計上，透過理論與不同的個案研究（case study），我希望讓學生對許多緊密相連的相關議題與研究有基本的認識。在這一學期中‚我們會特別關注以下的問題:
� 台灣農業是在何種歷史脈絡與環境下發展的？台灣的農業與農地受到何種國內、國外、制度性或結構性的因素影響？
� 台灣農業的興衰，透露出怎樣的社會變遷歷程？
� 國家與市場如何影響不同的農業選擇？
� 不同的農糧體系會對環境與社區帶來何種影響？
� 就其與自然環境和人類社區的關係而言，我們如何評估不同農糧體系的永續性？
� 我們可以運用哪些理論與方法的工具來研究不同的農糧體系？
� 台灣與世界農糧體系中有哪些新的發展趨勢？
簡言之，透過對特定個案及理論的討論，我希望讓學生能夠深入理解台灣農業中不同的發展面向；明白在地與全球食物系統中生產及消費的連結；探討這一過程中的社會意義及其中的權力結構；以及了解農業究竟是如何和社會產生關聯與互動。同學們也將會學習一些基本的社會學的概念、理論及方法，知道如何應用這些工具來對相關議題做深入的研究，進而培養社會課題的比較及分析能力。In this course, I will explore the relationship between agriculture and human society from four aspects: "agricultural, farmland, farm village and farmer". After careful thinking (and some slap), I reluctantly gave up many wonderful foreign cases and stories, limiting the scope of textbooks to Taiwanese agriculture. As mentioned earlier, before learning from others, you should first know your own history and characteristics. In course design, through theory and different case studies, I hope that students can have a basic understanding of many closely related issues and research. During this period, we will pay special attention to the following questions:
� Under what kind of historical structure and environment does Taiwan’s agricultural industry develop? What kind of domestic, foreign, institutional or structural factors are affected by Taiwan’s agricultural and agricultural areas?
� What kind of social change course does the decline of Taiwan’s agricultural industry reveal?
� How do countries and markets affect different agricultural choices?
� What impact will different agricultural systems have on the environment and community?
� In terms of its relationship with the natural environment and human communities, how do we evaluate the permanence of different agricultural systems?
� What theoretical and method tools can we use to study different agricultural systems?
� What are the new development trends in Taiwan and the world’s agricultural systems?
In short, through discussions on specific cases and theories, I hope that students can have a deep understanding of the different development aspects in Taiwan’s agriculture; understand the link between production and consumption in local and global food systems; explore the social implications in this process. and the power structure in it; and understand how agriculture is associated and interacts with society. Students will also learn some basic social concepts, theories and methods, and know how to apply these tools to conduct in-depth research on related topics, thereby cultivating the comparative and analytical skills of social topics.
吳音寧，2007，《江湖在哪裡？--台灣農業觀察》。台北縣：INK印刻出版。
※另外還有一本指定閱讀文本，詳情上課時解釋。
Wu Yining, 2007, "Where is the Jianghu?" --Taiwan Agricultural Observation》. Taipei County: INK printed and published.
※In addition, there is also a designated reading text for details on the explanation during class.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Attendance & In-class ParticipationAttendance & In-class Participation attendance & in-class participation |
10 | |
| Group-led Discussion（小組課堂報告）Group-led Discussion（小組課堂報告） Group-led Discussion (group class report) |
10 | 視修課人數全班分成10組，抽籤決定報告順序。於老師指定週次時，該週負責小組必須協助老師帶領同學討論。 |
| Weekly Assignments（個人作業）Weekly Assignments（個人作業） Weekly Assignments |
40 | 在每週討論之前，老師會公佈與該週主題有關的1-3個問題。這些問題沒有標準答案，我鼓勵同學自行蒐集額外的延伸閱讀資料，用批判、謹慎、求證的態度來回答問題，在答案中提出自己的想法。為了鼓勵同學發揮創意，深入思考，除了書面答案之外，也可繳交影像或數位照片形式的補充答案。但請注意：為了訓練同學們的寫作表達能力，僅有影像的答案不予接受。作業需打字，12字體，1.5行高，上課時交紙本，並請上傳至教學平台以為備份。遲交作業者不予計分，僅交作業但無故上課缺席者，該篇作業得分將打六折計算。 |
| Team Creative AssignmentTeam Creative Assignment team creative assignment |
14 |
