本課程的設計與進行主要透過「主題引導」的進路與學生共同研讀尼采的《查拉圖斯特拉如是說》。由於尼采《查拉圖斯特拉如是說》的每個章節均有明確的主題，因此在閱讀的動態歷程中，學生們將會面對尼采所設定的主題，從閱讀中發現哲學經典的智慧，期許大家皆能從中反思生命的價值與意義的問題，並從閱讀經典的中獲得自我肯定的成就感。作為哲學經典閱讀的課程，目標在於引導學生們從經典的閱讀中反思自我生命的價值與意義。以理解人類文明的態度，排除經典作為背誦、記憶之枯燥文本的片面觀點，將閱讀的意義指向自我的生命智慧甚或是未來的人類價值。因此，本課程的目標不在於經典的「標準詮釋」或「制式答案」，而是希望引導學生從閱讀前的陌生與恐懼，進而在追求理解的過程中反思自我的存在意義與價值，透過閱讀與知識的累積，從閱讀經典的過程中培養主動探索、發現問題以及分析、反思與批判的能力，進而延伸到解決問題、創造價值的目標。
就當代思潮而言，尼采可說是影響甚為深遠的哲學家之一。在尼采所有著作中所探討的問題幾乎都環繞著「人」，其針對與人類有密切關聯的問題，包括道德、宗教、藝術等等，皆提出了強烈的評議。他對人類生命價值的關懷，歷歷地在其著作中以箴言式的口吻向著世人宣說著！簡言之，尼采哲學的目的就是要喚回人性對自身價值的肯定，也因此，一場對抗虛無的哲學任務就在尼采的話語中呈現出來，「返回生命」的概念即貫穿了他的哲學思考。但是，人類不是活生生地活在此般生命中嗎？為何尼采要如是疾呼「返回生命」呢？他是如何來談人的價值？透過怎樣的方式來「救贖」人類？我們將從尼采著作的研讀中，耙梳尼采的哲學，並期能將此般精神深化於吾人此般生命！
透過課程的進行，學生初步可從完全對文本的陌生到某種程度的熟悉感，進而達到每個人從不同生命歷程與背景的解讀與理解。於是進一步將引導學生從理解而詮釋，在課堂賦予學生一個詮釋的場域，學生們將被要求以書寫、繪畫、演說、表演……等任何形式的創意，來作為閱讀經典這場人文知識饗宴的謝幕，但同時也作為學生們在未來延續閱讀人文經典的序幕。The design and conduct of this course mainly uses the "topic guidance" approach to study Nietzsche's "Thus Spoke Zarathustra" with students. Since each chapter of Nietzsche's "Thus Spoke Zarathustra" has a clear theme, during the dynamic process of reading, students will face the themes set by Nietzsche and discover the wisdom of philosophical classics from reading. , hoping that everyone can reflect on the value and meaning of life, and gain a sense of self-affirmation from reading classics. As a course on philosophical classic reading, the goal is to guide students to reflect on the value and meaning of their own lives from reading classics. With an attitude of understanding human civilization, we eliminate the one-sided view that classics are boring texts for memorization and memory, and direct the meaning of reading to our own life wisdom or even future human values. Therefore, the goal of this course is not to provide classic "standard interpretations" or "standard answers", but to guide students from the unfamiliarity and fear before reading to reflect on the meaning and value of their own existence in the process of pursuing understanding. Through reading With the accumulation of knowledge, from the process of reading classics, we cultivate the ability to actively explore, discover problems, analyze, reflect and criticize, and then extend to the goal of solving problems and creating value.
As far as contemporary ideological trends are concerned, Nietzsche can be said to be one of the most influential philosophers. Almost all of the issues discussed in Nietzsche's works revolve around "human beings", and he made strong comments on issues closely related to human beings, including morality, religion, art, etc. His concern for the value of human life is clearly expressed to the world in a proverb-like tone in his works! In short, the purpose of Nietzsche's philosophy is to recall human nature's affirmation of its own value. Therefore, a philosophical task of confronting nothingness is presented in Nietzsche's words. The concept of "return to life" runs through his philosophical thinking. . However, don’t humans live in this kind of life? Why does Nietzsche call for "return to life" so much? How does he talk about human value? How to "save" mankind? We will comb through Nietzsche's philosophy from the study of Nietzsche's works, and hope to deepen this spirit into our lives!
Through the course of the course, students can initially move from complete unfamiliarity with the text to a certain degree of familiarity, and then achieve everyone's interpretation and understanding from different life histories and backgrounds. Therefore, students will be further guided to interpret from understanding, and students will be given a field of interpretation in the classroom. Students will be required to use writing, painting, speech, performance, etc. in any form of creativity as a feast of humanistic knowledge in reading classics. The curtain call, but it also serves as a prelude for students to continue reading humanities classics in the future.
1. Friedrich Nietzsche, Thus Spoke Zarathustra: A Book for Everyone and Nobody, translated with an introduction and notes by Graham Parkes, New York: Oxford University Press, 2005.
2. Friedrich Nietzsche, Thus Spoke Zarathustra: A Book for All and None, translated by Adrian Del Caro, Cambridge University Press, 2006.
3. 尼采著，雷菘生譯，《查拉圖斯特拉如是說》，臺北：中華書局，2000年。
4. 尼采著，孫周興譯，《查拉圖斯特拉如是說》，上海：上海人民，2009年。
5. Michael Tanner, Nietzsche: A Very Short Introduction, Oxford University Press, 2000.
1. Friedrich Nietzsche, Thus Spoke Zarathustra: A Book for Everyone and Nobody, translated with an introduction and notes by Graham Parkes, New York: Oxford University Press, 2005.
2. Friedrich Nietzsche, Thus Spoke Zarathustra: A Book for All and None, translated by Adrian Del Caro, Cambridge University Press, 2006.
3. "Thus Spoke Zarathustra" by Nietzsche, translated by Lei Songsheng, Taipei: Zhonghua Book Company, 2000.
4. "Thus Spoke Zarathustra" by Nietzsche, translated by Sun Zhouxing, Shanghai: Shanghai People, 2009.
5. Michael Tanner, Nietzsche: A Very Short Introduction, Oxford University Press, 2000.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平常成績平常成績 normal grades |
30 | 包含出席率(15%)、平時課堂討論(15%) |
| 期中考期中考 midterm exam |
20 | |
| 期末小組學習成果呈現期末小組學習成果呈現 Presentation of group learning results at the end of the semester |
20 | |
| 期末考期末考 final exam |
30 |
