現代性，或者說”對於現代社會的想像”，於19世紀末至20世紀初，對知識階層與文化人，造成莫大的衝擊。表面上，這種衝擊似乎關連至幾個重要的社會變遷 （如資本主義的興起、工業化的進展、現代民族國家的興起，或者現代戰爭的擴張…等等），而知識或思想上，現代性或現代社會所造成的影響，乃息息相關於啟蒙 運動或人權理念的昇揚（停滯與挫敗也是可能的變革）。只是，上述這種表面上的論斷常落於一種特殊的處境（亦即，將歷史或社會效果視作為原因），而相應的忽 視或近乎近視的狀況也相形明顯。因此，關於現代性的故事常常僅以一半的方式，被敘述出來。又或者說，上述之說法忽略以下幾個相當基本的問題： 一是，現代性的開展，或現代社會的浮現，並不是依循著一個平整且必然的發展軸線，同時此一開展與浮現的歷程常常都是座落於某一個特殊的心理狀態，某一種巨 大且特殊的壓力狀態。其中，特定的歷史現象與特定的文化傳統，左右了個別的知識人，使之以不同方式體悟、經驗現代社會所造成的變革。 其次，上述對於現代社會的論斷/想像，並未釐清，所謂的現代性問題或相關的因應之道，一直都是一個”理論”問題。當然，這種理論或概念上的問題，並不必然 等同於鉅型理論的提出與雕琢，也不必然相合於傳統哲學定義之下的理論框架。最後，若說現代性所造成的衝擊不同於一般的表面論斷，其中最大的不同之處或許在 於：現代性所造成的效果，並不僅僅作用於鉅型或可見的人類活動。若干深入日常生活，甚至直接觸及人類感官世界的作用過程（進而改制人類的感知歷程與感知結 構），可以說是現代性所真正隱匿的秘密。 參照上述，對於現代性的浮現或現代社會的想像，我們確實可以擁有不一樣的視野，並且重新提問關於現代性的問題，藉此講述另一半的故事。基於此一立場，本課 程將通過Freud與Kafka的作品，同時延伸至20世紀初的兩個重要的文化運動（指，精神分析運動與現代主義的思潮），由此重新描繪所謂現代性的衝 擊。於其中，三個重要的分析層次，可以作為相關理解的基本維度：特定研究者或作家如何想像、因應現代社會所造成的效果（或所立基的成因）；特定知識場域或 文化運動如何描繪且爭議現代性的基本樣貌；現代性的想像或現代社會的想像挪有何種特殊的邏輯與框架。當然，本課程的規劃乃屬於經典閱讀之類型，所以相關作者本身以及特定作品的一致性與完整度，仍是我們課程進行的核心基礎。Modernity, or "imagination of modern society", caused great impact on intellectual and cultural people from the end of the 19th century to the beginning of the 20th century. On the surface, this kind of impact seems to be related to several important social changes (such as the rise of capitalism, the progress of industrialization, the rise of modern national countries, or the expansion of modern wars, etc.), and in knowledge or thinking, modernity Or the impact of modern society is closely related to the pursuit of the ideology of movement or human rights (suspension and setbacks are also possible changes). However, the above-mentioned superficial discourse often falls into a special situation (i.e., regarding historical or social effects as reasons), and the corresponding negligence or near-close vision is also apparent. Therefore, stories about modernity are often told in only half way. Or, the above statement ignores the following basic problems: First, the development of modernity, or the emergence of modern society, does not follow a flat and inevitable development axis, and at the same time, this development and emergence process It is often located in a special psychological state, a huge and special pressure state. Among them, specific historical phenomena and specific cultural traditions influence a different intellectual, allowing them to understand and experience the changes caused by modern society in different ways. Secondly, the above discussion/imagination of modern society has not been cleared. The so-called modernity problems or related causes have always been a "theoretical" problem. Of course, this theoretical or conceptual problem is not necessarily equivalent to the proposal and crafting of the erected theories, nor is it necessarily consistent with the theoretical framework under the definition of traditional philosophical philosophy. Finally, if we say that the impact caused by modernity is different from the general surface, the biggest difference may be: the effect caused by modernity does not only affect the irides or visible human activities. Several processes that penetrate into daily life and even directly touch the human sensory world (and thus restructure human perception processes and perception structures), can be said to be the secret that modernity truly hides. Referring to the above, we can indeed have different perspectives about the emergence of modernity or the imagination of modern society, and re-question questions about modernity, thereby telling the story of our partner. Based on this stage, this course will be based on the works of Freud and Kafka, and will also extend to the two important cultural movements in the early 20th century (referring to the thoughts of psychoanalytic movements and modernism), thereby re-delineating the so-called modern impulse. . Among them, three important analytical levels can be used as the basic dimensions of related understanding: how a particular researcher or writer imagines, how a particular researcher or writer can imagine the effects (or the cause of the foundation) caused by modern society; how a particular intellectual field or cultural movement Describe and argue the basic appearance of modernity; what kind of special logic and framework does modern imagination or modern society have? Of course, the planning of this course belongs to the type of classical reading, so the consistency and completeness of the author himself and the specific work are still the core foundation of our course.
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。
The general course is different from the professional course, and it actually focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. . Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic ingredient cultivation and have specific learning effectiveness indicators to serve as a specific indicator for self-verification of teaching and learning effectiveness, which are divided into the following: Truth-seeking cultivation (nature field): 1. Learn the methods or philosophy of natural sciences to explore physics The subtlety of the life world, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific issues. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
Freud, Sigmund. (1905/1971) 少女杜拉的故事。台北：志文出版社。
Freud, Sigmund. (2004) 弗洛依德文集，一至四卷。長春：長春出版社。
Freud, Sigmund. (2003) 一種幻想的未來及文明及其不滿．河北教育出版社
Kafka, Franz.(1996) 卡夫卡全集。石家莊：河北教育出版社。
Freud, Sigmund. (1905/1971) The story of the girl Dura. Taipei: Zhiwen Publishing House.
Freud, Sigmund. (2004) Freud's collection, Volumes 1 to 4. Changchun: Changchun Publishing House.
Freud, Sigmund. (2003) A fantasy future and civilization and its dissatisfaction. Hebei Education Press
Kafka, Franz. (1996) Complete works of Kafka. Shijiazhuang: Hebei Education Press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席出席 Attend |
20 | |
| 小組報告小組報告 Group Report |
20 | |
| 作業作業 Action |
60 |
