這是「經典閱讀：伊里亞斯《文明化過程》」的姊妹課程。二者同樣研讀創始自德國猶太裔社會學家伊里亞斯(Norbert Elias, 1897-1990) 的文明化過程研究。面對著起始於西方人自我圖像後而傳布全球的文明與野蠻這樣的對立概念與現實，伊里亞斯尋問著，文明究竟何謂、成壞又是何致。
本課不同之處在於，非是集中於單一扛鼎巨作，而是分進合擊，選讀伊里亞斯於文明化過程諸般脈絡面向中展現的多樣研究成果，包括《莫札特》、《宮廷社會》、《臨終者的孤寂》、《個體的社會》、《論時間》、《社會學是什麼》等等已有中譯，適合學生細讀的著作，以及身體、性別、知識、符號等等主題相關段落，乃至教育社會學、藝術社會學之後續延伸，並以其晚年大作《論德意志人》作為引子，以之開場。
這兩門課著力閱讀伊里亞斯，絲纏表裡，內蘊互見。可單修其中一門，以窺經典堂奧，也可無分先後，研習二課，更見廣博精深。
期許同學，透過如此經典研讀，能夠由外而內，由學問思辨的學習，進一步反思自身、反思當代。
各文本之研讀分量、相對比重，如有需要，可依課程進行與同學興趣，予以微調。This is the sister course of "Classic Reading: Irias's "The Process of Civilization". The two also studied the civilization process of Norbert Elias (1897-1990) by German Pacific sociologists. Faced with the concept and reality of civilization and wildfire that began with Western self-images and spread the world's contradictions, Irias asked what civilization is and what is the consequence of it.
The difference in this course is that it is not about focusing on a single masterpiece, but rather in a joint effort, selecting a variety of research results that Iriyas has shown in the process of civilization, including "Mozart", "The Court Society", "The Lonely of the End", "The Society of the Individuals", and "The Discussion" , "What is Social Science" and so on have been translated into Chinese, suitable for students to read in detail, as well as paragraphs related to the subjects such as body, gender, knowledge, symbols, etc., and even the education society and art society continue to be extended. He used his masterpiece "The Germans" as the introduction to the stage.
These two classes focus on reading Iriyas, and in the form of communication. You can study one of the doors in a single way, or you can study the two courses without any distinction, and you can also learn the profound and extensive courses.
I hope that through such classical study, students can further reflect on themselves and the contemporary through learning from the outside and from the inside.
The study weight and relative proportion of each text, if necessary, can be discussed with students according to the course and give a slight adjustment.
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 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 qualities are cultivated and have specific indicators for self-verification of teaching and learning results. They are divided into the following: Truth-seeking and nourishing (nature domain): 1. Learn the methods or philosophy of natural sciences to explore the subtleties of physics and the world of life, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific topics. 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.
Elias, Norbert (2005)《莫札特：探求天才的奧秘》，呂愛華譯，台北：聯經。
Elias, Norbert (2003)《個體的社會》，翟三江、陸興華譯，南京：譯林。
Elias, Norbert (2008)《臨終者的孤寂》，鄭義愷譯，台北：群學。
Elias, Norbert (2014)《論時間》，李中文譯，台北：群學。
Elias, Norbert (2007)《什麼是社會學？》，鄭義愷譯，台北：群學。
Elias, Norbert (1998) On civilization, Power and Knowledge (Selected Writings). Edited and with a Introduction by Stephen Mennel and Johan Goudsblom. University Of Chicago Press. （中譯本：論文明、權力與知識︰諾貝特•埃利亞斯文選。劉佳林譯。
南京大學出版社。2005。）
Elias, Norbert (2005) "Mozart: Exploring the Secret of Genius", "Love in China", Taipei: Union.
Elias, Norbert (2003) "Social Society", Zhai Sanjiang and Lu Xinghua, Nanjing: Lu Lin.
Elias, Norbert (2008) "The Lonely of the End", Zheng Yi Translation, Taipei: Group Studies.
Elias, Norbert (2014) "Discussion Time", translated by Li Zhong, Taipei: Group Studies.
Elias, Norbert (2007) "What is social science? 》, Zheng Yi translated, Taipei: Group studies.
Elias, Norbert (1998) On civilization, Power and Knowledge (Selected Writings). Edited and with a Introduction by Stephen Mennel and Johan Goudsblom. University of Chicago Press. (Chinese translation: Civilization, Power and Knowledge: Nobel Elias's gentle choice. Liu Jialin.
Nanjing University Press. 2005. )
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 出席討論出席討論 Attend the discussion |
10 | |
| 分組報告分組報告 Sub-group report |
20 | |
| 閱讀心得與期中作業閱讀心得與期中作業 Reading experience and midterm work |
30 | |
| 期末考期末考 Final exam |
40 |
