本課程希望透過閱讀著作，並實際觀察日常生活的運作，讓同學更加敏銳地反思正常/不正常的區分是如何由互動中的雙(多)方共同演出，包括眼神、身體姿態或語言等具體但細微的展現都一步步築起區隔之牆，並進而鞏固它，甚至成為一種牢不可破的刻板印象。這當然不是要去區分受害者/加害者，而是期待同學更具反思性、更具開放性的看待社會差異性，更具批判性的檢視影響充斥現代生活的社會機構。This course hopes that through reading works and actually observing the operation of daily life, students can more keenly reflect on how the distinction between normal and abnormal is performed by two (multiple) parties in the interaction, including specific details such as eye gaze, body posture, or language. But subtle presentations build up a wall of separation step by step, and then consolidate it, even becoming an unbreakable stereotype. This is of course not to differentiate between victims and perpetrators, but to expect students to be more reflective and open-minded about social differences, and to more critically examine the social institutions that influence modern life.
高夫曼，2012，《精神病院》。台北：群學。
高夫曼，2010，《污名：管理受損身分的筆記》。台北：群學。
Goffman, 2012, Asylum. Taipei: Qunxue.
Goffman, 2010, Stigma: Notes on managing damaged identities. Taipei: Qunxue.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期中考期中考 midterm exam |
25 | |
| 期末考期末考 final exam |
25 | |
| 課堂表現及出缺席課堂表現及出缺席 Class behavior and absences |
25 | |
| 課堂報告課堂報告 class report |
30 |
