每個人都跟社會脫離不了關係，無法全然獨自而生活。然而，現代人普遍對於公共議題感到冷漠，缺乏社會責任感，或是僅流於情緒之爭與膚淺之言，動輒盲目起舞，遑論具備長遠的眼光與一針見血的省思力。我們總是無奈於各種弊端的重蹈覆轍、無法釜底抽薪，僅能身陷惡性循環，多麼令人不勝唏噓與惶恐。在媒體資訊泛濫又浮誇的社會裡，生活充滿了各樣的迷思，面對雜亂紛陳的社會訊息，亟需建立獨立思考的判斷能力，不受到腥羶資訊的誤導，也能避免自身的盲點。台灣學生長時間身處升學壓力，不但易與社會現實脫節，對於國內外社會議題更缺乏關懷的動機與反省力。而社會學作為一門社會科學，基本原理正是在於培養獨立的理性思考邏輯，釐清表象的迷團，以客觀而系統性的思維訓練，洞察社會脈動，並察覺自身與社會的潛在關連。因此，藉由社會學課程，我們學習如何抽絲剝繭，剖析社會現象的深層因素，以掌握社會議題的關鍵脈絡與核心機制。透過社會學多方位的反省視角，我們亦能摒除主觀的刻板印象，將養一份寬廣深刻的人文素質，並能瞭解社會其他群體的立場與需求。在這多元社會裡，雖然生態日益多樣化，然而人們仍舊難以放下個人偏見、跳超己身背景的框限，培養出多元社會真正需要的相互理解力與包容精神。社會學旨在結合對於社會的關懷心、觀察力、反思力與行動力，並能在生活中學以致用。本學期的社會學課程，第一部份著重介紹社會學的基本原理與學科特質，建立學生的社會學想像力與敏感度，並鼓勵跨領域的思維激盪與合作。第二部分則挑選社會學者的幾項經典論點，讓同學從典範當中習得社會學剖析的深度。第三部分將系列介紹社會學的基本概念與關鍵議題，本學期先鎖定社會生活的基本要素和不平等的社會議題領域，下學期將接續進入其他社會議題的探討。

Everyone is inseparable from society and cannot live completely alone. However, modern people are generally indifferent to public issues, lack a sense of social responsibility, or just indulge in emotional disputes and superficial remarks, often blindly dancing, let alone having a long-term vision and the ability to reflect to the point. We are always helpless to repeat the same mistakes of the past, unable to cut down on the bottom line, and can only be trapped in a vicious circle, which is very embarrassing and frightening. In a society where media information is overflowing and exaggerated, life is full of all kinds of myths. In the face of messy social information, it is urgent to establish the ability to think independently so as not to be misled by bad information and to avoid one's own blind spots. Taiwanese students have been under pressure to study for a long time. Not only are they easily disconnected from social reality, but they also lack the motivation and introspection to care about domestic and foreign social issues. As a social science, the basic principle of sociology is to cultivate independent rational thinking logic, clarify the confusion of appearances, use objective and systematic thinking training to gain insight into the pulse of society, and be aware of the potential relationship between oneself and society. Therefore, through sociology courses, we learn how to peel off the cocoons and analyze the underlying factors of social phenomena in order to grasp the key context and core mechanisms of social issues. Through the multi-faceted reflective perspective of sociology, we can also get rid of subjective stereotypes, develop a broad and profound humanistic quality, and understand the positions and needs of other groups in society. In this pluralistic society, although the ecology is becoming increasingly diverse, it is still difficult for people to put aside their personal prejudices, transcend the limitations of their own backgrounds, and cultivate the mutual understanding and tolerance spirit that a pluralistic society truly needs. Sociology aims to combine caring, observation, reflection and action for society, and to apply what is learned in life. The first part of this semester's sociology course focuses on introducing the basic principles and subject characteristics of sociology, building students' sociological imagination and sensitivity, and encouraging cross-field thinking and collaboration. The second part selects several classic arguments by sociologists, allowing students to learn the depth of sociological analysis from the examples. The third part will introduce the basic concepts and key issues of sociology in a series. This semester, we will first focus on the basic elements of social life and the social issue areas of inequality. Next semester, we will continue to explore other social issues.

三、 主要參考讀本 (教師上課主要內容來源，不強迫購買，同學自行決定)
*王振寰、瞿海源主編，2014，《社會學與台灣社會》第四版。台北：巨流。
P. Berger 著, 黃樹仁、劉雅靈合譯， 1963，《社會學導引—人文取向的透視》。
台北：巨流。
安東尼‧紀登斯(Anthony Giddens) 著, 廖仁義譯，1992，《批判的社會學導論》。台北：唐山。
殷克勒斯(Alex Inkeles)著,黃瑞祺譯，1985， 《社會學是什麼？》。台北：巨流。
成令方、林鶴玲、吳嘉苓，2001，《見樹又見林：社會學作為一種生活、實踐 與承諾》。台北：群學。
Bauman, Zygmunt 著，朱道凱譯，2002，《社會學動動腦》。台北：群學。
克里斯‧希林(Chris Shilling) ＆菲力普‧梅勒(Philip Mellor)著, 李康譯，2009，《社會學何為？》。北京：北京大學出版社。
讓‧卡澤納弗(Jean Cazeneuve)著，楊捷譯，2011，《社會學十大概念》。上海：上海人民出版社。
愛理亞斯(Nobert Elias)著，鄭義愷譯，2007，《什麼是社會學》。台北：群學。
王宏仁主編，2014，《巷仔口社會學》。新北市：大家出版社。
何明修、劉鈐佑主編，2014，《人間社會學：24 則關於溫拿、魯蛇、大小確幸的生命故事》。台北：群學。

3. Main reference books (teachers’ main sources of content in class, not forced to buy, students decide on their own)
*Editors-in-chief Wang Zhenhuan and Qu Haiyuan, 2014, fourth edition of "Sociology and Taiwan Society". Taipei: Juliu.
P. Berger, co-translated by Huang Shuren and Liu Yaling, 1963, "Sociological Guidance—The Perspective of Humanistic Orientation".
Taipei: Juliu.
Written by Anthony Giddens, translated by Liao Renyi, 1992, "Introduction to Critical Sociology". Taipei: Tangshan.
Alex Inkeles, translated by Huang Ruiqi, 1985, "What is Sociology?" 》. Taipei: Juliu.
Cheng Lingfang, Lin Heling, Wu Jialing, 2001, "Seeing the Forest Again for the Trees: Sociology as a Life, Practice and Commitment". Taipei: Qunxue.
Bauman, Zygmunt, translated by Zhu Daokai, 2002, "Sociology Uses the Brain". Taipei: Qunxue.
Written by Chris Shilling & Philip Mellor, translated by Li Kang, 2009, "What is Sociology?" 》. Beijing: Peking University Press.
Written by Jean Cazeneuve, translated by Yang Jie, 2011, "Ten Major Concepts in Sociology". Shanghai: Shanghai People's Publishing House.
Nobert Elias, translated by Zheng Yikai, 2007, "What is Sociology". Taipei: Qunxue.
Editor-in-chief Wang Hongren, 2014, "Sociology of Xiangzikou". New Taipei City: Everyone Publishing House.
Editors-in-chief, He Mingxiu and Liu Qianyou, 2014, "Human Sociology: 24 Life Stories about Wen Na, Lu She, and Xiao Da Xing". Taipei: Qunxue.