本課程主要的教學目標在幫助同學辨識及確認當代逐漸或正在萌發當中的新興社會現象，並進行系統性的社會學考察。本課程不是未來學，而是見微知著的「趨勢索隱」。未來學涉及對未來的大膽想像與預測，主要的用意在於推估未來可能發生的事，但新興趨勢卻是已然或正在冒生的社會現象，而不是未發生之事。社會學向來擅長的是事後諸葛的後見之明，但對新生勃發的社會現象與時代脈動較缺少掌握與理解的能力。「趨勢社會學」課程設計的用意即在試圖糾偏與彌補此不足，本課程曾討論過的議題是「生活政治」、「美學經濟」、「反文化」與「酷美學」。本學期主要的核心關懷是「另類未來──真實烏托邦的叩問與求索」。
真實烏托邦？有沒有搞錯？沒錯！本課程的主要目的即是要探討未來真實烏托邦的追尋及其基進的社會學想像。烏托邦一詞，自從 Moore 的《烏托邦》一書以來，即成為對未來不可能實現理想的海市蜃樓之代名詞，因而烏托邦一詞乃帶有荒誕不經、空中樓閣的貶斥意味，甚至到 George Orwell 《1984》一書中更出現「反烏托邦」（dystopia）一詞。「烏托邦」這個詞由兩個希臘語的詞根組成：「沒有」（ou）和「地方、所處」（dopos），在拉丁文中是「子虛烏有之鄉」或「不存在的地方」之意。同時，因為「ou」與「eu」（美好）諧音，所以烏托邦一詞就兼有理想、美好、虛幻、飄邈兩方面的涵義，而展開了烏托邦論述的傳統。此傳統著眼於人的集體存在模式，是「真理」、「正義」、「自由」、「善良」、「幸福」等等的化身，深刻表達了人類企求解決矛盾，建立一個穩定、統一的理想社會之願望。然而，烏托邦一詞也同時具有批判和嘲諷之意，成了「空想」、「不切實際」的代名詞。如我們所知的，Marx 即以「烏托邦的社會主義」來嘲諷同時代的社會主義者，並宣稱他自己的理論學說才是「科學的社會主義」。因此，烏托邦一詞就像希臘的雙面神 Janus 一樣，表達了「美好的願望而沒有現實基礎」之困惑，揭示了理想與現實，此一人類始終面對的基本矛盾。（完整版請見紙本授課大綱）The main teaching goal of this course is to help students identify and confirm emerging social phenomena that are gradually or emerging in contemporary times, and to conduct systematic sociological investigations. This course is not futurology, but "trend discovery" that is based on subtle insights. Futurology involves bold imagination and prediction of the future, and its main purpose is to estimate what may happen in the future. However, emerging trends are social phenomena that have already occurred or are emerging, rather than things that have not yet happened. Sociology has always been good at hindsight, but it lacks the ability to grasp and understand emerging social phenomena and the pulse of the times. The purpose of the course design of "Trend Sociology" is to try to correct and make up for this shortcoming. The topics discussed in this course are "life politics", "aesthetic economy", "counter culture" and "cool aesthetics". The main core concern of this semester is "Alternative Futures—Inquiry and Exploration of Real Utopias."
Real utopia? Was there any mistake? That's right! The main purpose of this course is to explore the pursuit of a real utopia in the future and its radical sociological imagination. Since Moore's book "Utopia", the word "utopia" has become synonymous with the mirage of an impossible future ideal. Therefore, the word "utopia" has a derogatory connotation of absurdity and castles in the air, even to George Orwell's "1984" The word "dystopia" even appears in one book. The word "Utopia" is composed of two Greek roots: "nothing" (ou) and "place, location" (dopos). In Latin, it means "nowhere" or "a place that does not exist." At the same time, because "ou" and "eu" (beautiful) are homophonic, the word utopia has two meanings: ideal, beautiful, illusory, and ethereal, thus launching a tradition of utopian discussion. This tradition focuses on the collective existence of human beings and is the embodiment of "truth", "justice", "freedom", "kindness", "happiness", etc. It profoundly expresses human beings' desire to resolve conflicts and establish a stable and unified ideal. society's aspirations. However, the word utopia also connotes criticism and ridicule, and has become synonymous with "utopia" and "unrealistic". As we know, Marx used "utopian socialism" to ridicule socialists of his generation and claimed that his own theoretical doctrine was "scientific socialism". Therefore, the word Utopia, like the Greek double-faced god Janus, expresses the confusion of "good wishes without a basis in reality" and reveals the basic contradiction between ideals and reality, which humans have always faced. (For the complete version, please see the paper syllabus)
主要書目
林宗弘、洪敬舒等著，2011，《崩世代－財團化、貧窮化與子女化的危機》。台北：台灣勞工陣線協會。
Erik Olin Wright著，黃克先譯，2015，《真實烏托邦》。台北：群學。
馬克思著，劉名揚譯，2011，《圖解資本論》。台北：漫遊者文化。
延伸閱讀
社企流著，2014，《社企力！社會企業=翻轉世界的變革力量。用愛創業，做好事又能獲利！》。台北：果力文化。
威廉˙艾格斯、保羅˙麥克米蘭著，李大川譯，《政府失能下的新經濟革命》。台北：商周出版。
何榮幸等著，2011，《我的小革命˙顛覆主流》。台北：八旗文化。
何榮幸等著，2011，《我的小革命˙永續生活》。台北：八旗文化。
胡哲生等著，2013，《我們的小幸福、小經濟－9個社會企業熱血˙追夢實戰故事》。台北：新自然主義、幸福綠光股份有限公司。
洪貞玲著，2015，《我是公民也是媒體：太陽花與新媒體實踐》。台北：網路與書出版。
卡爾˙弗蘭克爾、艾倫˙布隆伯格著，吳書榆譯，2014，《如何打造社會企業－以人為本的新商機，幸福經濟帶來大收益》。台北，時報文化。
夏露萍著，劉冉譯，2014，《真正的問題解決者：社會企業如何用創新改變世界》。北京：中國人民大學出版社。
亞希夫．多拉、狄波．巴魯亞著，洪鑫譯，2007，《尤努斯與鄉村銀行：創造免於貧窮的世界》。台北：寶鼎。
Main bibliographies
Lin Zonghong, Hong Jingshu, et al., 2011, "The Collapse of Generations - The Crisis of Conglomeration, Poverty and Familialization". Taipei: Taiwan Labor Front Association.
Written by Erik Olin Wright, translated by Huang Kexian, 2015, "Real Utopia". Taipei: Qunxue.
Marx, translated by Liu Mingyang, 2011, "Illustrated Capital". Taipei: Wanderer Culture.
Further reading
Social Enterprise Flow, 2014, "Social Enterprise Power!" Social Enterprise = the transformative force that turns the world around. Start a business with love, do good things and make profits! 》. Taipei: Guoli Culture.
Written by William Eggers and Paul MacMillan, translated by Li Dachuan, "The New Economic Revolution under Government Failure". Taipei: Shangzhou Publishing House.
He Honor, 2011, "My Little Revolution: Subverting the Mainstream". Taipei: Eight Banners Culture.
He Honor, 2011, "My Little Revolution: Sustainable Life". Taipei: Eight Banners Culture.
Hu Zhesheng et al., 2013, "Our Little Happiness, Small Economy - 9 Passionate and Practical Stories of Dream Pursuing by Social Enterprises". Taipei: New Naturalism, Happy Green Light Co., Ltd.
Hong Zhenling, 2015, "I am a citizen and also a media: Sunflower and New Media Practice". Taipei: Internet and Book Publishing.
Written by Karl Frankl and Alan Bloomberg, translated by Wu Shuyu, 2014, "How to Build a Social Enterprise - New Business Opportunities Based on People-centeredness, Happiness Economy Brings Big Benefits". Taipei, Times Culture.
Written by Xia Luping, translated by Liu Ran, 2014, "Real Problem Solvers: How Social Enterprises Use Innovation to Change the World." Beijing: Renmin University of China Press.
Asif. Dora, Deborah. Barua, translated by Hong Xin, 2007, "Yunus and Grameen Bank: Creating a World Free from Poverty". Taipei: Baoding.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與討論課堂參與討論 Participate in class discussions |
10 | （缺課三次者請自動退選本課程） |
| 每週指定讀本、課堂報告每週指定讀本、課堂報告 Weekly assigned readings and class reports |
15 | |
| 小組負責延伸閱讀導論報告小組負責延伸閱讀導論報告 The group is responsible for the extended reading introductory report |
15 | |
| Issue MemosIssue Memos issue memo is |
60 | （缺交三次以上者請自動退選本課程） |
