顧名思義，這門課嘗試「翻轉」課堂參與者的思維，和對事情的認知。我們活在日常裡，原來的認知來自於日常，逐漸形成習以為常（包括上大學以前的教育，由於以考試為目的，養成了人們習於將現象框入標準答案，看似鼓勵人們發揮自我，卻因為總以似是而非的解釋輪迴來描述事物，因此實際上阻礙獨立思考）。這些習以為常、常識，甚至「知識」，有沒有問題？發現問題後又如何重新建立認知？是否有重新認識世界的可能呢？今天的世界、今天的台灣，究竟如何來到今天？有什麼意義呢？

為了處理這些議題，在課程內容上，將選取帶有歷史感的材料。但不同於「考試科目：歷史科」的作用，我們認為「歷史」不是「過去的事」，不是「與我無關的事」；反之，今日就是歷史後果，我們還要發現歷史沒有過去。在進行方式上，既然為了打開思辨、重整自己的認知，就必需倚靠大量的討論。除了討論，仍有兩篇隨堂心得，目的是以「表達」來讓參與者自我檢驗。除此以外，我們倚靠大量常見的、正因為常見所以容易為人所忽視的故事、電影、記錄片，以討論的方式進行有脈絡的深描與重讀。總歸一句話：翻轉定義、重建思辯的可能路徑的同時，也嘗試重新理解「現實」，思索「歷史」與「今日」之關聯。

實際的課程架構請參考環環相扣的各週主題、文本。內容包括殺人案、環境污染、白色恐怖、國際分工與壓迫、人的歧視、狹隘國族主義……等。這些材料，課堂參與者可能本來熟悉，也可能知道但沒看過，或者根本不知道。無論如何，本課程目的並不是創造另一個標準答案，而是拒絕填鴨式教育的「死背硬吞」、拒絕凡事「非此即彼」的二元認知模式，培養穿透事物表面因果的能力以跨越思考的誤區。我們需要修課者盡力尋找自己無法解答的部份，震盪自己的思想，但最終目標仍在於回到生活周遭、使知識有用，自我反省、反省人際及各種關係。（2016/06/3）

As the name suggests, this course attempts to "flip" the thinking and understanding of things among classroom participants. We live in daily life, and the original cognition comes from daily life and gradually forms a habit (including education before college, because it is for examination purposes, people are accustomed to framing phenomena into standard answers, which seems to encourage people to express themselves, but because they always describe things with specious explanations, it actually hinders independent thinking). Are there any problems with these common sense, common sense, and even "knowledge"? How to re-establish awareness after discovering the problem? Is it possible to re-understand the world? How did today's world and today's Taiwan come to be where they are today? What's the point?

In order to deal with these issues, materials with a historical feel will be selected in the course content. But different from the role of "examination subject: history", we believe that "history" is not "a thing of the past" or "something that has nothing to do with me"; on the contrary, today is the consequence of history, and we still have to discover that history has no past. In terms of the method of proceeding, in order to open up speculation and reorganize one's own cognition, it is necessary to rely on a lot of discussion. In addition to the discussion, there are also two lessons that are intended to allow participants to examine themselves through "expression". In addition, we rely on a large number of common stories, movies, and documentaries that are easily overlooked because of their commonness, and carry out contextualized in-depth descriptions and re-readings in the form of discussions. In a word: while reversing definitions and reconstructing possible paths of speculation, we also try to re-understand "reality" and think about the relationship between "history" and "today".

For the actual course structure, please refer to the interlocking themes and texts of each week. The contents include homicide, environmental pollution, white terror, international division of labor and oppression, human discrimination, narrow nationalism, etc. Class participants may be familiar with these materials, they may know them but have not seen them, or they may not know them at all. In any case, the purpose of this course is not to create another standard answer, but to reject the "rote learning" of cramming education, reject the binary cognitive model of "either/or" in everything, and cultivate the ability to penetrate the superficial cause and effect of things to overcome misunderstandings in thinking. We need course participants to try their best to find the parts they cannot answer and shake their minds, but the ultimate goal is to return to the world around them, make the knowledge useful, reflect on themselves, and reflect on interpersonal and various relationships. (2016/06/3)

教師自編，詳見各週

Compiled by the teacher, see each week for details