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）Namely, this class tests "transform" the thinking of participants and their understanding of things. We live in daily life, and the original knowledge comes from daily life, gradually forming a common sense (including the education before going to university, which, because of the purpose of exams, has grown into people who frame the phenomenon in standard answers, which seems to encourage people to develop themselves, but because they always use speculative explanations to describe things, they actually hinder independent thinking). Are there any problems with these actions as constant, common sense, or even "knowledge"? How to re-establish knowledge after discovering the problem? Is there a possibility of re-understanding the world? How did the world today and Taiwan today come to this day? What is the meaning?
In order to deal with these questions, materials with a sense of history will be selected in terms of course content. But unlike the role of "examination subject: history subject", we believe that "history" is not "a thing from the past" or "a thing that has nothing to do with me"; on the contrary, today is the consequence of history, and we still have to find that history has not been past. In terms of how to conduct, since you have to open your thinking and reorganize your own knowledge, you must rely on a lot of discussion. In addition to discussion, there are still two separate lessons, with the purpose of "expression" to allow participants to experience themselves. In addition, we rely on a large number of common stories, movies, and records that are easily overlooked by people because of common views, and conduct in-depth descriptions and rereads in a discussion manner. In summary, I have translated the definition and rebuild the possible paths of thinking, and try to re-understand "reality" and think about the relationship between "history" and "today".
For the actual course structure, please refer to the interlocking weekly topics and texts. Contents include murder cases, environmental pollution, white terror, international division of labor and pressure, human discrimination, narrow nationalism... etc. The class participants may be familiar with these materials, or they may have known them but have not read them, or they have not known them at all. Regardless, the purpose of this course is not to create another standard answer, but to reject the "deadly swallowing" of duck-style education and the binary recognition model of "either this or that" in everything, and to cultivate the ability to penetrate the surface cause and effect of things to transcend the mistakes of thinking. We need students to try their best to find parts that they cannot answer and shake their thoughts, but the ultimate goal is to return to life, make knowledge useful, and reflect on themselves and the human and various relationships. (2016/06/3)
教師自編，詳見各週
The teacher will learn about each week
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 上課參與（參與討論與發言思辯）上課參與（參與討論與發言思辯） Participate in class (participate in discussions and comments) |
40 | 每缺席一次扣總成績十分，至40％為止 |
| 閱讀心得兩次閱讀心得兩次 Read experience twice |
20 | 未達「C級」即不合格 |
| 期中作業期中作業 Midterm operation |
20 | |
| 期末作業期末作業 Final operation |
20 | |
| 其他加分機制其他加分機制 Other bonus points mechanisms |
20 |
