「解嚴以來……」、「戰後以來……」，這些流行於台灣社會人文學界的敘事起首語，徵候性地表達了當代學術界關於歷史與時間的意識與無意識，反映了這個時代的一個深刻矛盾：一方面「日本因素」遍佈於日常生活、心靈感受與政治經濟各個層面，另一方面卻又找不到足以與之匹配的學術與思想關注，以及更符合歷史真實的歷史意識。這是否意味了台灣當代知識界對於「台灣」的認識，存在著某種深刻的缺陷呢？
另一方面，已經成為「顯學」的台灣史研究，以我欠學的感受，似乎承擔了過於工具的、過於立即的民族國家打造的政治使命，從而接受了這個政治使命下的史觀，以及這個史觀背後的龐大知識系統。要以這個定型化的知識系統來面對包括台灣在內的東亞區域的複雜歷史與文化，應該是會讓求知者恆常面臨一種深刻的無力感；無法產生一種能讓人通情達理地、不削足適履地認識台灣的知識與常民感覺。台灣持續且加深的內在分裂，無言地說明了既存的只為自我確認的台灣史的失敗。
因此，「重新認識台灣」不只是一個政治問題，更也是一個知識問題。這學期的課程首先將重新認識的工作集中在那台灣與現代的首度深刻邂逅之時──即日本殖民時期。希望透過對於這段殖民歷程的回顧，重新找到認識當今台灣問題的某些被忽視或遺忘的契機。
然而，「日本殖民台灣」勢必不能只透過「台灣」的尺度格局來看，必需也要透過對「殖民」與「帝國」這樣的二十世紀現代構造的掌握進行，也必需對非西方國家或文明如何抵抗帝國與殖民的歷程有所掌握。因此，「重新認識台灣」 必然是一個區域史的、全球史的認識工作。在某種意義上說，沒有英法德美這些老牌帝國主義的殖民史的參照，我們可能也無法真正完全掌握日本的殖民與帝國構造，但這些工作留待以後吧。我們首先最可能有效掌握的還是東亞區域的歷史。如何將「重新認識台灣」的工作置放在一個東亞的區域內，並以這樣的區域視野和二十世紀全球史的視野結合起來，尋求思想出路，是本課程的一點企圖。
這是「重新認識台灣」一系列課程的第一門課。照目前的規劃，下一門課是關於日本殖民時期的「語言政策」、「文學」、「認同與心靈工程」等方面。
"Since the rigorous interpretation...", "Since the war...", these first words that were popular in Taiwan's social and humanities circles express the contemporary academic community's consciousness and inadvertent understanding of history and time, reflecting a profound contradiction in this era: on the one hand, "Japanese factors" are everywhere in every aspect of daily life, spiritual feelings, and political economy. On the other hand, they cannot find academic and ideological concerns that match them, as well as historical consciousness that is more in line with the truth of history. Does this mean that there is a profound flaw in the contemporary intellectual community in Taiwan’s understanding of “Taiwan”?
On the other hand, the Taiwan history research that has become "discovery" seems to have inherited the political mission that has been instrumental and immediately created by the national state, and has accepted the historical view under this political mission and the great knowledge system behind this historical view. To meet the complex history and culture of the Eastern Asia region including Taiwan with this stereotyped knowledge system, it should allow those who seek knowledge to face a profound sense of powerlessness; they cannot generate a sense of knowledge and common people that can make people understand Taiwan in a reasonable and reasonable manner. Taiwan's continuous and deepening internal divisions have illiterately explained the existing failure of Taiwan's history that is only for self-recognition.
Therefore, "re-understanding Taiwan" is not only a political problem, but also an intellectual problem. This course first focused the recognizing work on the first profound encounter between Taiwan and the modern era—that is, the Japanese colonial period. We hope to find some neglected or forgotten deeds that recognize the current Taiwan problem through reviews of this colonial journey.
However, the "Japanese colonization of Taiwan" must not be seen only through the scale of "Taiwan", but also through the mastery of the modern structure of 20th century like "colonization" and "imperial", and also must have some understanding of how non-Western countries or civilizations resist the imperial and colonization process. Therefore, "re-understanding Taiwan" must be a regional and global history recognition work. In a certain sense, without reference to the colonial history of the old imperialist empires such as Britain, France, Germany and the United States, we may not be able to truly fully grasp the colonial and imperial structure of Japan, but these work will be left to the future. First of all, what we are most likely to master is the history of the Eastern Asia region. How to place the work of "re-understanding Taiwan" in an area of East Asia, and combine this regional perspective with the perspective of the 20th century global history to seek a way out is a plan of this course.
This is the first course in a series of courses in "Re-Acquaintance of Taiwan". According to the current plan, the next course is about "language policy", "literature", "consensus and spiritual engineering" during the Japanese colonial period.
依各週進度
According to weekly progress
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與及期末報告課堂參與及期末報告 Class Participation and Final Report |
100 |
