顧名思義，本課嘗試「翻轉」課堂參與者的思維、事情的認知。人活在日常裡，原來的認知來自於日常，逐漸形成習以為常（包括大學前教育：以考試為目的，養成習於將現象框入標準答案。這看似鼓勵發揮自我，卻因總以似是而非的解釋輪迴來描述事物，故實際上阻礙獨立思考）。習以為常、常識，甚至「知識」，有沒有問題？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、台灣，究竟如何來到今天？有什麼意義呢？
為處理這些，課程內容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，今天就是歷史後果，歷史就在我體內。既然為打開思辨、重整認知，就必需倚靠大量討論。我們倚靠常見的、正因常見所以容易為人忽視的故事、電影、記錄片，以討論來進行有脈絡的深描與重讀。除討論，仍有兩篇隨堂心得，目的是以書寫表達來讓參與者自我檢驗。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。
課程實際架構請參考環環相扣的各週主題、文本。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。但，看到議題時，能不能不要立即以社會上常見的方式判對錯？能否不落入二分？課程目的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，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。
在沒有系所資源支持的艱困處境下，以教育部默許「公、私立學校薪資脫鉤」的不到六百元時薪開課，但良心事業可受公評。舉例而言，修課者可能覺得不喜歡作業，殊不知課後改作業等同無薪工作。由於教師不惜血本、勞力與情緒勞力，有怨無悔，故也將要求嚴格，請特別留心無誠勿試。（2016/12/30）
Name: Thought, this course attempts to "transform" the thinking and knowledge of the participants in the class. When people live in daily life, their original knowledge comes from daily life and gradually forms the common sense (including pre-university education: for the purpose of exams, they cultivate the problem of framed phenomena into standard answers. This seems to encourage self-development, but because they always use speculative explanations to describe things, they actually hinder independent thinking). Are there any problems with thinking that it is constant, common sense, or even "knowledge"? How to re-establish knowledge? Is there a possibility of re-understanding the world? How did the world and Taiwan come to this day? What is the meaning?
To handle these, the course content will select historical materials. But unlike the role of "examination subject: history subject", we believe that "history" is not a thing of the past, not a thing of "no matter to me"; on the contrary, today is the consequence of history, and history is within me. Since we need to open up thinking and reorganize our knowledge, we must rely on a lot of discussion. We rely on common stories, movies, and records that are easily overlooked by people because of common views, and conduct in-depth and rereading in a discussion. In addition to discussion, there are still two separate lessons, with the purpose of writing to allow participants to experience themselves. 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. Including 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. But when you see the question, can you not immediately judge the wrong in a common way in society? Can you not fall into two parts? The purpose of the course is not to create another standard answer, but to reject the "deadly swallowing" of duck-style education, and to reject the binary perception of "either this or that" in everything, and to cultivate the ability to penetrate the surface cause and effect of things to transcend the errors 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.
In the difficult situation without the support of the department's resources, the course will be opened with less than 600 yuan of salary for "salary and private schools" by the Ministry of Education, but the conscience can be publicly evaluated. For example, students may feel that they don’t like work, but they don’t know that changing work after class is equivalent to unpaid work. Since teachers spare no effort, hard work and emotional strength, they have no regrets when they have complaints, so they will also be strict. Please be careful not to try it. (2016/12/30)
詳各周
Details of 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 | 上課公布 |
| 期末作業期末作業 Final operation |
20 | 上課公布 |
| 其他加分機制其他加分機制 Other bonus points mechanisms |
20 | 每篇參考閱讀都酌情加分 |
