這門課的第一個要求是詳細閱讀各程大綱；並請修課者妥善保存。
顧名思義，課程目的是「翻轉」課堂參與者的思維與認知。舉凡日常生活中的「常識」、你過去學習的「知識」，都是我們要晃動的範圍。大學前的主流教育，若以考試升學為目的，易養成以「對」、「錯」的二元方式想事情；看似訓練判斷，實際上忽略探索事物的發生過程，反而無法接近根源、無法有效判斷，導致人們失去了獨立思考的能力。我們要做的，不僅是拋棄二元方式，還要訓練從事物本身出發，而不是觀念先行、概念橫飛。
習以為常、常識，甚至「知識」本身有沒有問題？把你看到的事情統統塞入自己的認知框架，就理解了嗎？我們還要訓練發現陌生與未知事物，避免習慣性地把事物丟入自己「已知」世界。只有不斷發現未知、嘗試面對、理解、解釋未知，才是思考的開始。而知識又客觀嗎？如何重新建立認知？是否有重新認識世界的可能呢？為了處理這些問題，我們將從歷史的角度進行回應、拆解今日世界。
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，今天就是一連串歷史「關係」的結果，歷史就在我體內。為了打開思辨、重整認知，課程進行也就必需倚靠大量討論。討論不是為了個人主觀意見辯論，恰恰相反，是從發言中察覺疑問。課程也將倚靠常見的、卻易為人忽視的故事、電影、記錄片，進行有脈絡的深描與重讀。除了討論，仍有兩篇隨堂心得，目的與討論一樣，不是為了要修課者針對一件事情發表個人主觀評價，而是，期待修課者在閱讀、書寫的過程尋找自己的疑惑與不理解。換句話說，討論、心得，都是自我檢驗。總歸一句話：翻轉定義、重建思辯的可能路徑，同時也嘗試重新理解「現實」，思索「歷史」與「今日」之關聯，並重建思考未來的可能。
進度參考各週，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。參與者可能很熟悉某些議題，真正的挑戰也在於，如何不要以熟悉的方式討論、認識？能不能不要立即以常見的方式「非此即彼」判對錯？課程目的也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」、培養穿透事物表面因果的能力，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，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」的低「時薪」開課，但良心事業可受公評。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。（2017/5/15）
The first requirement of this course is to read the major issues in detail; and the students are asked to keep them properly.
The purpose of the course is to "translate" the thinking and knowledge of the class participants. All the "common knowledge" in daily life and the "knowledge" you have learned in the past are all areas where we want to shake. If mainstream education before college is aimed at exam and upgrading, it is easy to think about things in a binary way of "opposite" and "error"; it seems to be a training judgment, but actually ignores the process of exploring things, but instead cannot get close to the root cause and cannot effectively judge, which leads to people losing the ability to think independently. What we need to do is not only to abandon the binary method, but also to train the development of things themselves, rather than to take the lead in thinking and fly in concepts.
Do you think it is common, common sense, or even "knowledge" itself? Do you understand by stuffing what you see into your own cognitive framework? We also need to train to discover strange and unknown things, and avoid habitually placing things into our own "known" world. Only by constantly discovering the unknown, trying to understand, and explaining the unknown is the beginning of thinking. And is knowledgeable and objective? How to re-establish knowledge? Is there a possibility of re-understanding the world? In order to deal with these problems, we will respond and dismantle today's world from a historical perspective.
Unlike the role of "examination subject: history subject", we believe that "history" is not a thing of the past, not a thing of "no relation to me"; on the contrary, today is the result of a series of historical "related relationships", and history is within me. In order to open up thinking and reorganize knowledge, the course must rely on a lot of discussion. Discussion is not for the purpose of personal opinion and opinion, but on the contrary, it is to observe doubts from the words. The course will also rely on common and overlooked stories, movies, and recordings to conduct continual in-depth descriptions and rereads. In addition to discussion, there are still two separate lessons, the purpose is the same as the discussion. It is not to ask the students to give their own opinions on one thing, but to look forward to the students looking for their own doubts and disunderstandings in the process of reading and writing. In a sentence, discussions and experiences are all self-examination. I summarized a sentence: Translate definitions and rebuild the possible paths of thinking, and at the same time try to re-understand "reality", think about the relationship between "history" and "today", and rebuild the possibility of thinking about the future.
The progress is referenced every week, including murder cases, environmental pollution, white terror, international division of labor and pressure, human discrimination, narrow nationalism... etc. Participants may be familiar with certain issues, and the real challenge is also about how not to discuss and recognize them in a familiar way? Can you not immediately make a mistake in the common way "either this or that"? The purpose of the course is not to create another standard answer, but to reject the "dead-being swallow" of duck-style education, cultivate the ability to penetrate the surface cause and effect of things, and to transcend the mistakes of thinking. We need students to try their best to find parts that they cannot answer, shake their thoughts, and their 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 the low "salary salary" of "public and private school salary deduction" by the Ministry of Education, but the conscience can be publicly evaluated. 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. (2017/5/15)
見各週
See every 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 |
