心中燃著理想火燄的知識份子，在面對現實生活的庸俗、墮落與腐臭之時，總有準備焚燒一切舊習、創造新生的熱情在驅策他們；但是現實的社會結構--政治的力量、經濟的力量、人情的羈絆，就像葛藤般不斷地爬滿全身，遠比他們天真想像地還要來得巨大、複雜與沉重。就在與這面厚重的、不斷衍生的藤蔓對峙時，理念的火燄終不可避免地將回頭燃燒自身。在那烈燄的烤煉下，知識份子究竟當何去何從？此乃本課程所關心並嘗試解答的難題。
本課程主要在透過閱讀古典、現代乃至於所謂後現代的文學(及)作品，勾勒知識份子所面臨的困境及回應的方式:當他們遭遇了世俗利害的重重阻礙，或是來自於政治的、或是經濟的，乃至於制度本身，以致於理念不得遂行時，是如何面對隨之而來的抑鬱、憂憤、沮喪、虛無感，乃至於他們將採取何種作為，回應其滿腹知識都無法掌抗的人生挑戰。另外，則是透過分組討論的方式，要同學們觀察並思考現實中的現象：在所謂知識/資訊爆炸、高等教育普及的年代中，如何方可謂知識份子；如果吸收、生產知識，被前述的困境，蹂躪得既不神聖又無法高雅的話，那麼追求生產知識、成為知識份子，到能有多少意義與價值?The intellectuals whose ideals are burning in their hearts are always ready to burn all old things and create new life when facing the vulgarity, depravity and odor of real life; but the real social structure - the power of politics, the power of economy, and the detachment of human feelings - constantly crawling like a vine, far more huge, complex and heavy than their naive imagination. Just when confronting this thick and constantly growing vine, the burning of ideas will inevitably turn back and burn itself. Under that burning pot, where do intellectuals go? This is a difficult question that this course is concerned about and tried to answer.
This course mainly describes the difficulties faced by intellectuals and their responses through reading classical, modern and even post-modern literary works: when they encounter many obstacles from worldly interests, whether from politics, economic, or even the system itself, and so that ideas cannot be carried out, how do they face the depression, anxiety, frustration, and indifferentness that comes with it, and even what kind of actions they will adopt and respond to life challenges that cannot be resisted by their knowledge. In addition, through the way of group discussion, students should observe and think about the actual phenomena: in the era of so-called knowledge/information explosion and the popularization of higher education, how can intellectuals be called? If knowledge is absorbed and produced, and is trampled by the aforementioned dilemma, how much meaning and value can one have when pursuing the production of knowledge and becoming an intellectual?
陳映真
1990《我的弟弟康雄》。臺北：人間出版社
1990《唐倩的喜劇》。臺北：人間出版社
黃凡 2004《大學之賊》。臺北：聯經出版社
黃梵2011《第十一誡》。臺北：布拉格文化
魯迅20013《魯迅創作精選》。臺北：人間出版社
杜斯妥也夫斯基
2004《卡拉馬助夫兄弟們》。台北：志文出版社
2002《罪與罰》。臺北：遠景出版社
傑夫科林斯2002《海德格與納粹》。臺北：果實出版社
卡爾洛維茲 2007《1933: 一個猶太哲學家的德國回憶》。行人出版社
Brooks, David 2001《BOBO族：新社會精英的崛起》。臺北：遠流出版社
Furedi, Frank 2006《知識份子都到哪裡去了》。臺北：聯經出版社
Ball, Philip 2017《為第三帝國服務》。臺北：麥田出版社
Plato 1991《蘇格拉底之死》。臺北:書林出版社
Chen Yingzhen
1990 "My Brother Kang Xiong". Taipei: Renjian Publishing House
1990 "Tang Qian's Comedy". Taipei: Renjian Publishing House
Huang Fan 2004 "The Prospects of the University". Taipei: United Publishing House
Huang Fan 2011 "The Eleventh Class". Taipei: Prague Culture
Lu Xun 20013 "Lu Xun Creation Selection". Taipei: Renjian Publishing House
Dustoyevsky
2004 "Karama's Assistant Husband Brothers". Taipei: Zhiwen Publishing House
2002 "Crime and Determination". Taipei: Far Scenic Press
Jeff Collins 2002 "Heidegger and Nazi". Taipei: Guoli Publishing House
Carloviz 2007 "1933: A German Reminiscence of a Joseon Philosopher". Pedestrian Publishing House
Brooks, David 2001 "BOBO: The Rise of the New Society Elite". Taipei: Far-lift Publishing House
Furedi, Frank 2006 "Where have intellectuals gone?" Taipei: United Publishing House
Ball, Philip 2017 "Serve for the Third Reich". Taipei: Maitian Publishing House
Plato 1991 "The Death of Sucrates". Taipei: Booklin Publishing House
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 上課參與上課參與 Participate in class |
25 | 包括出席情況與議題討論積極程度 |
| 課堂報告課堂報告 Class Report |
30 | 就每週指定教材內容，進行小組報告並引導問題討論 |
| 閱讀摘要閱讀摘要 Read summary |
20 | 每次上課前需交指定教材的摘要或心得 |
| 期末報告期末報告 Final report |
25 | 學期報告，由教師指定主題 |
