本課程從社會科學與文化研究的取向，考察都市空間與社會文化的關係，同時藉由參考並分析影像來幫助我們認識紐約、巴黎、洛杉磯、東京、香港與台北等當代國際型都市的獨特面貌，更進一步探討影像生產與城市文化相互參照與彼此建構的密切關聯。
本課程期望以活潑、富批判意識的方式，以性別、地景、圖像與(動態)影像等主題，選讀相關參考書籍，探討都市這個微型社會的空間政治與文化論述等議題。本課程也透過各種動靜態影像的賞析，探討影像生產與城市空間的認知與體驗之間的辯證關係，並藉以培養人文關懷與反思。This course examines the relationship between urban space and social culture from the orientation of social science and cultural research. At the same time, through reference and analysis of images, we can help us understand the unique appearance of contemporary international cities such as New York, Paris, Los Angeles, Tokyo, Hong Kong and Taipei, and further explore the close relationship between image production and urban culture and their mutual reference and mutual construction.
This course expects to use a lively and critical way to select related reference books to explore spatial politics and cultural arguments of this micro society in a lively and critical way. This course also explores the verification relationship between image production and urban space and the verbal experience through the analysis of various static images, and cultivates humanistic concerns and reflections.
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
The general course is different from the professional course, and it focuses on guiding students to actively care, explore and understand the ultimate value and wisdom of human beings. At the same time, the knowledge provided by the general course is not the purity of the professional course, but the basic knowledge with a strong sense of reality. Our school has established four basic qualities for general education based on the concept of creating school traditions, school training and management: seeking truth, trustworthiness, striving for general education, and implementing the ideal of general education in our school in a specific way. I hope that students of this school can develop the spirit of independent learning, and under the guidance of general course teachers, they will gradually cultivate their basic qualities of general education, and look forward to finally learning. Various basic qualities are cultivated and have specific indicators for self-verification of teaching and learning results. They are divided into the following: Truth-seeking and nourishing (nature domain): 1. Learn the methods or philosophy of natural sciences to explore the subtleties of physics and the world of life, 2. Develop the spirit of doing things, 3. Be able to participate in public affairs related to scientific topics. Relief and nourishment (humanity field): 1. Learn the humanistic spirit to explore the deep value of inner self and leading human civilization, 2. Develop self-discipline spirit, 3. Be able to use rationality to conduct moral reasoning. Practice and cultivate (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Accept and respect for diversity and differences, 3. Realize the spirit of democratic review. Hongtong basic cultivation (cross-domain): 1. Pursuing the overall value of human beings, 2. Integrating truth-seeking, trustworthiness, and action in personal life. Courses in various fields can be selected across learning performance indicators without being restricted.
Lawrence Block。《八百萬種死法》。臉譜，2014年
Edward Glaeser。《城市的勝利》。時報出版，2012年
Joel Kotkin。《城市的歷史》。左岸文化，2006年
Doug Saunders。《落腳城市：最終的人口大遷徙與世界的未來》。麥田，2011年
Richard Sennett。《肉體與石頭：西方文明中的人類身體與城市》。麥田，2003年
殷寶寧。《情欲、國族、後殖民：誰的中山北路？》。左岸文化，2006年
五十嵐太郎。《關於現代建築的16章》。田園城市，2013年
五十嵐太郎、磯達雄。《我們夢想的未來都市》。田園城市，2014年
台灣國際勞工協會。《凝視驛鄉VOYAGE15840：移工攝影集》。INK印刻，2008年(二版)
吉見俊哉。《博覽會的政治學》。群學，2010年
吳鄭重。《廚房之舞：身體與空間的日常生活地理學考察》，聯經，2010年
呂紹理。《展示臺灣：權力、空間與殖民的形象表述》。麥田，2005年
李志銘。《單聲道：城市的聲音與記憶》。聯經，2013年
阮義忠。《台北謠言》。行人文化，2012年
宮部美幸。《理由》。台北，臉譜，2008年(新訂版)
宮部美幸。《無名毒》。台北，獨步文化，2008年
施植明。《柯布》。台北，商周出版，2015年
鹿島茂。《想要買馬車：19世紀巴黎男性的社會史》。台北，如果，2013年
黃孫權。《綠色推土機》。獨立媒體，2012年
葉素科。《芝加哥學派》。遠流，1993年
吳毅平。《台北人》。時報，2014年
荒木經惟。《走在東京》。麥田，2010年
陳敬寶。《片刻濃妝》。桂冠，2003年
Lawrence Block. "Eight million ways to die". Face, 2014
Edward Glaeser. "The City's Victory". Times Publishing, 2012
Joel Kotkin. "The History of the City". Left Bank Culture, 2006
Doug Saunders. "City of Falling Foot: The Final Population Transfer and the Future of the World". Maitian, 2011
Richard Sennett. "The Meat and the Stone: Human Body and the City in Western Civilizations". Maitian, 2003
Yin Baoning. "Lens, Nationality, Post-colonial: Whose North Zhongshan Road? 》. Left Bank Culture, 2006
Fifty Taro. "Chapter 16 About Modern Architecture". Garden City, 2013
Izuka Taro and Tatsuo. "The Future City We Dream". Garden City, 2014
Taiwan International Workers Association. "Voyage VOYAGE15840: Migrant Works Photo Collection". INK Printing, 2008 (Second Edition)
Good luck. "Politics of the Expo". Group Studies, 2010
Wu Zhengzhong. "Dance in the Kitchen: A Geography of the Daily Life of the Body and Space", Joint, 2010
Reason. "Demonstration of Taiwan: Image Expression of Power, Space and Coloniality". Maitian, 2005
Li Zhiyan. "Single: City's Sound and Memory". Joint, 2013
Ruan Yizhong. "Taipei Yueyan". Pedestrian Culture, 2012
Miyabe Miyuki. "reason". Taipei, Face, 2008 (new edition)
Miyabe Miyuki. "Unknown Poison". Taipei, Independent Culture, 2008
Implantation. "Cobb". Taipei, Published by Shang and Zhou, 2015
Shiro Kashima. Want to buy a car: Social history of men in Paris in the 19th Century. Taipei, if, 2013
Huangsun rights. "Green Bulldozer". Independent Media, 2012
Yesufaliaceae. "Chicago School". Far, 1993
Wu Yiping. "Taipei Man". Time, 2014
Araki is very beautiful. "Walking in Tokyo". Maitian, 2010
Chen Jingbao. "A moment of makeup". Laurel, 2003
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 到課率到課率 Class Rate |
40 | |
| 期中書面報告期中書面報告 Midterm written report |
40 | 兩篇各20% |
| 期末口頭或書面報告期末口頭或書面報告 Final oral or written report |
20 | 擇一進行 |
