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 syllabus of each course in detail; and please keep it properly.

As the name suggests, the purpose of the course is to "flip" the thinking and cognition of classroom participants. All the "common sense" in daily life and the "knowledge" you have learned in the past are the areas we need to shake. If the mainstream education before college is aimed at taking exams to advance to higher schools, it is easy to develop a binary way of thinking about things as "right" and "wrong". It seems to train judgment, but in fact it neglects to explore the process of things happening. On the contrary, it is impossible to get close to the root cause and make effective judgments, causing people to lose the ability to think independently. What we need to do is not only to abandon the dualistic approach, but also to train to start from the things themselves, rather than concepts first and concepts flying everywhere.

Is there anything wrong with common sense, common sense, or even “knowledge” itself? Just put everything you see into your own cognitive framework and you will understand it? We also need to train to discover strange and unknown things and avoid habitually throwing things into our "known" world. Only by constantly discovering the unknown and trying to face, understand, and explain the unknown can thinking begin. And is knowledge objective? How to re-establish awareness? Is it possible to re-understand the world? In order to deal with these issues, we will respond to and dismantle today's world from a historical perspective.

Different from the role of "Examination Subject: History", we believe that "history" is not something in the past, nor something that "has nothing to do with me"; on the contrary, today is the result of a series of historical "relationships", and history is within me. In order to open up thinking and reorganize cognition, the course must rely on a lot of discussion. Discussion is not about debating personal subjective opinions. On the contrary, it is about detecting doubts from the speeches. The course will also rely on common but easily overlooked stories, movies, and documentaries to provide contextual in-depth descriptions and re-readings. In addition to the discussion, there are still two essays on class experience. The purpose is the same as the discussion. It is not to ask the course students to express their personal subjective evaluation of one thing, but to expect the course students to find their own doubts and incomprehensions in the process of reading and writing. In other words, discussions and insights are all self-examination. In a word: flip the definition, reconstruct the possible path of speculation, and at the same time try to re-understand "reality", think about the connection between "history" and "today", and reconstruct the possibility of thinking about the future.

The progress is based on each week, including homicide, environmental pollution, white terror, international division of labor and oppression, human discrimination, narrow nationalism, etc. Participants may be familiar with certain issues, and the real challenge lies in how to avoid discussing and recognizing them in familiar ways. Can we not immediately judge right or wrong in the usual "either/or" way? The purpose of the course is not to create another standard answer, but to reject the "memorization" of cramming education, cultivate the ability to penetrate the superficial cause and effect of things, and overcome misunderstandings in thinking. We need course participants to try their best to find the parts that they cannot answer and shake their minds. The ultimate goal is to return to the world around them, make the knowledge useful, reflect on themselves, and reflect on interpersonal and various relationships.

In a difficult situation without the support of departmental resources, classes are started at a low "hourly wage" with the Ministry of Education's tacit approval of the "decoupling of public and private school salaries", but conscientious undertakings can be publicly criticized. Since teachers do not hesitate to spend money, labor and emotional labor, and have no complaints or regrets, the requirements will also be strict. Please be particularly careful and do not try without sincerity. (2017/5/15)

見各週

See you every week