在這個1980年代中期以來逐漸由過去「選舉中心」投票民主轉向以「討論為中心」的社會中，主張公民應透過知情、理性、平等之社會溝通後參與集體決定的審議民主，要求公民更細緻地進行文化詮釋並介入社會行動。韋伯（Weber, M.）認為「行動是社會的，是行為的個體將主觀意義賦予在行動上、考慮他人的行為，並在行動過程中指向他人。」然而，在行動之前的行為個體主觀意義如何形成，仰賴行動者的文化詮釋能力。本課程邀請修課學生藉由文化表徵的分析與詮釋（analysis and interpretation of cultural representations）學習理解人們如何理解自身及其所處的社會，並且練習批判性地提出關於文化詮釋的見解，期能更適切地評估自身的位置與可能可以採取的社會行動策略。以近年來在臺中市與公民日常生活密切相關的「參與式預算」、「新移民/移工」、「抵抗都市更新」、「食農」等議題為對象，本課程提供修課修課學生進行文化詮釋與社會行動實作，並依據「問題研析、實作方法、批判反思」三階段進行。修課學生將多次至臺中市博物館與審議民主現場參與活動或上課，藉此體悟文化與公民行動的關聯，並對社會現況提出批判，檢視社會行動在臺中市之實踐及其更多的可能性。因此，文化詮釋既是本課程內容，同時也是問題意識，而社會行動作則為方法，一方面促進修課同學理解社會現實，另一方面則鼓勵其對臺灣社會問題背後的文化詮釋提出社會學批判。In this society that has gradually shifted from a "centered" voting democracy in the past to a "discussion-centered" society, citizens should participate in collectively determined review democracy through informed, rational and equal social communication, requiring citizens to conduct cultural discussions more carefully and intervene in social actions. Weber (M.) believes that “action is social, and that the individual of action equates to the individual’s behavior in action, considering the behavior of others, and pointing to others in the process of action.” However, how the individual’s conception formed before action is to relied on the cultural sensibility of the actors. This course invites students to learn how people understand themselves and their society, through analysis and interpretation of cultural representations, and practice critically proposing cultural interpretations, in order to more appropriately evaluate their location and social action strategies that may be adopted. Taking the topics of "participation budget", "new immigration/immigrants", "resistance to urban renewal", and "food farming" in recent years in Taichung City, etc., the course provides students with cultural discussion and social action practices, and is conducted in three stages: "question analysis, practical methods, and critical reflection". Students will go to the Taichung Museum to participate in activities or attend classes at the review of democratic venues, so as to understand the relationship between culture and civic action, and criticize social situations, and examine the reality of social action in Taichung City and its more possibilities. Therefore, cultural commentary is both the content of this course and also the concept of problem. Social action is a method. On the one hand, it promotes students to understand social reality in the course, and on the other hand, it encourages them to propose social criticism of the cultural commentary behind Taiwan’s social problems.
1. 王嵩山，2015，《博物館、思想與社會行動》。臺北市：遠足文化。
2. C. Wright Mills著，張君玫、劉鈐佑譯，1995，《社會學的想像》。臺北市：巨流。
3. 2015，《30雜誌：社會設計的18個創新》，臺北市：遠見天下。
1. Wang Songshan, 2015, "Museum, Thoughts and Social Actions". Taipei City: Far-friendly culture.
2. C. Wright Mills, Zhang Junmei and Liu Yueyoulu, 1995, "Imagination of Social Science". Taipei City: Juliu.
3. 2015, "30 Magazines: 18 Innovations in Social Design", Taipei City: See the World.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時出席與課堂暨參訪討論平時出席與課堂暨參訪討論 Attendance and class and visit discussions |
20 | 課堂出席與討論，及所有參訪過程的參與程度，均列入平時成績計算之中。若因故不克出席，務必於上課時間開始前9小時，事先向授課教師及同組組員請假。 |
| 小組報告一「批判閱讀」小組報告一「批判閱讀」 The group report a "critical reading" |
30 | 原則上由2-3人共組小組，各組協調後於指定閱讀教材中，擇一進行深度導讀，整理出作者觀點與立場，並進行社會學評論。此作業著重具體呈現小組成員批判閱讀文獻的成果，學習系統性論點及其思想啟發，並提出質疑或修正建議。 |
| 小組報告二「實作參與」小組報告二「實作參與」 Group Report 2 "Practical Participation" |
50 | 各小組須積極參與「臺中市參與式預算」、「關懷移工」、「食農實踐」、「博物館展示」等或其他議題的訪調與活動，以此為基礎，對照批判閱讀進行社會學反思，整理出實際參與過程的社會行動批判觀察心得。 |
