（一）從叩問啟蒙到反思啟蒙
　　1783年，Johann Friedrich Zöllner在發表於《柏林月刊》的文章註腳中，提問「什麼是啟蒙？」隨後，Immanuel Kant在同一月刊中撰文〈回答這個問題：什麼是啟蒙？〉回覆，也為此問題定調。18世紀末一系列關於啟蒙的議論，大多環繞著概念的界定與釐清，若干討論直至法國大革命方才停歇。
　　啟蒙的議題在20世紀重啟，除了考察18世紀啟蒙運動的政治與社會根源，及其在不同地方的差異發展外，對於啟蒙運動的質疑與反省也相應產生。Jean Améry的提問指出了啟蒙運動在20世紀招致的挑戰與困局：「啟蒙運動變成了思想史上的一個遺產，至多只是供學者們勤奮地加以發揮，但毫無成果，這究竟是怎麼回事呢？什麼可悲的過失把我們帶到這一點，竟然使得現代思想家不敢採用（除了在令人詛咒的引號之內）進步、教化和理性這樣的概念？」
（二）《啟蒙的辯證》
　　Max Horkheimer與Theodor W. Adorno合撰的《啟蒙的辯證》一書，便是批評啟蒙運動及其思想的一種嘗試，也是本學期的主要研讀文本。書中分別從概念、神話史、道德、文化、反閃族主義等面向來考察啟蒙的問題。藉以追問：為何啟蒙運動試圖擺脫神話的支配，卻反而辯證地使自身成為神話？啟蒙理性如何走向自身的對立面？
　　Horkheimer與Adorno在二戰流亡美國時期開始撰寫此書，1944年完成初稿，1947年在阿姆斯特丹正式出版（補充〈反閃族主義的元素〉最後一節），1969年再版。這本晦澀的經典，不僅是法蘭克福學派批判理論的重要展現，更涉及哲學、社會學、心理學、歷史學、政治學等諸多知識面向。此外，啟蒙運動也被視為「現代性」此一社會學關鍵議題的重要根源，如何在社會理論的脈絡中梳理此書，亦是本課程的核心旨趣。
　　本課程擬透過一學期的課程規劃，來研讀本書。教師每週排定的閱讀進度，在篇幅上不算繁重，但若要相對扎實地掌握文本內容，則需要仰賴同學們在課前預習與課堂討論的積極主動。希望同學們能展現Kant提出的啟蒙座右銘：「勇於求知！」，並以此前提來反思啟蒙與自身。

(1) From asking about enlightenment to reflecting on enlightenment
In 1783, Johann Friedrich Zöllner asked "What is Enlightenment?" in the footnote of an article published in the Berliner Zeitung. Subsequently, Immanuel Kant wrote an article in the same monthly magazine "Answering the question: What is Enlightenment?" >The reply also sets the tone for this issue. A series of discussions about the Enlightenment at the end of the 18th century mostly revolved around the definition and clarification of concepts, and some discussions did not stop until the French Revolution.
The topic of Enlightenment was revived in the 20th century. In addition to examining the political and social roots of the Enlightenment in the 18th century and its differential development in different places, questioning and reflection on the Enlightenment also emerged accordingly. Jean Améry's question pointed out the challenges and dilemmas that the Enlightenment caused in the 20th century: "How did it happen that the Enlightenment became a legacy in the history of ideas, for scholars to work diligently and fruitlessly at best? What tragic mistake has brought us to this point, which prevents modern thinkers from adopting (except within damning quotation marks) such concepts as progress, enlightenment and reason?"
(2) "Dialectics of Enlightenment"
The book "Dialectics of Enlightenment" co-authored by Max Horkheimer and Theodor W. Adorno is an attempt to criticize the Enlightenment and its thoughts. It is also the main study text of this semester. The book examines the issues of enlightenment from the perspectives of concepts, myth history, morality, culture, and anti-Semitism. This leads us to ask: Why did the Enlightenment try to get rid of the dominance of myth, but instead dialectically turned itself into a myth? How does Enlightenment reason move toward its own opposite?
Horkheimer and Adorno began writing this book while they were in exile in the United States during World War II. They completed the first draft in 1944, and it was officially published in Amsterdam in 1947 (with the last section of "Elements of Anti-Semitism" added) and reprinted in 1969. This obscure classic is not only an important display of the critical theory of the Frankfurt School, but also involves many aspects of knowledge such as philosophy, sociology, psychology, history, and politics. In addition, the Enlightenment is also regarded as an important source of "modernity", a key sociological issue. How to sort out this book in the context of social theory is also the core purpose of this course.
This course plans to study this book through a one-semester course plan. The reading schedule scheduled by teachers every week is not heavy in terms of length, but if you want to have a relatively solid grasp of the text content, you need to rely on the students' proactiveness in previewing before class and in class discussions. I hope that students can demonstrate the enlightenment motto proposed by Kant: "Be brave enough to seek knowledge!" and reflect on enlightenment and themselves based on this premise.

研讀文本（請同學自行購書）
 Horkheimer, Max（馬克斯．霍克海默）、Adorno, Theodor W.（提奧多．阿多諾）著，林宏濤譯：《啟蒙的辯證——哲學的片簡》。台北市：商周出版：家庭傳媒城邦分公司發行，2008。【此為本課程指定閱讀版本。欲選修本課程的同學，請自行購書。並請每週攜帶本書到課堂。】

導讀文本（由授課教師提供文本節選）
 Homer（荷馬）著，Rieu, E. V.（柳吳）英譯，曹鴻昭中譯：《奧德修斯返國記》。台北：聯經，1985。
 De Sade, Marquis（薩德）著，陳蒼多譯：《臥房裡的哲學》。台北：新雨，2007。
 Klossowski, Pierre（皮埃爾．科羅索夫斯基）著，閻素偉譯：《薩德我的鄰居》。桂林：漓江出版社，2014。
 Morin, Edgar（艾德嘉．莫杭）著，鄭淑鈴譯：《大明星：慾望、迷戀、現代神話》。台北：群學，2012。
 Arendt, Hannah（漢娜．鄂蘭）著，林驤華譯：《極權主義的起源》。台北：左岸文化，2009。
 Arendt, Hannah（漢娜．鄂蘭）著，施奕如譯：《平凡的邪惡：艾希曼耶路撒冷大審紀實》。台北：玉山社，2013。
 Bauman, Zygmunt（齊格蒙．鮑曼）著，楊渝東、史建華譯，彭剛校：《現代性與大屠殺》。南京：譯林，2002。

Study the text (ask students to purchase their own books)
 Horkheimer, Max, Adorno, Theodor W., translated by Lin Hongtao: "Dialectics of Enlightenment - A Brief Introduction to Philosophy". Taipei City: Shangzhou Publishing House: Published by Family Media City Branch, 2008. [This is the designated reading version of this course. Students who wish to take this course must purchase the books themselves. And please bring this book to class each week. 】

Introductory reading text (text excerpts provided by the instructor)
 Homer (Homer), Rieu, E. V. (Liu Wu) English translation, Cao Hongzhao Chinese translation: "The Return of Odysseus". Taipei: Lianjing, 1985.
 De Sade, Marquis (Sade), translated by Chen Cangduo: "Philosophy in the Bedroom". Taipei: Xinyu, 2007.
 Klossowski, Pierre, translated by Yan Suwei: "Sade My Neighbor". Guilin: Lijiang Publishing House, 2014.
 Morin, Edgar, translated by Zheng Shuling: "Big Star: Desire, Obsession, and Modern Mythology". Taipei: Qunxue, 2012.
 Arendt, Hannah, translated by Lin Xianghua: "The Origins of Totalitarianism". Taipei: Left Bank Culture, 2009.
 Arendt, Hannah, translated by Shi Yiru: "Ordinary Evil: A Record of Eichmann's Jerusalem Trial". Taipei: Yushan Society, 2013.
 Bauman, Zygmunt (Zygmunt Bauman), translated by Yang Yudong and Shi Jianhua, edited by Peng Gang: "Modernity and the Holocaust". Nanjing: Yilin, 2002.