（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 questions to reflecting
In 1783, Johann Friedrich Zöllner asked in his computer note of the article published in the Berlin Monthly, "What is Enchant?" Later, Immanuel Kant wrote an article in the same monthly issue "Answer this question: What is Enchant? 〉Reply, and also adjust this question. At the end of the 18th century, a series of discussions on the invasion of Mongolia were mostly confusing the definition and clarification of concepts, and several discussions did not stop until the French Revolution.
The question of Enlightenment was revived in the 20th century. In addition to examining the political and social roots of Enlightenment and Monarch movement in the 18th century, and its different developments in different places, doubts and reflections on Enlightenment and Monarch movement also arise in response. Jean Améry's question pointed out the challenges and dilemmas that the Enlightenment Movement in the 20th Century: "Enlightenment Movement has become a kind of industry in the history of thought, at most it is only for the learners to diligently exploit, but without any results. What is going on? What sad mistakes bring us to this point, which makes modern thinkers afraid to adopt concepts like progress, education and reason (except in the cursed inspiration)?
(II) "Caution of Enlightenment"
The book "The Certificate of Enlightenment" co-written by Max Horkheimer and Theodor W. Adorno is a trial of criticizing Enlightenment and Enlightenment and its thoughts, and is also the main research text of this period. The book examines the problems of enlightenment from concepts, myth history, morality, culture, anti-racialism, etc. In order to ask: Why did the exercise test picture expose the dominance of myths, but instead make itself a myth? How does enlightenment reason move towards its own opposite?
Horkheimer and Adorno began writing this book during the Second World War exile in the United States. The first draft was completed in 1944, and it was officially published in Amsterdam in 1947 (the last chapter of "The Elements of Anti-Longism") and reprinted in 1969. This obscure classic is not only an important manifestation of the critical theories of the Franco Furious School, but also involves many intellectual aspects such as philosophy, society, psychology, history, and politics. In addition, the Enlightenment Sports is also regarded as an important source of the key topic of social science, "modernity". How to sort out this book in the context of social theory is also the core purpose of this course.
This course is a study of this book through a course planning for a period of time. The reading progress scheduled by teachers every week is not very heavy in terms of length, but to master the text content in a relatively comprehensive manner, it is necessary to pay attention to the students' active initiative in pre-class discussions. I hope that students can show Kant’s proposal of “Be brave to seek knowledge!” and reflect on the Imperial and myself 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 text (please purchase your own book)
Horkheimer, Max, Adorno, Theodor W., translated by Lin Hongfeng: "The Certificate of the Enlightenment - a Philosophical Film". Taipei City: Shangzhou Publishing: Published by CityBan Branch of Family Media, 2008. 【This is the reading version specified for this course. Students who want to choose this course should purchase the book yourself. And please bring this book to the class weekly. 】
Read text (selected by the text section provided by the instructor)
Homer (Homer), translated by Rieu, E. V. (Liu Wu) Ying, translated by Cao Zhaozhong: "Records of Odesius's Return to the Country". Taipei: Union, 1985.
De Sade, Marquis, Chen D's translation: "Philosophy in the Room". Taipei: Xinyu, 2007.
Klossowski, Pierre, translated by Quasuwei: "My Country of Sad". Guilin: Lijiang Publishing House, 2014.
Morin, Edgar, translated by Zheng Shuzhen: "The Big Star: Desire, Confused, Modern Myths". Taipei: Groups, 2012.
Arendt, Hannah (Hanna, Elan), translated by Lin Hua: "The Origin of the Imperial Issues". Taipei: Left Bank Culture, 2009.
Arendt, Hannah (Hanna, Elan), translated by Shi Yiru: "Ordinary Evil: Eschmann's Great Review of Jerusalem". Taipei: Yushan Society, 2013.
Bauman, Zygmunt, written by Yang Yudong and Shi Jianhua, edited by Peng Xiao: "Modern Sex and Massacre". Nanjing: Lu Lin, 2002.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 研讀心得研讀心得 Study experience |
40 | |
| 分組導讀分組導讀 Sub-group guidance |
30 | |
| 課堂參與課堂參與 Class Participation |
30 | |
| 加分機制加分機制 Added points system |
10 |
