（本課程大綱為暫定，請以第一節上課老師所發的課程大綱為主）
一、課程簡介

科技指的是知識（know-how）。這知識是關於使用、設計、維修物體和硬體，它的傳播可能是視覺形象的，可能是觀察、練習、操作的，也可能是口傳教授與書寫閱讀的～～（Mackenzie and Wajcman, 1985）。

近幾年來，科學、技術與社會（（Science, Technology and Society，簡稱STS）研究與科技與醫療（STM）在歐洲與美國已經成為相當重要的學門。科技與社會的領域出現，受到知識社會學、科學史、科學哲學、醫療社會學與女性主義理論、後結構主義、後現代主義的影響，具有跨學科研究的性質。STS的研究也包括來自歷史學、社會學、哲學、公共衛生、政治、醫學與科學專業背景的學者一起投入研究，彼此對話。STS的科技與社會研究，強調分析科學技術與社會文化的交錯共構關係，以及並探討科技如何與社會生活相互影響。本課程主要是特別對於STS 做一般性介紹，也特別關注STS研究中的醫療問題。由於對STS研究有相當強的經驗研究的基礎，因此本課程也希望透過對於科技議題的社會研究與理論，瞭解不同的行動者如何形塑科技使之得以普遍的使用，並且在動態的構成、轉譯、實作中出現。

課程分兩部分，第一部份課程簡介STS研究以及STS發展的歷史與其跨學科的研究取向。第二部份，將以個案研究方式進行分析。在此部分我們將對於台灣STS 議題，如RCA流行病學與司法爭議，以及行動者網絡理論中的醫療問題做深入討論。再者，荷爾蒙科學為例，荷爾蒙的科學史與「自然」/生物學性別差異的建構有關，荷爾蒙議題也牽涉到全球醫藥產業、科學知識與學科典範的轉變與性身體的「自然事實」如何在特定知識中被建構與傳播。以醫療與性別為範圍：主題包括疾病身體與性別化的身體等，將以威而剛、女性瘋狂為主題。第三部分將以科技與性別為主題，例如機車科技或家務科技的使用如何與性別相關。

(This course syllabus is tentative, please refer to the course syllabus sent by the teacher in the first class)
1. Course Introduction

Technology refers to knowledge (know-how). This knowledge is about using, designing, and repairing objects and hardware. Its transmission may be through visual images, observation, practice, and operation, or it may be taught orally and written and read (Mackenzie and Wajcman, 1985).

In recent years, Science, Technology and Society (Science, Technology and Society (STS) research and technology and medicine (STM) have become very important academic disciplines in Europe and the United States. The field of science, technology and society emerged, influenced by the sociology of knowledge, history of science, philosophy of science, medical sociology and feminist theory, poststructuralism, and postmodernism, and has the nature of interdisciplinary research. STS The research also includes scholars from history, sociology, philosophy, public health, politics, medicine and science professional backgrounds who engage in research and dialogue with each other. The research on science and technology and society at STS emphasizes the analysis of the intertwined and co-constructed relationship between science and technology and social culture, and explores how science and technology interact with social life. This course is mainly specially for STS Give a general introduction, but also pay special attention to medical issues in STS research. Since STS research has a strong foundation in empirical research, this course also hopes to understand how different actors shape technology so that it can be widely used through social research and theory on technology issues, and how it emerges in dynamic formation, translation, and implementation.

The course is divided into two parts. The first part of the course introduces STS research, the history of STS development and its interdisciplinary research orientation. The second part will be analyzed in the form of case study. In this section we will have an in-depth discussion of STS issues in Taiwan, such as RCA epidemiology and judicial controversies, as well as medical issues in actor network theory. Furthermore, taking hormonal science as an example, the scientific history of hormones is related to the construction of "natural"/biological sex differences. Hormonal issues also involve the global pharmaceutical industry, changes in scientific knowledge and disciplinary paradigms, and how the "natural facts" of the sexual body are constructed and disseminated in specific knowledge. Taking medical care and gender as the scope: themes include diseased bodies and gendered bodies, etc., with themes of majesty and female madness. The third section will focus on the topic of technology and gender, for example how the use of motorcycle technology or household technology is related to gender.

1.傅大為（2009），《回答科學是什麼的三個答案---STS、性別與科學哲學》。群學。
2.吳嘉苓、傅大為、雷祥麟合編（2004）。STS讀本Ⅰ、Ⅱ《科技渴望性別》、《科技渴望社會》。群學出版社。
3.王文基、王秀雲、郭文華（2012），《意外多重奏：STS如何重組真相》。行人。
4. 成令方（主編），傅大為、林宜平（合編），2008，《醫療與社會共舞》。群學。
5. Hess, David. 1997. Science Studies: An Advanced Introduction. NYU.
6. Clarke, Adele E., Shum, Janet K., Mamo, L., Fosket, J. R. and Fishman, J. R. 2010. Biomedicalization: Technoscience, Helath and Illness in the U.S. Duke University.
7. STM期刊：RCA專題與其他期刊文章。
8. Sismondo著，林宗德譯（2008）。《科學與技術研究導論》。群學。
9. Waddington, Keir著，李尚仁譯（2015）。《歐洲醫療五百年》。讀書共和國。
10. Harry Collins, Trevor Pinch著，李尚仁譯（2016）。《科倫醫生吐真言： 醫學爭議教我們的二三事》。
11. 戶田山和久著、林宗德譯（2017）。《「科學的思考」九堂課：學校不教的科學》（「科学的思考」のレッスン：学校で教えてくれないサイエンス）。游擊文化。

1. Fu Dawei (2009), "Three Answers to What Science Is---STS, Gender and Philosophy of Science". Group study.
2. Wu Jialing, Fu Dawei, Lei Xianglin (2004). STS Readers I and II "Technology Desires Gender" and "Technology Desires Society". Qunxue Publishing House.
3. Wang Wenji, Wang Xiuyun, and Guo Wenhua (2012), "Unexpected Duo: How STS Reorganizes the Truth." pedestrian.
4. Cheng Lingfang (Editor-in-Chief), Fu Dawei, Lin Yiping (Co-Editors), 2008, "Dance of Medical Care and Society". Group study.
5. Hess, David. 1997. Science Studies: An Advanced Introduction. NYU.
6. Clarke, Adele E., Shum, Janet K., Mamo, L., Fosket, J. R. and Fishman, J. R. 2010. Biomedicalization: Technoscience, Helath and Illness in the U.S. Duke University.
7. STM journal: RCA special topics and other journal articles.
8. Written by Sismondo, translated by Lin Zongde (2008). "Introduction to Science and Technology Studies". Group study.
9. Waddington, Keir, translated by Li Shangren (2015). "500 Years of European Medicine." Reading Republic.
10. Harry Collins, Trevor Pinch, translated by Li Shangren (2016). "Dr. Colen Speaks the Truth: What Medical Controversies Teach Us."
11. Written by Kazuhisa Todayama and translated by Lin Zongde (2017). "Scientific Thinking" Nine Lessons: Science Not Taught in Schools Guerrilla culture.