十八世紀的啟蒙運動掃除神話的想像力，使人類理性綻放光芒。在理性主義與科學實證論的運作下，主體性的「我思」宰制了世界，亦導致技術的盲目崇拜。啟蒙建構進步社會，亦導致理性之光的蒙蔽。本課程以「啟蒙」為核心議題，探討其作為理性的危機與轉機的雙旋辯證。希冀透過經典閱讀，引導學生建立分析原典的能力與問題性導向的思考。The eighteenth century's enlightenment movement eliminates mythic imagination and makes human rationality shine. Under the action of rationalism and scientific evidence, the subjective "I thought" dominated the world and led to blind worship of technology. The establishment of a progressive society also leads to the blinding of the light of reason. This course takes "innocent" as the core topic and explores its dual rotational evidence of rational crisis and redirection. We hope to guide students to establish the ability to analyze original classics and the thinking about problem-oriented thinking through classic reading.
康德著〈答何謂啟蒙〉，《思想》，台北：聯經。
傅柯著〈何謂啟蒙〉，《傅柯集》，上海：上海遠東。
馬克．霍克海默、提奧多．阿多諾著，《啟蒙的辯證》，台北：商周。
韋伯著《以學術為志業》，新北：暖暖。
韋伯著《以政治為志業》，新北：暖暖。
Horkheimer, Adorno. Dialectic of Enlightenment. Stanford: Stanford University person 2002.
Kant wrote "Answer to What Is the Immortal", "Thoughts", Taipei: Union.
Fu Ke wrote "He Zhiming", "Fu Ke Collection", Shanghai: Shanghai Far East.
Mack. Hockheimer, Tiodor. By Adono, "The Certificate of the Enlightenment", Taipei: Shang and Zhou dynasties.
Wei Bo wrote "Taking Academics as a Scholar", New Taipei: Nuannuan.
Wei Bo wrote "Politics as a career", New Taipei: Nuannuan.
Horkheimer, Adorno. Dialectic of Enlightenment. Stanford: Stanford University person 2002.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與課堂參與 Class Participation |
40 | 課堂評論與提問列入分數計算堂評論與提問列入分數計算。 |
| 期中報告期中報告 Midterm Report |
40 | 文本分析及問題性發展。 |
| 期末報告期末報告 Final report |
20 | 文本分析及問題性發展。 |
