近來「設計」在臺灣作為一新興學門，其社會面向逐年受到重視，社會設計 (social design)、參與式設計（participatory design）等設計理念亦受關注討論。此一面向社會的設計觀點肯認設計不是專業者的專利，而人們在日常生活之中也已經為自身或所屬群體進行各種設計。因此，如何讓設計成為一個系統性納入不同背景之使用者/利害關係人的溝通平台，以進行交流、協商、決策、執行與檢討，值得吾輩關注。此外，設計作為一種文化詮釋與社會溝通的關鍵即在於「公民參與」，其焦點亦早已從追求美學、階級品味等物件導向的思維，轉向考量不同社會脈絡下的人本中心。社會設計因而可被視為在知情、平等、共善的願景下促進不同群體間的對話並據此形成共識，再轉化為積極解決社會問題、改善環境的具體行動方法。

本課程核心理念從人的自我覺察為起點，開啟公民與社會/環境互為主體之討論。以圖畫、影像與文字作媒介，經由交流理解彼此對理想世界的不同看法與因此而異的行動路徑，並從中認知社會非僅生活經驗的客體，亦是個體產生記憶、依附情感、發現意義的實質存在。教學導入空間模式語言（Pattern Language）思考，學習空間與行為觀察、使用者訪談等方法，以空間劇本與使用者經驗出發展開社會設計，透過同學分組溝通、批判與合作，進行小型展示、桌遊開發與影音呈現的設計練習。本課程以近年來在臺中市參與式預算中由市民提案關注的廣泛都市議題中選取與公民日常生活密切相關的「審議民主」、「新移民/移工」、「空污/食農」等主題，提供修課同學依據「問題研析、批判反思、實作方法」進行初等社會設計實作。修課同學在練習觀察想像、溝通交流、創意批判後，以小組為單位針對各自選取的議題提出可供東海師生與大眾檢視的初步社會設計方案。

Recently, "design" has become a new academic discipline in Taiwan, and its social aspect has received increasing attention year by year. Design concepts such as social design and participatory design have also been discussed. This socially oriented design perspective recognizes that design is not the exclusive preserve of professionals, but that people have already made various designs for themselves or the groups they belong to in their daily lives. Therefore, how to make design a communication platform that systematically incorporates users/stakeholders from different backgrounds for communication, negotiation, decision-making, implementation and review deserves our attention. In addition, the key to design as a cultural interpretation and social communication lies in "citizen participation". Its focus has long since shifted from the pursuit of aesthetics, class taste and other object-oriented thinking to considering the human center in different social contexts. Social design can therefore be seen as promoting dialogue among different groups under the vision of informed, equal, and common good, and forming consensus accordingly, which is then transformed into specific action methods to actively solve social problems and improve the environment.

The core concept of this course starts from people's self-awareness and opens a discussion on the mutual subjectivity of citizens and society/environment. Using pictures, images and texts as media, we can understand each other's different views on the ideal world and their different paths of action through communication, and recognize that society is not only an object of life experience, but also the substantive existence through which individuals generate memories, attach emotions, and discover meaning. The teaching introduces the thinking of spatial pattern language (Pattern Language), learning methods such as spatial and behavioral observation, user interviews, etc., and carries out social design based on space scripts and user experiences. Through communication, criticism and cooperation in groups, students conduct design exercises such as small exhibitions, board game development and audio-visual presentations. This course selects topics such as "deliberative democracy", "new immigrants/migrant workers", "air pollution/food farmers" and other topics that are closely related to citizens' daily lives in Taichung City's participatory budgeting in recent years. It provides students with basic social design practice based on "problem analysis, critical reflection, and implementation methods". After practicing observation, imagination, communication, and creative criticism, students in the course worked in groups to propose preliminary social design plans based on their chosen topics that can be reviewed by Tunghai teachers, students, and the public.

1. C. Wright Mills，1995，《社會學的想像》。臺北市：巨流。
2. Tim Brown，2010，《設計思考改造世界》。臺北市：聯經。
3. Christopher Alexander，1994，《建築模式語言》。臺北市：六合。

1. C. Wright Mills, 1995, The Sociological Imagination. Taipei City: Juliu.
2. Tim Brown, 2010, "Design Thinking Transforms the World." Taipei City: Lianjing.
3. Christopher Alexander, 1994, "Architectural Pattern Language". Taipei City: Liuhe.