資本主義生產形式的發展，割斷了農業小生產的命脈；
這種小生產正在無法挽救地走向滅亡和衰弱。〔……〕
資本主義的大生產將把他們那無力的過時的小生產壓碎，
正如火車把獨輪車壓碎一樣是毫無問題的。
——恩格斯
小農原則的重要性還表現在，
它代表逃離了我們目前所遭遇的
這種日益全球化的、多維度的農業危機的一種有力方式，
其核心在於堅定地進行生態資本、社會資本和文化資本的重建，
以作為小農農業逐漸賴以創立的主要資源。
——范德普勒格
這是一個兼重知識、批判與實踐的課程，目的在於瞭解全球農糧體制的侷限，展望另類農業實踐的可能。但是有別於一般社會學的課程——在我們看來，「社會學」本身也是必須受到批判的對象。事實上，自19世紀古典社會學誕生以來，基本上大多數社會學家都把「工業化」、「大都會」與「現代性」等現象置於問題意識的核心，追問資本主義對於現代社會的影響。然而，這裡所謂的「現代社會」，幾乎看不到任何的農村、農業與農民，也不存在土地、作物與食物。不得不承認，社會學相當程度上是一門「城市中心」的學科，不但下意識排除了城鄉關係的視野，斬斷了人類與自然的聯繫，無視依附於發達資本主義國家的第三世界，更假設人類根本不必吃喝！彷彿現代人只要掏出銅板，就能立刻在便利商店買到美味的巧克力與熱騰騰的黑咖啡，想吃任何東西，食物自然而然就能夠從廚房端上餐桌。
當然，社會學家並非完全無視農業的存在，但是基本上只是把農村當作城市的鏡像，寄寓著落伍的想像與童年的鄉愁，結果反而疏遠與懸置了真實的農村問題。雷蒙・威廉斯在《鄉村與城市》中精彩指出，近代英格蘭文學中無論是「進步的城市與衰敗的農村」還是「腐敗的城市與美好的農村」，都是受工業化生活刺激而廣泛創造出來的意識形態。這些意識形態不但掩蓋了農村地區（與第三世界）極為多樣與複雜的社會面貌，更誤導了公眾對於「農政問題」（Agrarian Questions）與「食農問題」（Agri-Food Questions）與的理解。這部分說明了為什麼社會學面對食物、農民、農業與農村問題的時候，總是顯得有些欲振乏力，這很有可能是因為社會學長期以來和它的批判對象——資本主義現代社會，都分享了許多共同的特質，同樣疏遠了土地與自然，貶低農業勞動的價值，不再能夠理解食物背後生態紋理、社會關係與文化想像，同樣四體不勤，五穀不分。
本課程希望展示，面對食農與農政等議題，社會學同樣能夠展現出令人驚喜的解釋力與穿透力。但是這裡有一個前提：作為一位社會學的學徒，首先必須恭身自省，卸下原先引以為豪的（現代性的）知識武裝，再一次重新認識與想像這個世界！藉由文本的閱讀、課堂的討論以及田野的實作，本課程希望和同學們一同暫時離開擁擠的現代都會，造訪開闊的鄉村世界，和農民聊天，試著耕作土地，並且藉由食物／農作物這條線索，從新思考自然、個人與社會的關係。結合歷史學、人類學與社會學的視野，我們可以發現全球農糧體制塑造了現代世界（此話不誇張），但也衍生許多難以調和的尖銳矛盾，看似無堅不摧，某個角度來看卻又非常脆弱。正是處於邊陲的鄉村地區，資本主義的邏輯顯得更加清晰與粗暴，但又不是那麼全面與絕對，許多空隙依舊保留許多異質的、多樣的與豐富的地方風貌，與資本主義展開長期的角鬥與拉鋸。另類農業實踐的真實意義，從來不僅僅在於提出控訴，而是希望創造更多有意義的連結，展望更加自由、生態與美味的生活方式。
The development of capitalist production forms has cut off the life of small agricultural production;
This kind of small production is unsaved to death and decline. […]
The capitalist-oriented large production will crush their powerless and past small productions,
Just as a train breaks a separate car, there is no problem.
——Engels
The importance of small farming principles is also reflected in
It means escaping from what we are currently facing
A powerful way toward this increasingly global, multi-dimensional agricultural crisis,
Its core lies in the rebuilding of ecological capital, social capital and cultural capital in a fixed manner.
It is the main resource for small-scale agricultural industries to gradually gain income and create.
——Van der Pleig
This is a course that focuses on knowledge, criticism and practice, with the purpose of understanding the limitations of global agricultural systems and looking forward to the possibilities of alternative agricultural practices. But there are courses different from general social studies - in our opinion, "social studies" itself is also an object that must be criticized. In fact, since the 19th century classical society, most socialists have placed phenomena such as "industrialization", "metropolitan society" and "modernity" at the core of problem consciousness, and pursued the capitalist theory for modern society. influence. However, the so-called "modern society" here can hardly see any farming villages, farming and farmers, and there is no land, crops and food. I have to admit that social science is a "urban center" subject to a certain degree. It not only subconsciously eliminates the vision of urban and rural relations, but also blocks the connection between humans and nature, and does not depend on the third world of a country that develops capitalist theory, but also assumes that humans are There is no need to eat or drink at all! It seems that modern people can immediately buy delicious chocolate and hot black coffee in convenience stores by just taking out the copper plate. If you want to eat anything, the food will naturally be served on the dining table from the kitchen.
Of course, socialists do not completely ignore agriculture, but basically only regard agriculture as a mirror of the city, embodying behind-the-scenes imaginations and childhood sorrows. As a result, they are remote and put real agricultural problems. Raymond Williams pointed out in "Country and City" that in modern English literature, whether it is "progressive cities and declining agriculture" or "corrupt cities and beautiful agriculture", they are all widely created by industrial life. The outgoing ideology. These ideologies not only conceal the diverse and complex social landscape of the rural areas (and the Third World), but also mislead the public's understanding of Agri-Food Questions and Agri-Food Questions. . This section explains why society always feels a little weak when it comes to food, farmers, agriculture and rural issues. This is likely because of the long-term social science and its critical object—the capitalist modern society. They all share many common characteristics, which are also remote from land and nature, and are low in agricultural industry values. They can no longer understand the ecological patterns, social relations and cultural imagination behind food. They are also not diligent in the four bodies and are inseparable from the five grains.
This course hopes to show that social science can also show amazing interpretation and penetration in the face of issues such as food, agriculture and agriculture. But there is a premise here: as a social student, you must first reflect on yourself, remove the (modern) intellectual weapons that were originally proud of, and re-understand and imagine this world again! Through text reading, class discussion and field work, this course hopes to leave the modern community with classmates, visit the countryside world, chat with farmers, try to cultivate the land, and use food/crops. This lineage reflects on the relationship between nature, individuals and society from a new perspective. Combining the perspectives of history, human and social science, we can find that global agricultural systems have shaped the modern world (this is not awesome), but they also lead to many difficult-to-tune contradictions, which seem invincible, but from a certain perspective Very fragile. It is in the rural area on the side that the logic of capitalism is clearer and more rude, but it is not so comprehensive and absolute. Many gaps retain many strange, diverse and rich local styles based on the old, and develop a long-term horn and struggle with capitalism. Pulling. The real meaning of the other agricultural practices is not only about proposing a lawsuit, but also about creating more intentional links and looking forward to a more free, ecological and delicious lifestyle.
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 讀書心得讀書心得 Reading experience |
40 | 請針對本課程指定之四大議題單元（分別涵蓋三至四篇閱讀文本），分別撰寫一篇1400字以上的讀書心得報告，並於指定時間上傳至iLearn網站。應盡力概括文本的核心論點與論述框架（避免流水帳），並且提出獨立的分析與批判。當然，不可抄襲。 |
| 文本導讀文本導讀 Text reading |
20 | 請同學挑選兩篇閱讀文本，並於當周上課時間進行5至10分鐘的文本導讀。應盡力概括文本的核心論點與論述框架（避免流水帳），提出問題與挑戰，或是分享衍生相關議題。 |
| 期末田野報告期末田野報告 Final field report |
20 | 對本學期的閱讀、討論與田野，撰寫3000字以上的田野期末報告。應注重個人的體會與收穫，尤其是參與課程討論與田野實作的反思。不必進行專題研究，也不一定要有清楚的結論。很多時候，光是提出一個重要的問題，也很有意義。 |
| 平時分數平時分數 Regularity |
20 | 課程出席、參與與態度的綜合評比。 |
