對建築系的同學，號稱一位熟悉空間的專業者，城市既是我們視覺可及最熟悉的東西，也是我們最說不清楚、講不明白的東西。對於一般的同學，我們天天生活在城市之中，但
城市，是什麼？
什麼東西促成了城市的形成？
城市過去的歷史又是如何影響了城市自身未來的發展？
不同的城市制度（institutions）如何形塑了不同的城市形式？這一些差別又有何重要性？
城市如何演變？它的未來又將如何預測？有意識的城市形式經營如何可能？
本課程將透過課程探索前述的問題，尤其將由歐美城市的發展歷程的回顧中回看台灣的城市發展經驗，尤其聚焦於檢視城市的實質形式(physical form)—從市中心到城郊、從特定的領域到領域邊緣；本課程將帶領同學體驗到城市基礎設施(infrastructure)與制度如何在空間中左右了資源與人、貨在空間中的部署，並透過歷時性 (diachronically) 的過程形成了我們感受得到的城市空間形式。而城市作為服務性的消費集中的地方，城市集體消費(collective consumption)又是如何透過國家的中介，共時性(synchronically)地影響著各別時代土地使用的分配與地產資本的流動。
城市總是不斷地被營造(built)與再營造(re-built)，沒有終極形式。從一個初始的聚落到大城市，持續的紋理與遺跡（layers）留下的總總線索，將成為課程理解城市的首要依據。城市因此有城中之「城」，城市中總不乏許多特別的領域—市中心、鄰里到郊區，每一獨特的領域都有其個別的歷史、機構與制度（institutions），持續的人口變遷，乃至於獨特的空間形式。城市過程（urban process）的結果就是極其豐富多樣的人造文本（complex text of artifacts）:由住宅到街區、由遊戲場到公園與廣場、由街巷里弄到林蔭大道、由高速公路到看不到的下水道，城市既是環境、社會、政治、經濟的實質表現，也影響著後續環境、社經的發展與變遷。透過對城市基礎設施的投放、管制措施的設立、典章制度建立等，城市如何被營造的過程，也同時是城市中的個人與團體透過貼附或移除城市意義的過程。但也正因為如此，移植的城市規劃，無論是形式或制度，總不免遇到「橘越淮而為枳」的窘境。
本課程將透過歷史的文本、專題討論、以及對特定城市空間的時地踏勘解讀，探索前述的問題。課程將分成兩大主軸同步進行：首先，我們將透過規劃史的歷史文本，重新檢視「規劃」專業的緣起，以及其在不同的歷史時空中的空間實踐（practice）；源於西歐、北美乃至於日本等中心國家的空間實踐經驗一度透過殖民的過程反覆書寫了第三世界與後進資本主義國家的城市地景，其後又透過跨國的合作計畫培訓技術官僚，鞏固了一套既定的價值體系。透過對歷史文本的耙梳，將有助於同學理解當下台灣城市空間形式形成之過程及其背後的潛藏的意識型態。另一主軸，則循慣常出現在都市計畫領域中的用詞(terminology)照表操課巡視一次，並同時不斷對照前一主軸課程所提及的城市歷史文本，以台灣的經驗與實質空間形式相互對話。本課程期望跳脫過去都市計畫課程系列專有名詞解析的單調與僵硬，提供給建築系的同學更多的機會去使用、發展與優化新的閱讀城市技巧。
For the architecture department, I am called a professional who is familiar with space. The city is not only the most familiar thing we see, but also the most unclear and unclear thing we can say. For ordinary classmates, we live in the city every day, but
What is a city?
What contributed to the formation of the city?
How did the past history of a city affect the future development of the city itself?
How do different urban institutions shape different urban forms? What is the importance of these differences?
How does the city evolve? How will it predict its future? How is it possible to operate an intentional urban form?
This course will explore the aforementioned problems through the course, especially the urban development experience in Taiwan from the European and American cities' experience in the city's development, focusing especially on viewing the physical form of the city - from the city center to the suburbs, from a specific area to the edge of the area; this course will lead students to experience how urban infrastructure and systems influence the deployment of resources, people, and goods in the space, and through diachronicity (diachronically) The process forms the urban space form we feel. As a place where service consumption is concentrated, how does urban collective consumption synchronically affect the distribution of land use and the flow of real estate capital in various eras through national intermediaries.
Cities are always built and re-built, without the ultimate form. From an initial settlement to a large city, the continuous pattern and the general traces left by layers will become the primary basis for understanding the city in the course. Therefore, cities have "cities" in the city. There are always many special areas in the city - city center, town to suburbs. Each unique area has its own history, institutions and institutions, continuous population changes, and even unique spatial forms. The result of urban process is a rich and diverse complex text of artifacts: from residences to streets, from games to parks and buildings, from streets to Linda Avenue, from highways to invisible sewers. The city is not only a physical expression of environment, society, politics, and economy, but also affects the development and changes of the environment and society. Through the deployment of urban basic facilities, the establishment of regulatory measures, the establishment of rules and regulations, the process of how cities are built is also the process of individuals and groups in the city approve or remove urban meanings through the public. But because of this, the transplanted urban planning, regardless of whether it is a form or system, will inevitably encounter the dilemma of "the oranges are crossing the Huai River and the Huai River".
This course will explore the aforementioned problems through historical texts, topic discussions, and timely analysis of specific urban spaces. The course will be divided into two main axes and conducted simultaneously: First, we will re-examine the development of the "planning" professional through the historical text of the planning history and its practicality in different historical time and space; it originated from Western Europe and North America. As for the spatial practical experience of central countries such as Japan, it once repeatedly wrote the urban landscape of the Third World and later capitalist countries through colonial processes, and then cultivated technical bureaucrats through cross-country cooperation planning to consolidate a set of established value systems. Through the rake combing of historical texts, it will help students understand the process of the formation of urban space forms in the resignation of Taiwan and the hidden ideological patterns behind them. Another main axis, according to the habit of terminology, the terminology often appears in the urban planning field, and continually compares the urban historical text mentioned in the previous main axis course, and talks with each other in Taiwan's experience and physical space. This course hopes to skip the single adjustment and stiffness of the past noun analysis of the urban planning course series, providing more opportunities for architecture students to use, develop and optimize new urban reading skills.
「都市」，是一種狀態、一種社會/產業/人文的再現(representation)嗎？那麼，「都市計畫」，又是什麼？為什麼都市需要規劃？都市規劃在作哪些事情？和建築設計又有哪些關係？……
Is "city" a representation of a state, a society/industry/humanity? So, what is "urban plan"? Why do cities need planning? What are the urban planning doing? What is the relationship with architecture design? ...
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‧ Rainer, G. (ed.), Understanding Infrastructure : A Guide for Architects and Planners. N.Y.C.: John Wiley, 1990. ‧ Richard, B., Transport in Cities. London: Architecture Design and Technology Press, 1990.
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂出席率(含課前預習)課堂出席率(含課前預習) Class attendance rate (including pre-class pre-school pre-school) |
40 | 上課出席狀況/〈綱要與提問〉領取狀況 (總分40分，上課缺席一次扣學期總分4分，遲到每滿半小時扣1分；〈綱要與提問〉領取後主動在課前繳交”回應資料”或”對課前提問之看法”者每項加一分；40分扣完不再續扣) |
| 期末報告期末報告 Final report |
50 | 包含同組同學成績與個別答題成績 |
| 平時約談參與熱誠平時約談參與熱誠 Regularly negotiate and talk about hot topics |
10 |
