研修思想史是一種社會系學生的啟蒙方式，思想史課程是一種思想訓練，藉由研讀、論辯古往今來他人的思想內容，鍛鍊參與者的思辯方式與思想勇氣，並開展自身的獨立批判思維。本課程為社會系的核心課程之一，課程目標在於引介西方重要社會思想的源起、脈絡、流變與影響，及重要思想家的論述理念，旨在勾勒現代社會學興起之前的社會思想脈動與歷史泉源，並銜接大一的社會學以及大二的社會學理論課程，以根植社會系學生之知識縱深，培育更廣泛的全球視野以及思辯批判能力。
鑑於社會思想史的範圍極為廣泛，課程將環繞著幾個西方思想史上重要而有影響力的課題，選取相關思想家來進行討論。課程的主軸結構由希臘城邦興起、柏拉圖、亞里斯多德等政治社群思想的興起展開，扣著西羅馬帝國滅亡、中世紀、基督教世界、文藝復興、宗教改革、啟蒙運動、法國大革命、英國資本主義萌芽直到1848年歐洲革命、清末民初中國革命等重要歷史過程，規劃十一個主題，介紹羅馬法、日耳曼習慣法、唯實論、聯治主義、原罪論、新教倫理、理性主義、社會契約論、德國唯心主義、英國古典政治經濟學、烏托邦社會主義、無政府主義、演化論、中國現代思想起源等重要的思想史發展，希望提供較廣泛的社會歷史與思想脈絡來深植學生知識縱深，從而能銜接大一上接觸的社會學，到足以進入大二的社會學理論課之更深度的概念化。
在授課方式上，授課者的方法與評量的方式將是嚴謹而多元，透過訓練閱讀及理解能力、磨練持續不懈的學習耐力與社會學想像力，並設計蘇格拉底式教學法，進一步鍛練學生的思辯論述表達與分組簡報的能力。我們亦鼓勵、引介學生參與各式各樣的學術討論與演講活動，培育多元開放的學習氛圍(如出席本校通識中心籌辦之各種講座、「神學論壇」、「人文三缺一」，以及不定期之課外講堂等與課程題旨相關的活動，並於參與後撰寫心得)。
Studying the history of thought is a way of enlightenment for students in the social department. The course of the history of thought is a training of thought, using reading and discussing the ideological content of others from ancient times to the present, exercising the thinking methods and courage of participants, and developing their own independent critical thinking. This course is one of the core courses of the social system. The purpose of the course is to introduce the origin, connection, change and influence of important Western social thoughts, as well as the essay concepts of important thinkers. It aims to outline the social thought movements and movements before modern social sciences emerge. History is a source of knowledge and is involved in freshman society and sophomore social theory courses to root the deeper knowledge of social students and cultivate a broader global vision and critical thinking ability.
Given that the scope of the history of social thought is extremely broad, the course will be centered on several important and influential topics in the history of Western thought, and relevant thinkers are selected for discussion. The main structure of the course was developed by the rise of Greek city-states, Platz, and Aristotle's ideas, and was linked to the demise of the Siroic Empire, the medieval world, the rejuvenation of the literary world, the religious reform, the Mongolian movement, the French Revolution, and the British. The capitalist theory sprouted until the important historical process of the European Revolution in 1848 and the revolution in the late Qing Dynasty and the Republic of China in the middle of the Republic of China. It planned eleven topics and introduced Roman law, Germanic practice law, practical theory, and joint governance. Important ideological history developments, such as the original sin theory, the new ethics, rationalism, social contract theory, German idealism, British classical political economy, Utopian socialism, governmentlessness, evolution theory, and the origin of modern Chinese thought, hoping to provide a more extensive The social history and ideological connection deeply roots students' deep knowledge, and can connect with the social sciences that are connected to the freshman year, and can enter the deeper conceptualization of the social theory course in the sophomore year.
In terms of teaching methods, the teaching methods and evaluation methods will be serious and diverse. Through training reading and understanding skills, practicing continuous learning endurance and social imagination, and designing Sugrats-style teaching methods to further train Students’ ability to express and sub-assemble and briefly describe their thinking. We also encourage and introduce students to participate in various academic discussions and lectures, and cultivate a diverse and open learning atmosphere (such as attending various lectures, "theological forums", "three missing ones in humanities", and no Regular courses, lectures and other activities related to the subject of the course, and write your experience after participation).
主要教科書
金觀濤、劉青峰(2000)《中國現代思想的起源：超穩定結構與中國政治文化的演變(第一卷)》，香港：香港中文大學出版社。
McClelland, J. S. A History of Western Political Thought. 彭淮棟譯([1998]2000)《西洋政治思想史》，台北：商周。
Nisbet, R./徐啟智譯([1973]1979)《西方社會思想史》，台北：桂冠。
Polanyi, K./劉揚、馮鋼譯([1944]2007)《大轉型：我們時代的政治與經濟起源》，杭州：浙江人民出版社。(有電子檔)
Schmidt, J./徐向東、盧華萍譯([1996]2005)《啟蒙運動與現代性：18世紀與20世紀的對話》，上海：上海人民出版社。
Skirbekk, G.H. and Gilje, N./童世俊、郁振華、劉進譯([2000]2012)《西方哲學史：從古希臘到二十世紀》(上、下)，上海：上海譯文出版社。
Stromberg, R.N./劉北成、趙國新譯([1992]2012)《西方現代思想史》，北京：金城。(有電子檔)
Tarnas, R./吳象嬰、晏可佳、張廣勇譯([1991]2011)《西方思想史》，上海：上海社會科學出版社。
必讀文本均已依序編入講義，有電子檔的文本均已Po到教學平台上，請妥善利用
Main textbooks
Jin Jingfeng and Liu Qingfeng (2000) "The Origin of Modern Chinese Thought: The Changes of Superstable Structure and Chinese Political Culture (Volume 1), Hong Kong: Publishing House of Chinese University of Hong Kong.
McClelland, J. S. A History of Western Political Thought. Peng Huai-chung ([1998] 2000) History of Western Political Thought, Taipei: Shang and Zhou dynasties.
Nisbet, R./Xu Qizhizhilu ([1973]1979) "History of Western Social Thought", Taipei: Laurel.
Polanyi, K./Liu Yang, Rong Steel Translation ([1944] 2007) "Great Transformation: The Political and Economic Origins of Our Times", Hangzhou: Zhejiang People's Publishing House. (There is an electronic file)
Schmidt, J./Xu Xiangdong, Lu Hua Pinglu ([1996] 2005) "Initiating Mongolian Sports and Modernity: Dialogues between the 18th Century and the 20th Century", Shanghai: Shanghai People's Publishing House.
Skirbekk, G.H. and Gilje, N./Tong Shijun, Yu Zhenhua, Liu Jinlu ([2000] 2012) "History of Western Philosophy: From Ancient Greek to Twentieth Century" (Part 1 and 2), Shanghai: Shanghai Translation Press.
Stromberg, R.N./Liu Beicheng, Zhao Guoxin ([1992] 2012) "History of Modern Western Thought", Beijing: Jincheng. (There is an electronic file)
Tarnas, R./安官网官网, Yan Kejia, Zhang Guangyong ([1991] 2011) "History of Western Thought", Shanghai: Shanghai Social Sciences Press.
The required texts have been written into the lectures in sequence, and the texts with electronic files have been posted on the teaching platform. Please use them properly
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂出席參與討論課堂出席參與討論 Class attendance and discussion |
20 | 主要視出席率及回答問題積極度，由老師評分 |
| 分組導讀分組導讀 Sub-group guidance |
18 | 給整組分數，視重點掌握與表達效果，及帶動課堂討論情況，需製作PPT |
| 分組提問分組提問 Sub-group Proposal |
6 | 給整組分數，視重點掌握與表達效果，及帶動課堂討論情況，需製作PPT |
| 導讀提問memo導讀提問memo Reading and asking memo |
12 | 兩份，各2000字，針對導讀提問主題的文本撰寫心得，上台報告後一周內繳交 |
