本課程的基本問題是：什麼是『差異』？社會如何(不)面對/對待/創造/處理『差異』？『異質空間/異托邦(heterotopia)』在其中扮演了怎樣的角色？這些又如何影響人們覺得自己是什麼的這回事？
下面列了幾種有可能(不)面對/對待/創造/處理『差異』的pattern：
1.分類，e.g. 傅柯(M. Foucault ) on 瘋癲
2.汙名，e.g. 釘子戶，高夫曼(E. Goffman) on 汙名
3.獵奇，e.g. 攝影、觀光客的凝視
4.隔離，e.g. 精神病院、樂生院
5.消滅，e..g. 包曼(Z. Bauman) on現代性與大屠殺
6.同化，e.g. 民族大融爐(melting pot)
7.規訓，e.g. 傅柯(M. Foucault ) on規訓與懲罰
8.矯正，e.g. 中共on 法輪功學員，政治犯
9.容忍，e.g. 創意新貴(Creative class)與同性戀指數理論
10.團結，e.g. 搖滾共和國
11.麻木不仁，e.g. 齊美爾(G. Simmel) on Blasé attitude
你覺得還有像什麼呢？
本課程具體分三個課程單元來進行，我們將透過『釘子戶』、『搖滾客』、『精神病』這三個可能被人們視為『差異對象』的異質空間案例討論，來貼近、回應此重要社會學課題，以及你自身的疑惑。
釘子戶
這個單元稱為釘子戶，我們打算討論的，不只是「釘子戶」這個名詞如何「社會地」產生，更要面對形塑著空間政治、經濟、權力、正義等範疇。近年來最常聽聞的當屬中國大陸的釘子戶新聞，以及台灣的市地重劃(如黎明幼兒園)、都市更新(如士林王家)，必須注意的是，當反覆見到整家、整家的人民，捍衛自身權益的時候，我們就很難再抱持嘲諷，認為釘子戶總是唯利是圖。
空間的意涵，可以有很多分析方法；空間正義的判斷，也有很多取徑。你在社會系所能學到的所有的概念、名詞，舉凡財產權與空間公共性、生命經驗與空間韻律、公共空間與排除、規劃的政治、生活方格、生活方式與選擇、私密性、階級、集權主義、家族、生產、消費與交換、使用需要、居住、工作……等不及備載，都可以是空間分析常見的關鍵詞，但總而言之對於空間的各式分析，總能聚焦在「正義」這個核心命題。我們如何理解台灣的釘子戶與空間正義呢?我們將以黎明幼兒園和樂生療養院的案例，來貼近釘子戶與正義課題。
搖滾客
在你的生活經驗中，有沒有這樣的朋友呢?他們熱愛搖滾樂，並視之為在充斥著靡靡之音的生活世界中，這是唯一能讓他們感動並激發情感力量的音樂類型；他們對何謂搖滾精神有一套能侃侃而談的見解，還會不時向你推薦他認為相當經典的樂團或歌曲，並不厭其煩的向你解釋歌曲或專輯的意涵。他們有一群同樣愛好搖滾樂的朋友，不時會聚在一起交流音樂的資訊，有時會「揪團」一起去看他們心中的「天團」表演，甚至進一步組樂團搞搖滾樂。搖滾樂對他們而言，超越了娛樂與休閒的功能，是一種生活風格與生命態度的展現，指引著他們以抗拒規範、拒絕盲從、凸顯歧異的方式進行實踐。你有這樣的朋友嗎？或者，你就是其中之一？
許多搖滾樂社會學研究都嘗試去探討上述這些搖滾樂的文化現象，以發掘其中的社會學意涵。不論是「文化工業」理論或是「次文化」理論，在不同立場上均指出搖滾樂與意識形態的關係。其中，次文化理論主張搖滾樂迷有主動創造文化的能力，他們挪用或改造既有的音樂元素，結合自己的文化背景與生活經驗，創造能凝聚認同的音樂風格與意識型態，讓受到壓抑、邊緣化的群體有機會開展異質的論述、文化形式與抵抗空間。雷鬼樂、納粹搖滾與龐克等，都是次文化理論所彰顯的重要範例。
縱使搖滾樂所開展的文化與意識形態對熱愛此種音樂的人們產生了啟蒙、指引的作用，但是，是什麼驅動著搖滾樂的場域裡不斷發生具有抵抗性、顛覆性與創造性的文化及社會行動?本課程單元之目的在於探索由搖滾樂開啟的情感政治及文化行動，鑲嵌在現代社會的發展脈絡中，所呈現的可能與不可能。我們嘗試沿著文化研究學者Grossberg(1984)所提出的「搖滾機制(rock apparatus)」與「情感同盟(affective alliance)」的思路，討論搖滾樂如何在樂手、商業機制、樂迷等多方力量的共構過程中，形成一股屬於搖滾社群的情感力量，不斷驅動搖滾場域進行具有社會意義的文化生產，其所蘊含的培力(empowerment)效果，如何使得對搖滾樂的文化認同之能夠進一步轉化為行動的力量，在現代社會中開展異質文化抵抗的動態?如同Grossberg所言：「情感培力不保證抗爭、甚至是生存，但它確實提供了生存、抗爭所必要的『能源』。」
精神病
我一定是瘋了，所以才開這門課！
讓我們來讀讀傅柯的瘋癲史，想想如何「看」龍發堂吧The basic question of this course is: What is "difference"? How does society (not) face/treat/create/deal with "difference"? What role does "heterotopia" play in this? How does this affect who people think they are?
Listed below are several patterns that may (not) face/treat/create/deal with "difference":
1. Classification, e.g. M. Foucault on Madness
2. Stigma, e.g. nail-biter, E. Goffman on stigma
3. Curiosity, e.g. photography, tourists’ gaze
4. Isolation, e.g. mental hospital, Lesheng hospital
5. Elimination, e..g. Z. Bauman on Modernity and the Holocaust
6. Assimilation, e.g. melting pot
7. Discipline, e.g. M. Foucault on discipline and punishment
8. Correction, e.g. CCP on Falun Gong practitioners, political prisoners
9. Tolerance, e.g. Creative class and homosexuality index theory
10. Unity, e.g. Rock Republic
11. Insensitivity, e.g. G. Simmel on Blasé attitude
What else do you think it looks like?
This course is divided into three course units. We will approach and respond to this issue through case discussions of three heterogeneous spaces that may be regarded as "difference objects": "nail house", "rock customer" and "mental illness". Important sociological topics, and your own doubts.
Nail house
This unit is called a nail household. What we intend to discuss is not only how the term "nail household" came into being "socially", but also how it shapes the politics, economy, power, justice and other categories of space. In recent years, the most frequently heard news is the nail-biting house news in mainland China, as well as the city rezoning (such as Liming Kindergarten) and urban renewal (such as Shilin Wang Family) in Taiwan. It must be noted that when we repeatedly see the whole house, the whole house When the people of our country defend their own rights and interests, it is difficult for us to hold on to ridicule and think that nail-biting households are always just for profit.
There are many ways to analyze the meaning of space; there are also many ways to judge the justice of space. All the concepts and terms you can learn in the sociology department, including property rights and spatial publicity, life experience and spatial rhythm, public space and exclusion, the politics of planning, living grid, lifestyle and choice, privacy, class , totalitarianism, family, production, consumption and exchange, use needs, residence, work... they can all be common keywords in spatial analysis, but in short, all kinds of analysis of space can always focus on "justice". "This core proposition. How do we understand nail households and spatial justice in Taiwan? We will use the cases of Liming Kindergarten and Lesheng Nursing Home to get closer to the issue of nail households and justice.
rocker
In your life experience, are there any friends like this? They love rock music and regard it as the only type of music that can move them and inspire emotional power in a world full of music; they are passionate about rock music. He has a eloquent view on what the spirit of rock is. He will also recommend bands or songs that he considers quite classic from time to time, and will go out of his way to explain the meaning of the songs or albums to you. They have a group of friends who also love rock music, and they get together from time to time to exchange music information. Sometimes they "gather together" to watch the performances of their favorite "day group", and even form a band to engage in rock music. For them, rock music goes beyond the functions of entertainment and leisure. It is a display of life style and attitude towards life, guiding them to practice in a way that resists norms, refuses blind obedience, and highlights differences. Do you have such a friend? Or are you one of them?
Many sociological studies of rock music have attempted to explore the above-mentioned cultural phenomena of rock music in order to explore their sociological implications. Whether it is the "cultural industry" theory or the "subculture" theory, they point out the relationship between rock music and ideology from different standpoints. Among them, the subculture theory advocates that rock fans have the ability to actively create culture. They appropriate or transform existing music elements, combine their own cultural background and life experience, and create music styles and ideologies that can unite their identity, so that the repressed, Marginalized groups have the opportunity to develop heterogeneous discourses, cultural forms and spaces of resistance. Reggae, Nazi rock and punk are all important examples of subculture theory.
Even though the culture and ideology developed by rock music have enlightened and guided people who love this kind of music, what drives the continuous occurrence of resistant, subversive and creative cultural and social actions in the field of rock music? ?The purpose of this course unit is to explore the emotional, political and cultural actions initiated by rock music, embedded in the development context of modern society, and the possibilities and impossibilities presented. We try to follow the "rock apparatus" and "affective alliance" proposed by cultural studies scholar Grossberg (1984). alliance)", discusses how rock music forms an emotional force belonging to the rock community in the process of co-construction of musicians, business mechanisms, music fans and other forces, constantly driving the rock field to carry out cultural production with social significance , the empowerment it contains How can the cultural identification with rock music be further transformed into the power of action to develop the dynamics of heterogeneous cultural resistance in modern society? As Grossberg said: "Emotional empowerment does not guarantee resistance or even survival, but it does provide "Energy" necessary for survival and struggle.
mental illness
I must be crazy to take this course!
Let’s read Foucault’s History of Madness and think about how to “see” Long Fat Hall
Bennett, A.著/孫憶南譯(2004)《流行音樂的文化》，台北：書林。
Foucault, M.(1988) Madness and Civilization: A History of Insanity in the Age of Reason, New York: Vintage. (有英文版電子檔) 劉北成、楊遠嬰譯(1992)《瘋癲與文明：理性時代的瘋癲史》，台北：桂冠。(有簡體中文版電子檔)
Foucault, M./林志明譯([1960]1998)《古典時代瘋狂史》，台北：時報。(傅柯的法文版博士論文直接中譯)(有簡體中文版電子檔)
O’Hara, C.著/張釗維、吳佳臻譯([1995]2005)。《龐克的哲學：不只是噪音》。台北：商周。(東海讀書館有館藏)
姚耀婷(2010)《重思治理術與日常生活實踐：以樂生/新莊對立語境為例》，台灣大學地理環境資源學研究所碩士論文。(有電子檔)
夏鑄九(2016)《異質空間之營造》，台北：唐山。
陳姃湲編著(2012)《看不見的殖民邊緣》，台北：玉山社。
黃筑(2007)《龍發堂攝影研究》，成功大學藝術研究所碩士論文。(有電子檔)
黃詠光(2007)《樂生故事：樂生院拆遷抗爭中的敘事、主體與抵抗政治》，台灣大學建築與城鄉研究所碩士論文。(有電子檔)
Written by Bennett, A./Translated by Sun Yinan (2004) "The Culture of Popular Music", Taipei: Shulin.
Foucault, M. (1988) Madness and Civilization: A History of Insanity in the Age of Reason, New York: Vintage. (English electronic version available) Translated by Liu Beicheng and Yang Yuanying (1992) Madness and Civilization: A History of Insanity in the Age of Reason ”, Taipei: Guiguan. (E-file in simplified Chinese is available)
Foucault, M./Translated by Lin Zhiming ([1960] 1998) "History of Madness in the Classical Era", Taipei: The Times. (Direct Chinese translation of Foucault’s French doctoral thesis) (Simplified Chinese electronic version available)
Written by O’Hara, C./Translated by Zhang Zhaowei and Wu Jiazhen ([1995]2005). The Philosophy of Punk: More Than Noise. Taipei: Shang and Zhou. (Collected by Donghai Reading Library)
Yao Yaoting (2010) "Rethinking governance and daily life practice: taking the Lesheng/Xinzhuang opposition context as an example", Master's thesis, Institute of Geography, Environmental Resources, National Taiwan University. (E-file available)
Xia Zhujiu (2016) "Creation of Heterogeneous Space", Taipei: Tangshan.
Edited by Chen Panshen (2012) "The Invisible Colonial Margin", Taipei: Yushan Society.
Huang Zhu (2007) "Research on Longfatang Photography", master's thesis of National Cheng Kung University Art Institute. (E-file available)
Huang Yongguang (2007) "The Story of Lesheng: Narrative, Subjectivity and Politics of Resistance in the Lesheng Yuan Demolition Resistance", Master's thesis, Institute of Architecture and Urban-Rural Affairs, National Taiwan University. (E-file available)
| 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 Attend classes and participate in discussions |
20 | 主要視出席率及提問、回答問題積極度。 |
| 分組報告分組報告 Group report |
40 | 其中上台導讀16%，提問6%，期末書面報告18%。主要視分工協作、內容、重點表達、帶動台下同學情況。 |
| 個人期中、期末報告個人期中、期末報告 Personal interim and final reports |
30 | 各一份，每份15%，2500字以上 |
| 個人閱讀心得報告個人閱讀心得報告 Personal reading experience report |
10 | 共兩份，每份5%，800字以上。 |
