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 problem of this course is: What is the "difference"? How does society (not) face/treat/create/handle “difference”? What role does "heterotopia" play in it? How does this affect what people think of themselves?
Here are a few patterns that may (not) face/treat/create/handle/handle/handle/handle/handle/handle/handle/deal:
1. Category, e.g. Foucault (M. Foucault) on Crazy
2. Name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name of the name
3. Keywords, e.g. Photographers' gauge
4. Isolation, e.g. Mental hospital, Lesson hospital
5. Elimination, e..g. Z. Bauman on Modern Sex and Massacre
6. Assimilation, e.g. National melting pot
7. Regulation, e.g. Foucault on Regulation and Punishment
8. Correct, e.g. CCP on legal and meritorious officer, political prisoner
9. Tolerance, e.g. Creative class and homosexual index theory
10. Group, e.g. Shrugging the Republic
11. Insensitive, e.g. G. Simmel on Blasé attitude
What do you think it looks like?
This course is divided into three course units. We will discuss the three different space cases that may be considered by people as "difference objects" through "school members", "swalking the customer", and "mental illness", to approach and respond to this important social subject, as well as your own doubts.
电子子
This unit is called a genocide. What we intend to discuss is not only how the term "genocide" is produced "socially", but also to face the shaping of spatial politics, economy, power, and righteousness. In recent years, the most commonly heard news of the sacred family members belonging to mainland China, as well as the urban and urban renewal plans in Taiwan (such as the Liming Kindergarten) and urban renewal (such as the Shilin Wang Family), it is important to note that when we repeatedly see the whole family and the people of the whole family and defend their own rights, it is difficult for us to mock and believe that the sacred family members are always profit-oriented.
There are many analytical methods for the meaning of space; there are also many ways to judge the righteousness of space. All the concepts and nouns you can learn in the social system, whether property rights and space publicity, life experience and space laws, public space and exclusion, planning politics, life pattern, lifestyle and choice, privacy, level, collectiveism, family, production, consumption and exchange, use needs, residence, work, etc., can be a common keyword in space analysis, but in short, various analyses of space can always focus on the core topic of "righteousness". How do we understand the righteousness of children and space in Taiwan? We will use the cases of Dawn Academy and Lesheng Hospital to approve the questions of children and righteousness.
Snatch the customer
Are there any such friends in your life experience? They love to be amused and think that in a life world filled with slutty, this is the only music type that can move and stimulate emotional power; they have a set of eloquent views on what spirit of slap, and they will recommend to you the musical group or song that he thinks is quite classic, and they will not explain the meaning of songs or albums to you in a vague way. They have a group of friends who love to have fun and enjoy music. They will gather together to exchange music information from time to time. Sometimes they will "raise" to watch the "sky group" performance in their hearts, and even further form a group to have fun. For them, the function of shaking transcends entertainment and leisure, is a manifestation of life style and life attitude, guiding them to practice in a way that resists rules, refuses blindness, and highlights differences. Do you have friends like this? Or, you are one of them?
Many social studies of swaying sorrows have tried to explore the cultural phenomena of swaying sorrows above to explore the social implications. Whether it is a "cultural industry" theory or a "subcultural" theory, the relationship between the sway and the form of consciousness is pointed out in different positions. Among them, subculture theory advocates the ability to actively create culture. They approve or transform existing music elements, combine their cultural background and life experience, and create music styles and conscious patterns that can condense the recognition, so that the suppressed and edged groups have the opportunity to display different arguments, cultural forms and resistance spaces. Reggae, Nazi Rolling and Rolling are all important examples that are highlighted by subcultural theory.
This has enabled the cultural and ideological forms of swaying to be conscious and guiding for those who love this music. However, what drives the swaying to be resistant, overwhelming and creative cultural and social actions to be constantly occurring in the swaying field? The purpose of this course is to explore the emotional political and cultural actions initiated by swaying, embedded in the development structure of modern society, and present the possibilities and impossible. We try to follow the "rock arrangement" and "affective" proposed by cultural researcher Grossberg (1984) "The idea of "alliance" discusses how to form an emotional force belonging to the shaking community in the process of the common structure of many forces such as musicians, business mechanisms, and fans, and constantly drive the shaking field to carry out cultural production with social meaning. The empowerment it contains How can the cultural recognition of the storm be further transformed into the power of action and develop the dynamic of cultural resistance in modern society? As Grossberg said, "Emotional cultivation does not guarantee resistance, or even survival, but it does provide the necessary "energy" for survival and resistance."
Mental illness
I must have been crazy, so I started this class!
Let us read Fu Ke's crazy history and think about how to "read" Longfatang
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)
Bennett, A./Sun Jing Nanlu (2004) "The Culture of Pop Music", Taipei: Books.
Foucault, M. (1988) Madness and Civilization: A History of Insanity in the Age of Reason, New York: Vintage. (Electronics in English) Liu Beicheng and Yang Chang'an (1992) "Crazy and Civilization: A History of Crazy and Civilization in the Age of Rational Times", Taipei: Laurel. (There is a simple Chinese version of the electronic file)
Foucault, M./Lin Zhiming Lu ([1960] 1998) "A Crazy History of Classical Times", Taipei: Time Report. (Fu Ke's French version of the doctoral paper is translated directly in Chinese) (There is a simple Chinese version of the electronic file)
O’Hara, C. Written by Zhang Wei, Wu Jiazhen ([1995] 2005). "The Philosophy of the Locke: Not Just Noise". Taipei: Shang and Zhou dynasties. (The Donghai Reading Library has a collection)
Yao Yaoting (2010) "Rethinking the Practice of Governance and Daily Life: Taking the Lesson/Xinzhuang Contradictory Language as an Example", a literacy article from the Institute of Geography and Environment Resources at Taiwan University. (There is an electronic file)
Xia Yanjiu (2016) "The Construction of the Eccentric Space", Taipei: Tangshan.
Chen Yongshuo (2012) "The Unseen Colonial Edge", Taipei: Yushan Society.
Huang Zhu (2007) "Research on Photography in Longfatang", a scholarly essay from the Institute of Arts of Chenggong University. (There is an electronic file)
Huang Yingguang (2007) "Lesson Story: The Demolition of the Lesson School, the Subject and the Politics of Resistance in the Anti-Japanese War", a scholar-in-law article from the Architecture and Chengzhen Research Institute of Taiwan University. (There is an electronic file)
| 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 | 主要視出席率及提問、回答問題積極度。 |
| 分組報告分組報告 Sub-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 mid-term 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。 |
