Music and language were viewed as the unique signatures of human evolution. As far as known, there
were no other species that developed the language system or musical culture comparable to human.
However, previous studies often discuss language and music in sociological and psychological aspects.
In this course, we will discuss language and music with views from biology. We will discuss how the
brain understands and analyzes language and music, how we acquire language, and why we are able to
appreciate, create and perform music. We will also discuss how language and musical learning
influence brain developments. We will explore the musical elements in the language sound, and talk
about how music changes our mood. The goal of this course is to develop students’ interests toward
Neuroscience research and provides an introductory view of the current scientific research toward
physiological and psychological basis of language and music.
音樂和語言被視為人類特有的演化特徵。目前我們所知的生物社群中，並無其他物種發展出可
與人類相比擬的音樂及語言系統。之前多數關於語言與音樂的研究多從社會學及心理學出發。
本課程將從生物學及神經科學的角度，從達爾文的演化觀點，到最新大腦造影的研究，探討大
腦是如何理解、分析語言跟音樂，及人類是如何學會語言溝通、欣賞音樂、音樂演奏；課程中
並將討論語言及音樂的學習對於大腦發展的影響。我們也會探討語言中的音樂性以及應用，以
及音樂如何影響我們的情緒。本課程將以互動方式進行，以期學生在修習本課程的過程中，培
養神經科學的興趣，並能夠對目前神經科學對於音樂、語言、及聽覺的研究有初步的認識。Music and language were viewed as the unique signatures of human evolution. As far as known, there
were no other species that developed the language system or musical culture comparable to human.
However, previous studies often discuss language and music in sociological and psychological aspects.
In this course, we will discuss language and music with views from biology. We will discuss how the
brain understands and analyzes language and music, how we acquire language, and why we are able to
appreciate, create and perform music. We will also discuss how language and musical learning
influence brain developments. We will explore the musical elements in the language sound, and talk
about how music changes our mood. The goal of this course is to develop students’ interests toward
Neuroscience research and provides an introductory view of the current scientific research toward
physiological and psychological basis of language and music.
Music and language are considered uniquely human evolutionary traits. Currently, no other species in the biological community that we know of has developed such
Music and language systems comparable to humans. Most previous studies on language and music were based on sociology and psychology.
This course will explore the subject from the perspective of biology and neuroscience, from Darwin’s evolutionary perspective to the latest brain imaging research.
How the brain understands and analyzes language and music, and how humans learn to communicate through language, appreciate music, and perform music; in the course
And will discuss the impact of language and music learning on brain development. We will also explore musicality and applications in language to
and how music affects our emotions. This course will be conducted in an interactive manner, with the hope that students will develop
Develop an interest in neuroscience and have a preliminary understanding of current neuroscience research on music, language, and hearing.
通識課程不同於專業課程，實乃著重引導學生主動關懷、探索與實踐人類的終極價值與智慧；同時通識課程所提供的知識，不是專業課程的淺薄化，而是具有厚實感的基礎知識。本校根據創校傳統、校訓與辦學理念訂定通識教育定四大基本素養：求真素養、篤信素養、力行素養與宏通素養，以具體落實本校通識教育之理想。希望本校學生能發揮自主學習精神，在通識課程老師的引導下，逐漸培養其通識教育基本素養，並期待能終身學習。各種基本素養並訂有具體的學習成效指標，以做教學與學習成效之自我檢證的具體指標，分述如下：求真素養（自然領域）：1.學習自然科學的方法或哲學以探索物理與生命世界的微妙，2.發揮就事論事的精神，3.能參與科學議題相關的公共事務。篤信素養（人文領域）：1.學習人文精神以探索內在自我與領會人類文明的深層價值，2.發展自律精神，3.能運用理性進行道德推理。力行素養（社會領域）：1.運用社會科學的方法或哲學以激發學生的傾聽與溝通能力，2.承認與尊重多元差，3.實踐民主審議的精神。宏通素養（跨領域）：1.追求人類的整體價值，2.融通求真、篤信、力行等素養於個人生命之中。各領域的課程對於學習成效指標可以跨選，不必拘泥。
General courses are different from professional courses. They actually focus on guiding students to actively care for, explore and practice the ultimate value and wisdom of mankind. At the same time, the knowledge provided by general courses is not the superficiality of professional courses, but basic knowledge with a solid sense. . Based on the school’s founding tradition, school motto and school philosophy, the school has formulated four basic qualities for general education: truth-seeking quality, belief quality, practical quality and general quality, in order to concretely implement the school’s ideals of general education. We hope that our students can develop their independent learning spirit and gradually develop their basic literacy in general education under the guidance of general education teachers, and look forward to lifelong learning. Each basic literacy has specific learning effectiveness indicators for self-examination of teaching and learning effectiveness, which are described below: Truth-seeking literacy (natural field): 1. Learn the methods or philosophy of natural science to explore physics and the subtleties of the living world, 2. Use the spirit of discussing matters as they are, 3. Be able to participate in public affairs related to scientific issues. Belief literacy (humanities field): 1. Learn the humanistic spirit to explore the inner self and understand the deep value of human civilization, 2. Develop self-discipline, 3. Be able to use rationality for moral reasoning. Practical literacy (social field): 1. Use social science methods or philosophy to stimulate students' listening and communication skills, 2. Recognize and respect diversity, 3. Practice the spirit of democratic deliberation. Hongtong literacy (cross-field): 1. Pursue the overall value of human beings, 2. Integrate qualities such as truth-seeking, faith, and practice into personal life. Courses in various fields can choose from different learning outcome indicators, so there is no need to be rigid.
1. 丹尼爾．列維廷：迷戀音樂的腦 台北市：大家出版社 2013 （Daniel Levitin : This Is Your Brain
on Music: The Science of a Human Obsession, Plume/Penguin, 2007 )
2. 奧力佛．薩克斯：腦袋裝了2000齣歌劇的人 台北市：天下文化 2008 （Oliver Sacks：
Musicophilia: Tales of Music and the Brain, Vintage, 2008)
3. 蔡振家：音樂認知心理學 台北市：國立台灣大學出版中心 2014
4. 蓋伊．多徹: 小心，別踩到我北方的腳！貓頭鷹出版社 2013 Guy Deustch, Through the Language Glass: Why the World Looks Different in Other Languages,
Picador, 2011
1. Daniel． Daniel Levitin: This Is Your Brain
on Music: The Science of a Human Obsession, Plume/Penguin, 2007 )
2. Oliver. Saxophone: The man with 2,000 operas in his head Taipei City: Tianxia Culture 2008 (Oliver Sacks:
Musicophilia: Tales of Music and the Brain, Vintage, 2008)
3. Cai Zhenjia: Cognitive Psychology of Music Taipei: National Taiwan University Publishing Center 2014
4. Guy. Doche: Be careful, don't step on my northern toes! Owl Press 2013 Guy Deustch, Through the Language Glass: Why the World Looks Different in Other Languages,
Picador, 2011
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與 Class Participation課堂參與 Class Participation Class Participation Class Participation |
20 | 含出席率與課堂討論 Attendance & In-class discussion |
| 分組報告 Group Presentation分組報告 Group Presentation Group Presentation Group Presentation |
30 | |
| 個人報告 Personal Essay個人報告 Personal Essay Personal report Personal Essay |
20 | |
| 期末考 Final期末考 Final Final exam Final |
30 |
