本課程重點在於從思想層面探討西方國家民主理路，包括三條主軸。第一是真民主和假民主分別。第二是保障菁英和保護弱勢原則。第三是自利與共善的行為假設。在講授順序方面，本學期分成兩個單元。首先是雅典民主的正反辯論。辯士學派贊同派瑞克利斯在國殤演說當中揭示的民主原則。相對地，希臘三哲反對雅典民主，最終由亞里斯多德強調混合政體的可欲性。其次是專制王權思想及其反動。馬基維利和霍布斯強調自利是個人最重要的行為動機，霍布斯因此主張理性自保的想法促使個人簽署社會契約，將權力盡數交給主權者。洛克批評霍布斯的邏輯不合情理，主張社會契約是要保障，而非限制個人自然權利The focus of this course is to explore the democratic management path of Western countries from the ideological level, including three main axes. The first is the distinction between real democracy and fake democracy. The second is the principle of protecting elites and protecting weaknesses. The third is the hypothesis of self-interest and common good. In terms of teaching order, this period is divided into two units. First of all, there is the positive and negative argument of Athenian democracy. The democratic principles revealed by the Scholars and Pericles in the speech of the country. Relatively, the Greek Three Philosophers opposed Athenian democracy, and finally Aristotle emphasized the desire for mixed political institutions. The second is the idea of the king's power and its reactions. Mackivley and Hobbes emphasized that self-interest is the most important behavioral act of individuals, and Hobbes therefore advocated rational self-protection to prompt individuals to sign social contracts and hand over their power to the right holder as much as possible. Locke criticized Hobbes's logic for being unreasonable, and advocated social contracts to protect, not restrict personal natural rights
Olivier Nay, Histoire des idées politiques, (Armand Colin), 2012.
胡祖慶，西洋政治思想史，（台北：雙葉），2012.
Thomas Piketty, Capital au XXIe siècle, (Paris: Seuil), 2013.
Olivier Nay, Histoire des idées politiques, (Armand Colin), 2012.
Hu Zuqing, History of Western Political Thought, (Taipei: Double Ye), 2012.
Thomas Piketty, Capital au XXIe siècle, (Paris: Seuil), 2013.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與課堂參與 Class Participation |
30 | |
| 期中考試期中考試 Midterm exam |
30 | |
| 期末考試期末考試 Final exam |
30 | |
| 自主學習自主學習 Independent learning |
10 |
