「共生環境」指的是自然環境與人工環境在一種「有機的」條件下取得調和的生活環境樣態。因此，共生環境設計就是站在與環境中之人事物共生的觀點下，將「一個地方」視為一個整體的設計對象，並能在掌握該地方具有的個別問題後，提出對該地方的共生環境而言更適切的設計處方。在邁向永續社會的目標下，探求自然環境與人工環境得以兩全的方法是當前全球共同面臨的問題，因此，本課程期望培養出具理解自然環境與人工環境的視野，且能在生活環境的構築中思索自然與人工雙向關係的整合型設計人才。
本課程將採取田野式研究教學模式，並以實際社會場域作為議題探索對象，修課學生須自己親身面對、感受、思考現實社會正面臨之種種課題的能力，進而主動關心自己生活圈中發生的具體問題，並表現行動。本學期規劃參與行動研究的場域為大肚山社區，關懷的議題為：大肚山教育創生，修課學生將透過跨領域團隊的形式，觀察場域生活的現場，在人們的生活樣態、自然環境、人工環境中，進行固有事物現象之觀察、田野現場的資訊收集、與當地生活者的互動與共鳴、田野場域之生活環境體驗等，進而建立問題意識／設定主題，資訊整合／提出假設，檢討問題解決對策，提出因應議題的設計提案，最後透過具體的形式進行實踐行動。本課程以聯合國SDGs指標「優質教育」「永續城鄉」「多元夥伴關係」做為社會實踐目標，田野研究與提案設計的重點鎖定地方傳統生活民藝的保留與發展，除了實際學習一項民藝之外，亦嘗試將該主題內容知識化、方法化、檔案化，建立未來教育推廣的模式。

"Symbiotic environment" refers to a living environment in which the natural environment and the artificial environment are harmonious under an "organic" condition. Therefore, symbiotic environmental design is to regard "a place" as an overall design object from the perspective of symbiosis with the people and things in the environment, and to propose more appropriate design prescriptions for the symbiotic environment of the place after understanding the individual problems of the place. With the goal of moving towards a sustainable society, exploring ways to balance the natural environment and the artificial environment is a common problem faced by the world. Therefore, this course hopes to cultivate integrated design talents who have the vision to understand the natural environment and the artificial environment, and who can think about the two-way relationship between nature and artificiality in the construction of living environments.
This course will adopt a field research and teaching model, and use the actual social field as the object of topic exploration. Students taking this course must have the ability to personally face, feel, and think about various issues that real society is facing, and then proactively care about specific issues that occur in their own life circles and take actions. The planned action research site for this semester is the Dadushan community, and the topic of concern is: Dadushan education creation. Students taking the course will observe the scene of field life through the form of cross-disciplinary teams, and conduct observations and field observations of inherent phenomena in people's living patterns, natural environments, and artificial environments. Collect information from field sites, interact and resonate with local residents, experience the living environment of field sites, etc., and then establish problem awareness/set themes, integrate information/propose hypotheses, review problem-solving strategies, propose design proposals that respond to the issues, and finally implement practical actions through specific forms. This course takes the United Nations SDGs indicators of "quality education", "sustainable urban and rural areas" and "diversified partnerships" as social practice goals. The field research and proposal design focus on the preservation and development of local traditional life and folk arts. In addition to actually learning a folk art, it also attempts to intellectualize, methodize and archive the subject content to establish a model for future education promotion.

本課程導入以設計思考（Design Thinking）為基礎的問題解決策略，由所有修課學生組成跨領域創新設計規劃團隊，透過田野行動紀錄、社區工作坊、社會實驗等方式，針對真實社會場域的現狀挑戰與未來需求，建構具體可行且同時兼具社會價值與經濟產值的行動方案，並協同社區場域相關的組織／團體，共同執行、實踐。本課程與下學期授課之「環境共生設計實作」為連續性課程。

This course introduces design thinking (Design Thinking)-based problem-solving strategies, all students taking the course form an interdisciplinary innovative design and planning team. Through field action records, community workshops, social experiments, etc., they construct concrete and feasible action plans that have both social value and economic output value based on the current challenges and future needs of the real social field, and collaborate with organizations/groups related to the community field to jointly implement and practice. This course is a continuous course with the "Environmental Symbiosis Design Practice" taught in the next semester.

Nigel Whiteley 著，游萬來、楊敏英、李盈盈譯，《為社會而設計 Design For Society》，聯經出版，2014
山崎亮 著，莊雅琇 譯，《社區設計》，臉譜書房（2015）
木下齊 著，《地方創生：觀光、特產、地方品牌的28則生存智慧》，不二家出版（2018）
地方創生戰鬥論：地區營造從活動到事業，必備的思考、實踐、技巧!，行人出版（2018）
佐佐木俊尚 著，郭菀琪 譯，《策展的時代》，經濟新潮社，2012
洪震宇 著，《風土經濟學：地方創生的21堂風土設計課》，遠流，2019
何培鈞 著，《你想活出怎樣的小鎮》，遠見天下文化，2020
林承毅 著，《二地居: 地方創生未來式》，遠見天下文化出版，2020
林承毅 著，《未來創造塾No.1未來的設計創造: 打開你的五感六覺, 對接場景、逆算時代! 60堂設計未來的創意必修課》，果力文化，2022
洪震宇 著，《精準敘事:12堂課掌握說真實故事的能力,把你的經驗和專業變成感動人心的內容》，漫遊者文化事業，2023

Written by Nigel Whiteley, translated by You Wanlai, Yang Minying, and Li Yingying, "Design For Society", Lianjing Publishing, 2014
Written by Ryo Yamazaki, translated by Zhuang Yaxiu, "Community Design", Facebook Study (2015)
Sai Kinoshita, "Local Creation: 28 Lifestyle Wisdoms for Tourism, Specialty Products, and Local Brands", Fujiya Publishing (2018)
Battle Theory of Place Creation: Necessary thinking, practice, and skills for regional creation from activities to businesses!, Pedestrian Publishing (2018)
Written by Toshinao Sasaki, translated by Guo Yuanqi, "The Era of Curating", Keizai Shinchoshasha, 2012
Hong Zhenyu, "Vernacular Economics: 21 Vernacular Design Lessons for Place Creation", Yuanliu, 2019
He Peijun, "What kind of town do you want to live in", Vision World Culture, 2020
Written by Lin Chengyi, "Dwelling in Two Places: Places Create the Future", Yuan Yuan Tianxia Culture Publishing, 2020
Written by Lin Chengyi, "Future Creation School No. 1 Future Design Creation: Open your five senses and six senses, connect with the scene, and count back the times! 60 creative compulsory courses for designing the future", Guoli Culture, 2022
Hong Zhenyu, "Accurate Narrative: Master the ability to tell true stories in 12 lessons, turn your experience and expertise into touching content", Wanderer Cultural Enterprise, 2023