人文領域的課程目標在於啟發學生美的鑑賞與願意為善的藝術涵養。對「美」與「善」的理解必須面對不同社會文化背景所建立的觀點。本課程認為需要從特定的文化背景脈絡作為分析的基礎才得以深化此一目標。
基於前述，作為人文創新議題為主軸之課程，將創新放在具有人文意涵之脈絡分析需要瞭解創意的文化背景脈絡。故本課程考量近年台灣文化創意產業中所面臨的「文化」不足的部分，考量全球以文化、內容等方式將創新與創意轉化為具體成品的主要國家後，以台灣現今對這些國家的文化與產品接受程度後，決定以日本為主要參考對象進行考察。
具體而言，就參考實際創新與文化的連結的案例分析與考察上，本課程以閱讀日劇（劇情片以及紀錄片）為手段，用以理解當今對於「創意」與「文化」之間的關係，以及特別在日本社會之中將創意與文化兩者銜接的手法與背景環節，以此培養學生對於生活中文化的轉譯與銜接的敏感度，以此增進自身專業以及社會文化背景之間的連結，並提升自我競爭力之課程。
在課程內容層面上，本課程主要分成兩大層級，在概念層級上，以「創意與創新」以及「文化與文明」的介紹與對比為中心，思考其連結與轉變的部分，並結合本課程的閱讀文本對象（即日劇）的部分，將其放在具體的文化脈絡之中，由此得以對日本文化對於創意的重視做更具體的說明。其次在實務層級上，則以日本文化中結合庶民大眾文化所呈現的特殊文化創作形式，亦即「內容產業」（台灣常對其稱為文化產業）做為實例，將內容產業中對於是如何將創意轉化為具體的「故事」與「產業」的呈現與運作，以提供學生思考如何將自身經驗與專業的方式轉化為可對他人分享、引起共鳴的各種表現形式、也就是以培養專業知識的硬實力之外的對話與延伸的軟實力。基於前述方式進行挑選課程所使用的各作品的主題。
在上課方式的呈現上，除課程開始的打底部分以及專題討論部分以任課教師的自編講義進行講述與帶領討論外，其他則以閱讀影片、筆記記述以及課堂與分組討論之方式進行。故本課程結合創新、文化、實際案例與討論，以及對案例之心得分析寫作以及自選案例進行分析之實作方式，藉此提升學生對於創新的各項基礎與分析之能力，進而提升學生在自身專業學科之外對於理解與陳述的多樣性能力。
The goal of the curriculum in the humanities field is to inspire students to appreciate beauty and be willing to do good in art. The understanding of "beauty" and "goodness" must face the perspectives established by different social and cultural backgrounds. This course believes that it is necessary to use a specific cultural background as the basis for analysis to deepen this goal.
Based on the above, as a course with humanistic innovation topics as the main theme, putting innovation in the context of humanistic connotations requires understanding the cultural background context of creativity. Therefore, this course considers the "cultural" shortcomings faced by Taiwan's cultural and creative industries in recent years. After considering the major countries in the world that transform innovation and creativity into concrete products through culture, content, etc., based on Taiwan's current culture and understanding of these countries, After checking the acceptance level of the product, we decided to use Japan as the main reference target for inspection.
Specifically, with reference to case analysis and investigation of the connection between actual innovation and culture, this course uses reading Japanese dramas (drama films and documentaries) as a means to understand the relationship between "creativity" and "culture" today. As well as the methods and background links that connect creativity and culture, especially in Japanese society, in order to cultivate students' sensitivity to the translation and connection of culture in life, in order to enhance the connection between their own majors and social and cultural backgrounds, and courses to enhance self-competitiveness.
In terms of course content, this course is mainly divided into two levels. At the conceptual level, it focuses on the introduction and comparison of "Creativity and Innovation" and "Culture and Civilization", thinking about their connections and transformations, and combining it with this course The reading text object (i.e., Japanese drama) is placed in a specific cultural context, so that a more specific explanation of Japanese culture's emphasis on creativity can be made. Secondly, at the practical level, the special form of cultural creation in Japanese culture combined with common people's popular culture, that is, the "content industry" (often referred to as cultural industry in Taiwan), is used as an example to analyze how the content industry handles Transform creativity into specific "stories" and "industry" presentations and operations to allow students to think about how to transform their own experience and professional methods into various forms of expression that can be shared and resonate with others, that is, to cultivate professional knowledge dialogue beyond hard power and extended soft power. Based on the above method, the themes of each work used in the course are selected.
In terms of the presentation of the class, except for the introductory part and thematic discussion part at the beginning of the course, which are narrated and led by the teacher's self-compiled handouts, the rest are conducted by reading videos, taking notes, and class and group discussions. Therefore, this course combines innovation, culture, practical cases and discussions, as well as practical methods of analyzing and writing case experiences and analyzing self-selected cases, so as to enhance students' basic and analytical abilities in innovation, and thereby enhance students' ability in their own Diverse abilities in understanding and presentation beyond professional disciplines.
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Murray, David（2010）。借用創意，你最快出人頭地（林麗冠譯）。臺北市：大是文化。
小山裕久（2012）。廚與藝：日本料理神人的思考與修鍊（趙韻毅譯）。臺北市：漫遊者文化。
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Howkin, John (2010). Creative Ecology-Thinking generates good ideas (translated by Li Ming). Taipei City: Collection Art Family.
Loehr, Jim (2009). In life, you must live the right story (translated by Lai Junda). Taipei City: Vision for the World.
Maxwell, Richard, Robert Dickman (2008). A good story never fails: The power of persuasion to create marketing miracles (translated by Yang Zhenfu). Taipei City: Vision for the World.
McKee, Robert (2015). The Anatomy of a Story (translated by Dai Luofen, Huang Zhengyuan, and Xiao Shaoji). Taipei City: Wanderer Culture.
Murray, David (2010). By borrowing creativity, you can stand out the fastest (translated by Lin Liguan). Taipei City: Big culture.
Yuhisa Koyama (2012). Cooking and Art: Thoughts and Cultivation by a Japanese Cuisine God (Translated by Zhao Yunyi). Taipei City: Wanderer Culture.
Inoue Tatsuhiko (2013). The first lesson of innovation: imitation (translated by Qiu Lijuan). Taipei City: Facebook.
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Qiu Yuyun (2014). Using stories to change the world: Cultural context and story archetypes. Taipei City: Yuanliu.
Fumio Hasegawa, Tadakazu Fukuto (eds.) (2007).コンテンツ学. Tokyo: World Thought Society.
Aoki Sadashige (2010). Type C - the password for the next wave of hot-selling products (translated by Peng Nanyi). Taipei City: Tianxia Magazine.
Hiroyuki Kanda (2017). Kanda Soul: Reflections on the Essence of Japanese Cuisine (translated by Ye Weili). Taipei City: Qingkong Culture.
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| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 平時表現平時表現 daily performance |
30 | 出缺席狀況與上課參與討論情形 |
| 期中個人心得報告期中個人心得報告 Midterm personal experience report |
30 | 對本課程所提供各種影片之內容與心得寫作 |
| 期末團體分組報告期末團體分組報告 Final group report |
35 | 各組自選影片對其進行名言佳句與名場面分析 |
| 學生自主實作學生自主實作 Students implement independently |
5 | 學生自主實作表現評量，由通識中心辦公室提供 |
