社會領域的課程目標在於啟發學生能夠承認差異，願意肯定自我、欣賞他人與尊重差異。
本課程設定為社會價值思辨課程，以死亡與生命教育為探索核心。每週於課堂以討論分享為主軸，透過每週閱讀，電影欣賞，以及師生之間經驗的交流討論，透過不同的「故事」與詮釋脈絡，更豐富地理解死亡在社會中的正向意義。每一天我們對自己述說關於生命的故事，都將使我們重新理解、認知、感受關於死亡的社會想像，進而從中轉化自我與社會連結的可能性。
從文化研究的角度來看，一個社會世代傳遞的文化價值觀念，對個體的心理狀態產生一定的框架效應。透過作業書寫與公開討論死亡，可以引導人們選擇將「死亡」視為社會生活的一部分來理解想像，或者選擇將死亡排除在社會互動的日常之外，乃至於以一種壓抑的態度，避談死亡、厭惡死亡，這些不同的觀念，都將影響人們理解死亡與自我情感的詮釋框架。
本課程目標為，鼓勵彼此重建「死亡」的社會想像，死亡作為一種「分離的痛苦經驗」之外，同時也作為一種帶回生者力量的重生經驗，以及社會整體的愛與連結感受。課堂上學生與老師在討論經驗與死亡書寫中，在生者、亡者與臨終者的故事之間，重新建構社會關係與情感連結的可能性，並與活著的當下建立連結體驗。
The goal of the social field curriculum is to inspire students to recognize differences, be willing to affirm themselves, appreciate others and respect differences.
This course is set as a social value speculation course, with death and life education as the core of exploration. Discussion and sharing are the main focus of the class every week. Through weekly reading, movie appreciation, and experience exchange and discussion between teachers and students, through different "stories" and interpretation contexts, we can better understand the positive significance of death in society. . Every day we tell ourselves a story about life, it will enable us to re-understand, recognize, and feel the social imagination about death, thereby transforming the possibility of connecting ourselves and society.
From the perspective of cultural studies, the cultural values passed down from generation to generation in a society have a certain framing effect on the psychological state of individuals. Writing homework and openly discussing death can lead people to choose to regard "death" as a part of social life to understand and imagine, or they can choose to exclude death from daily social interactions, or even avoid talking about death with a repressive attitude. , aversion to death, these different concepts will affect people's interpretive framework for understanding death and self-emotions.
The goal of this course is to encourage each other to reconstruct the social imagination of "death". Death is not only a "painful experience of separation", but also a rebirth experience that brings back the power of the living, as well as the overall feeling of love and connection in society. In the classroom, students and teachers discuss experiences and writing about death, and among the stories of the living, the dead, and the dying, they re-construct the possibility of social relationships and emotional connections, and establish a connection experience with the living present.
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2.Warraich, Haider著，朱怡康譯，2020，《二十一世紀生死課》。台北：遠足文化。
諾伯特．愛里亞斯著，鄭義愷 譯，2008，《臨終者的孤寂》。台北：群學。
村上春樹著，賴明珠譯，1997，《挪威的森林》。台北：時報出版。
強‧克拉庫爾著，莊安祺譯，2007，《阿拉斯加之死》。台北：天下文化。
米奇·艾爾邦著，白裕承譯，1998，《最後14堂星期二的課》。台北：大塊。
伊麗莎白．庫伯勒．羅斯，2009，《天使走過人間：生與死的回憶錄》。台北：天下。
愛蜜麗‧弗利德/文，基傑‧格萊希/圖，張莉莉譯，1999，《爺爺有沒有穿西裝？》。格林文化出版。
田中伸介/圖文，2008，《當天使飛過人間》。格林文化出版。
Glennys Howarth, 2007, Death and dying: a Sociological Introduction. UK: Polity press.
1.Leming, Michael R., and Dickinson, George E., translated by Pang Yang and Zhou Yan, 2020, "An Open Course Staring at Death". Taipei: Hiking Culture.
2. Warraich, Haider, translated by Zhu Yikang, 2020, "Life and Death Lessons in the 21st Century". Taipei: Hiking Culture.
Norbert. Written by Elias, translated by Zheng Yikai, 2008, "The Loneliness of the Dying". Taipei: Qunxue.
Written by Haruki Murakami, translated by Lai Mingzhu, 1997, "Norwegian Wood". Taipei: Times Publishing.
Written by John Krakul, translated by Zhuang Anqi, 2007, "Death in Alaska". Taipei: Tianxia Culture.
Written by Mitch Albon, translated by Bai Yucheng, 1998, "The Last 14 Tuesday Lessons". Taipei: Chunk.
Elizabeth. Kübler. Ross, 2009, Angels Walked Through the Earth: A Memoir of Life and Death. Taipei: Tianxia.
Emily Freed/Text, Gigi Glasch/Pictures, Translated by Zhang Lili, 1999, "Did Grandpa Wear a Suit?" 》. Published by Green Culture.
Shinsuke Tanaka/Illustrations, 2008, "When Angels Fly Over the World". Published by Green Culture.
Glennys Howarth, 2007, Death and dying: a Sociological Introduction. UK: Polity press.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 作業一作業一 Assignment 1 |
30 | |
| 作業二作業二 Homework 2 |
30 | |
| 作業三作業三 Assignment 3 |
30 | |
| 學生自主實作(由通識中心統一規劃)學生自主實作(由通識中心統一規劃) Student independent implementation (unified planning by the General Education Center) |
10 | 學生自主實作(由通識中心統一規劃) |
