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 course in the social field is to create students’ ability to acknowledge differences, be willing to affirm themselves, appreciate others and respect differences.
This course is set as a social value thinking course, with death and life education as the core of exploration. The main course of the weekly classes is discussion and sharing. Through weekly reading, movie appreciation, and exchanges and discussions between teachers and students, through different "story" and epigraphy, we can understand the positive meaning of death in society more comprehensively. Every day when we tell ourselves stories about life, we will re-understand, recognize, and feel the social imagination about death, and then transform the possibility of self-connection with society.
From the perspective of cultural research, a cultural value concept passed down by society from generation to generation has a certain framework effect on the psychological state of individuals. Through writing and discussing death on business books, people can lead to their choice to understand imagination by viewing "death" as part of social life, or to exclude death from the daily life of social interaction, and even to avoid death and vicious death with a suppressed attitude. These different concepts will influence people's verbal framework for understanding death and self-emotion.
The purpose of this course is to encourage each other to rebuild the social imagination of "death". In addition to "a painful experience of separation", death also serves as a rebirth experience that brings the power of the resurrection, as well as the love and connection feelings of the overall society. In class, students and teachers reconstruct the possibility of social relations and emotional connections, and establish a connection experience with the living and living experience between the stories of the living, the dead and the end.
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1. Leming, Michael R., and Dickinson, George E., written by Lu Yang and Zhou Zhilu, 2020, "Open Class on the Contemplation of Death". Taipei: Far-sufficiency culture.
2.Warraich, Haider, Zhu Yikang, 2020, "Twenty-first Chronicles of Life and Death". Taipei: Far-sufficiency culture.
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Murakami Haruki, translated by the Pearl, 1997, "The Forest of Norway". Taipei: Timely Publishing.
By Zheng Krakull, translated by Zhuang Anqi, 2007, "Death in Alaska". Taipei: World culture.
Written by Mickey Elbong, Bai Yucheng, 1998, "The Last 14 Tuesday Classes". Taipei: Big block.
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Love Mili Fried/Text, Kee Gehl Gleech/Picture, Zhang Lililu, 1999, "Did you wear a suit? 》. Green Culture Publishing.
Tanaka Nobusuke/Picture, 2008, "When Angels Fly Over People". Green Culture Publishing.
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 Work One |
30 | |
| 作業二作業二 Operation 2 |
30 | |
| 作業三作業三 Operation 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) Students’ independent implementation (planned by the General Knowledge Center) |
10 | 學生自主實作(由通識中心統一規劃) |
