如今，親密關係既多樣，也取得前所未有的優勢地位。對比起1980年代之前又或是1960年代之前的情況，今日的親密關係不再限縮於私人空間之中，受制於日常閒談的範圍裡；親密關係所能關連到的議題、所能發引發的效應已然超越了家庭生活、性別角色、親子關係或性活動。此外，今日的親密關係不似以往，親密關係如何浮現、發展、爭議、延續，甚至如何終結，皆涉及一套繁瑣的”身體活”（body work）與社會展演，而這類身體技藝與展演已非特定性別或社會角色所專有。換言之，所謂的相濡以沫、親密無間、心心相印…等用語，無可避免地與特定個人如何在互動場景之中採取哪些身體技藝，用以達成情感流動或慾望投射，有所關連。應注意的是，親密關係即使取得如此重要的地位，當代的親密關係卻也引發不容小覷的負面影響。無論是情感寄生，或是情緒勒索，又或是情緒剝削與新自戀症文化，甚至是”冷親密”或”冷暴力”等現象/概念，不只盛行於專業的研究之中。對於一般人，這些現象既重要也令人感到揪心與費神。
回顧與親密關係有關的社會學研究傳統，我們明確發現，親密關係與其相關的議題即使歷史悠久，在1960年代或1980年代也的確經歷兩波幅度不小的變革，但時至1980年代結束，方才出現高度相關且具有代表性的研究。姑且不論過往的社會學研究者為何輕忽與親密關係有關的議題，Giddens、Beck、Beck-Gernsheim、Bauman的作品對於我們如何理解現代或是後/晚近現代社會之中的親密關係，誠然有著重大且不容忽視的洞見。可以說，Giddens等社會學家不只著眼性別解放運動、家庭型態的變革、親子關係的重新界定、性生活/性取向的多元化是如何影響著當代的親密關係，同時也關注親密關係是如何反映、行塑、介入社會的基本構成方式，甚至誘發出另一種關乎民主、平等、正義…等概念的普世想像。
本課程著眼上述四個社會學家與其經典研究，嘗試透過細讀與討論，探究他們如何分析、拆解、重述親密關係的歷史變革與當代親密關係的基本樣貌/伴生的陰暗面。同時，透過講解歐洲、美國或全球場景中於近兩個世紀所歷經的社會、政治、文化…等變革，本課程也希望修課學生可以掌握到，不同的社會學家立基於不同的社會處境與學術環境是如何針對特定的社會議題，進行批判性、反身性與解放性的觀察。
透過此課程的初步規劃，本課程嘗試達成的效果不外乎三個面向：
一是，修課學生可以理解四位重要的社會學家及其經典的作品，並藉此掌握相關的文化、社會、歷史脈絡，進而理解不同社會學家與相應之學術思潮如何分析、拆解與重述當代親密關係與其所關連出的重大議題。
其次，修課學生可藉由修課過程，初步掌握這幾位社會學家的研究及其相關學術討論的基本脈絡。
最後，修課學生也能通過參與課程、小組報告與作業繳交，不只是養成發問與質疑的思考習慣，也重新正視"經典”對於我們思考特定現象、事物與議題的重要之處。
就實際課程安排而言，整個學期的課程分成三個部分：第一部分關注Giddens與其作品，討論主題設定為：Giddens如何運用”結構化理論”重新理解社會制度與個人之間的關係，並從而揭露出此一關係的歷史變革是如何促成”生活政治”的勃興、性別解放運動的壯大、性活動/性取向的多樣化、身體技藝取得日趨重要的地位…等等；Giddens眼中的"純粹關係"，以及其之於當代親密關係的浮現、發展和變形的複雜連帶；親密關係如何深化進一步民主化的趨勢。第二部分的焦點將放置在Beck 與Beck-Gernsheim這兩位社會學家的作品上，討論的主題設定為：就這兩位社會學家來說，高度制度化的社會趨勢底下，伴隨著二次大戰之後女性大規模參與勞動力場，以及廣泛獲取教育與參政機會，親密關係是如何打破十九世紀以降的家庭型態、性別角色設定、親子關係與性活動模式；當代親密關係在歷經劇烈變革之後是如何擺盪在個體自由與親密連帶的張力之間；風險自負的社會處境下，親密關係如何展現出兼具創意與批判的普世視野。第三部分將鎖定Bauman與其作品，討論的主題則是：Bauman眼中的第二現代性，或說流動的現代性，如何行塑、反映當代的親密關係的基本特徵與樣態；當親密關係如同其他社會社會活動一樣，皆與消費、自主/自由、身體展演、情緒/情慾流動..等有著密切相關之時，人們如何處理不斷滋生的情感、社會關係..等的廢棄物；倘若當代親密關係所揭露的關鍵爭議點已然觸及親密與孤獨的兩難，也關乎自我與他者之間的複雜區隔，我們如何反思”無法與親密他人共處或共存”的這種難題。
本課程除了導讀四位社會學家的特定作品以外，還將於不同週次，陸續針對特定現象與特定議題，提供簡略但相對輻輳的簡介，例如：公私領域的歷史區隔與變遷；19以降家庭型態的幾次轉型；性別角色在這兩個世紀的演變；性活動與性取向如何跳脫既有框架，展現出多樣與紛雜性；變革中且日趨民主化的親子關係。
Today, there are both diverse relationships and have achieved unprecedentedly favorable status. Compared with the situation before the 1980s or before the 1960s, today's close relationships are no longer limited to private spaces and are subject to the scope of daily conversations; the issues that close relationships can connect and the effects that can be triggered have transcended family life, gender roles, family relationships or sexual activities. In addition, today's secret relationships are not like before. How secret relationships emerge, develop, argue, continue, and even end, involve a complex set of "body work" and social exhibitions, and this type of physical technology and exhibitions are no longer specialized in specific genders or social roles. In other words, the so-called mutual support, inseparable, mutual communication, and other words inevitably correlate with how a particular person adopts what physical techniques in the interactive scenes to achieve emotional flow or desire projection. It should be noted that even if secret relations have achieved such an important position, contemporary secret relations have caused negative effects that cannot be ignored. Whether it is emotional parasites, emotional blackmail, emotional smear and neoauspicious culture, or even phenomena/concepts such as "cold secrets" or "cold violence", it is not only popular in professional research. For ordinary people, these phenomena are both important and heartbreaking and costly.
Looking back at the social research traditions related to close relationships, we have clearly discovered that even though the issues related to close relationships have long history, they have undergone two significant changes in the 1960s or 1980s, but it was not until the end of the 1980s that highly relevant and representative research appeared. Regardless of why past social researchers have ignored the issues of negotiating relationships, the works of Giddens, Beck, Beck-Gernsheim, and Bauman have great insights into how we understand the negotiating relationships in modern or later/modern modern society. It can be said that social scientists such as Giddens not only focus on how sexual liberation movements, changes in family patterns, redefinition of family relationships, and how sexual life/sexual orientations affect contemporary secret relations, but also pay attention to how secret relations reflect, shape, and intervene in the basic structure of society, and even inspire to develop another universal imagination about concepts such as democracy, equality, and justice.
This course focuses on the above four sociologists and their classical research, and attempts to explore how they analyze, disassemble and retell the basic appearance/companimental dark side of contemporary secret relations through detailed reading and discussion. At the same time, through explanations on the social, political, cultural, etc. changes that have occurred in the past two centuries in Europe, the United States or global scenarios, this course also hopes that students can understand how different socialists conduct critical, reflexive and liberation observations based on different social situations and academic environments.
Through the preliminary planning of this course, the results achieved by this course are nothing more than three aspects:
First, students can understand the four important socialists and their classic works, and use this to master the relevant cultural, social and historical ties, and then understand how different socialists and corresponding academic thoughts analyze, disassemble and retell the important issues related to contemporary secret relations and their relationships.
Secondly, students can use the course process to gain a preliminary understanding of the basic aspects of the research and related academic discussions of these sociologists.
Finally, students can also participate in courses, group reports and work exchanges, not only to develop thoughts and doubts, but also to re-examine the importance of "classics" for us to think about specific phenomena, things and questions.
In terms of actual course arrangement, the course of the entire school period is divided into three parts: the first part focuses on Giddens and his works, and discusses the topic: how Giddens uses "structural theory" to re-understand the relationship between social systems and individuals, and thus reveals how the historical changes in this relationship have led to "birth". The thrill of living politics, the magnitude of sexual liberation movement, the diversity of sexual activities/sexual orientations, the daily important position of physical technology... etc.; the "pure relationship" in Giddens' eyes, and the complex links of the emergence, development and deformation of contemporary secret relations; how secret relations deepen the trend of further democratization. The focus of the second part will be placed in Beck In the works of the two socialists, Beck-Gernsheim, the topic of the discussion is set as follows: As for these two socialists, under the highly institutionalized social trend, accompanied by the large-scale participation of women in the post-Second War, as well as the widespread access to education and political participation, the close relationship is as follows: How to break the family pattern, gender role setting, family relationship and sexual activity patterns that have descended from the 19th century; how contemporary secret relations have been blindly surrounded by the power of personal freedom and secret relations after the drama has changed dramatically; how secret relations show a universal vision of both creativity and criticism in the context of the self-indulgent social situation. The third part will lock Bauman and his works. The topic of discussion is: the second modernity in Bauman's eyes, or the modernity of movement, how to shape and reflect the basic characteristics and styles of contemporary secret relations; when secret relations, like other social activities, they are all related to consumption, autonomy/freedom, physical performance, emotion/environment. When movement is closely related, how do people deal with the abandonment of emotions, social relations, etc. that constantly breed; if the key disputes revealed by contemporary secret relations have already touched the two difficulties of secrets and solitaryness, and also the complex distance between self and others, how do we reflect on the problem of "not being able to coexist or coexist with secrets and others".
In addition to reading specific works by four socialists, this course will continue to highlight specific phenomena and specific topics on different weeks, providing a brief but relatively popular introduction, such as: historical separation and change in the public and private domain; several transformations of family patterns since 19; the evolution of gender roles in these two centuries; how sexual activities and sexual orientations break the existing framework, showing multiple and complexity; changing and increasingly democratized family relationships.
主要參考資料：
Bauman, Zygmunt. (2007). 液態之愛：論人際紐帶的脆弱. 台北: 商周出版.
Bauman, Zygmunt. (2012). 流動的時代：生活於充滿不確定性的年代. 南京：江蘇人民出版社.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (2014). 全球熱戀全球化時代的愛情與家庭. 北京: 北京大學出版社.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (2014). 愛情的正常性混亂: 一場浪漫的社會謀反. 台北:立緒.
Calvino, Italo. (2005). 為什麼讀經典. 台北：時報出版.
Giddens, Anthony. (2001). 親密關係的轉變: 現代社會的性、愛、慾. 台北:巨流圖書公司.
Giddens、Bauman、the Becks等研究者的書籍與相關評論：
Bauman, Zygmunt. (2000). Liquid Modernity. Cambridge: Polity.
Bauman, Zygmunt. (2001). The Individualized Society. Cambridge: Polity.
Bauman, Zygmunt. (2002). Liquid Love: On the Frailty of Human Bonds. Cambridge: Polity.
Beck-Gernsheim, Elisabeth. (2002). Reinventing the Family: in Search of New Lifestyles. Cambridge: Polity.
Beck, Ulrich., and Anthony Giddens, and Lash Scott. (1994). Reflexive Modernization. Politics, Tradition and Aesthetics in the Modern Social Order. Cambridge: Polity Press.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (1995). The Normal Chaos of Love. Cambridge: Polity.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (2002). Individualization. London: Sage.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (2014). Distant Love: Personal Life in the Global Age. Cambridge: Polity.
Beilharz, Peter. (2000). Zygmunt Bauman: Dialectic of Modernity. London: Sage.
Best, Shaun . (2020). The Emerald Guide to Zygmunt Bauman. London: Routledge.
Blackshaw, Tony. (2005). Zygmunt Bauman. London: Routledge.
Elliott, Anthony. (ed.). (2007). The Contemporary Bauman. London: Routledge.
Giddens, Anthony. (1990). The Consequences of Modernity. Cambridge: Polity.
Giddens, Anthony. (1991). Modernity and Self-Identity: Self and Society in the Late Modern Age. Cambridge: Polity.
Giddens, Anthony. (1992). The Transformation of Intimacy: Love, Sexuality and Eroticism in Modern Society. Cambridge: Polity.
Kaspersen, Lars Bo. (2000). Anthony Giddens: An Introduction to a Social Theorist. London: Wiley-Blackwell.
Luhmann, Niklas. (1987). Love a
Main reference data:
Bauman, Zygmunt. (2007). Liquid Love: The Fragility of the New Zealander. Taipei: Published by Shang and Zhou.
Bauman, Zygmunt. (2012). Age of mobility: Living in an age full of uncertainties. Nanjing: Jiangsu People's Publishing House.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (2014). Love and family in the era of globalization. Beijing: Beijing University Press.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (2014). The normality of love: a romantic social rebellion. Taipei: Stand-alone.
Calvino, Italo. (2005). Why reading classics. Taipei: Times Publishing.
Giddens, Anthony. (2001). The transformation of close relationships: the sex, love, and desire of modern society. Taipei: Juliu Book Company.
Books and related comments by researchers such as Giddens, Bauman, and the Becks:
Bauman, Zygmunt. (2000). Liquid Modernity. Cambridge: Polity.
Bauman, Zygmunt. (2001). The Individualized Society. Cambridge: Polity.
Bauman, Zygmunt. (2002). Liquid Love: On the Frailty of Human Bonds. Cambridge: Polity.
Beck-Gernsheim, Elisabeth. (2002). Reinventing the Family: in Search of New Lifestyles. Cambridge: Polity.
Beck, Ulrich., and Anthony Giddens, and Lash Scott. (1994). Reflexive Modernization. Politics, Tradetion and Aesthetics in the Modern Social Order. Cambridge: Polity Press.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (1995). The Normal Chaos of Love. Cambridge: Polity.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (2002). Individualization. London: Sage.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (2014). Distant Love: Personal Life in the Global Age. Cambridge: Polity.
Beilharz, Peter. (2000). Zygmunt Bauman: Dialectic of Modernity. London: Sage.
Best, Shaun . (2020). The Emerald Guide to Zygmunt Bauman. London: Routledge.
Blackshaw, Tony. (2005). Zygmunt Bauman. London: Routledge.
Elliott, Anthony. (ed.). (2007). The Contemporary Bauman. London: Routledge.
Giddens, Anthony. (1990). The Consequences of Modernity. Cambridge: Polity.
Giddens, Anthony. (1991). Modernity and Self-Identity: Self and Society in the Late Modern Age. Cambridge: Polity.
Giddens, Anthony. (1992). The Transformation of Intimacy: Love, Sexuality and Eroticism in Modern Society. Cambridge: Polity.
Kaspersen, Lars Bo. (2000). Anthony Giddens: An Introduction to a Social Theorist. London: Wiley-Blackwell.
Luhmann, Niklas. (1987). Love a
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課程參與課程參與 Course Participation |
15 | 出席與課堂上的討論情況，將視為評分之指標。 |
| 小組報告小組報告 Group Report |
15 | 針對課程指定讀本，以討論小組為單位，進行文本導讀，原則上，報告時間為20分鐘左右。每組原則上由四位至五位課程參與者組成，於第一次上課時，進行分組。 |
| 作業作業 Action |
60 | 修課之學生至少繳交四次的critical memo，每份critical memo以2500字為限，分數占比為學期總成績的15%，此項評分以個人為單位。 |
| 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 | 參與通識中心所規劃的活動，基於學生自主實作表現評量，實施評分。 |
