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, intimate relationships are both diverse and more dominant than ever before. Compared with the situation before the 1980s or the 1960s, today's intimate relationships are no longer limited to private space, but are limited to the scope of daily chats; the issues that intimate relationships can relate to, and the issues they can trigger The effects extend beyond family life, gender roles, parent-child relationships, or sexual activity. In addition, today's intimate relationships are different from those in the past. How intimate relationships emerge, develop, dispute, continue, and even end all involve a set of tedious "body work" and social performances. This kind of physical skills and performances It is no longer exclusive to a specific gender or social role. In other words, terms such as mutual support, intimacy, and heart-to-heart connection are inevitably related to how specific individuals adopt physical techniques in interactive scenes to achieve the flow of emotions or the projection of desires. It should be noted that even though intimate relationships have gained such an important status, contemporary intimate relationships have also caused negative impacts that cannot be underestimated. Whether it is emotional parasitism, emotional blackmail, emotional exploitation and new narcissism culture, or even phenomena/concepts such as "cold intimacy" or "cold violence", they are not only prevalent in professional research. For ordinary people, these phenomena are both important and disturbing.
Looking back at the sociological research tradition related to intimacy, we clearly find that even though intimacy and related issues have a long history, they did undergo two waves of considerable changes in the 1960s or 1980s. However, by the end of the 1980s, the Highly relevant and representative research emerges. Regardless of why past sociological researchers have ignored issues related to intimacy, the works of Giddens, Beck, Beck-Gernsheim, and Bauman certainly have important and significant implications for how we understand intimacy in modern or post/late modern society. Insights that cannot be ignored. It can be said that sociologists such as Giddens not only focus on how the gender liberation movement, changes in family types, redefinition of parent-child relationships, and the diversity of sex life/sexual orientation affect contemporary intimate relationships, but also how intimate relationships It reflects, shapes, and intervenes in the basic structure of society, and even induces another universal imagination related to concepts such as democracy, equality, justice, etc.
This course focuses on the above-mentioned four sociologists and their classic research, and attempts to explore through close reading and discussion how they analyze, dismantle, and retell the historical changes in intimate relationships and the basic appearance/accompanying dark side of contemporary intimate relationships. At the same time, by explaining the social, political, cultural, etc. changes that Europe, the United States, or the global scene has experienced in the past two centuries, this course also hopes that students can grasp that different sociologists are based on different social situations. Conduct critical, reflexive and emancipatory observations on how academic environments address specific social issues.
Through the preliminary planning of this course, the results this course attempts to achieve are nothing more than three aspects:
First, students taking the course can understand four important sociologists and their classic works, and thereby grasp the relevant cultural, social, and historical context, and then understand how different sociologists and corresponding academic trends analyze and dismantle and retells contemporary intimacy and the major issues it raises.
Secondly, through the course process, students can initially grasp the basic context of the research of these sociologists and related academic discussions.
Finally, students taking the course can also participate in courses, group reports and submit assignments, not only to develop the thinking habit of asking and questioning, but also to re-face the importance of "classics" in our thinking about specific phenomena, things and issues.
As far as the actual course arrangement is concerned, the entire semester's course is divided into three parts: The first part focuses on Giddens and his works, and the discussion topic is set as: How Giddens uses "structuration theory" to re-understand the relationship between social systems and individuals, and thereby reveal How the historical changes in this relationship have contributed to the rise of "life politics", the growth of the gender liberation movement, the diversification of sexual activities/sexual orientation, the increasingly important status of physical skills... etc.; "pure relationship" in Giddens's eyes , and its complex connection with the emergence, development and transformation of contemporary intimate relationships; how intimate relationships deepen the trend of further democratization. The focus of the second part will be on the works of two sociologists, Beck and Beck-Gernsheim. The topic of discussion is: for these two sociologists, under the highly institutionalized social trend, accompanied by two After the Second World War, women participated in the labor force on a large scale and had extensive access to education and political participation opportunities. How did intimate relationships break the family structure, gender role setting, parent-child relationship and sexual activity patterns since the 19th century? Contemporary intimate relationships are undergoing drastic changes. What follows is how to oscillate between the tension between individual freedom and intimate connection; in a risky social situation, how does intimate relationships show a universal vision that is both creative and critical. The third part will focus on Bauman and his works, and the topic of discussion is: how the second modernity in Bauman's eyes, or fluid modernity, shapes and reflects the basic characteristics and forms of contemporary intimate relationships; when intimate relationships are like Like other social activities, they are all closely related to consumption, autonomy/freedom, physical performance, emotional/passion flow, etc., how do people deal with the waste of emotions, social relationships, etc. that are constantly growing? If contemporary intimacy The key controversial points revealed by relationships already touch on the dilemma of intimacy and loneliness, as well as the complex separation between self and others. How do we reflect on the difficulty of "being unable to coexist or coexist with close others".
In addition to introducing the specific works of four sociologists, this course will also provide brief but relatively intensive introductions to specific phenomena and topics in different weeks, such as: the historical divisions and changes in the public and private spheres; Several transformations of family types; the evolution of gender roles in the past two centuries; how sexual activities and sexual orientation break away from the existing framework and show diversity and complexity; the changing and increasingly democratized parent-child relationship.
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 materials:
Bauman, Zygmunt. (2007). Liquid Love: On the Fragility of Interpersonal Ties. Taipei: Shangzhou Publishing House.
Bauman, Zygmunt. (2012). The Age of Fluidity: Living in an Age of Uncertainty. Nanjing: Jiangsu People's Publishing House.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (2014). Global Love Love and Family in the Era of Globalization. Beijing: Peking University Press.
Beck, Ulrich., and Elisabeth Beck-Gernsheim. (2014). The normal confusion of love: A romantic social rebellion. Taipei: Lixu.
Calvino, Italo. (2005). Why read classics. Taipei: Times Publishing.
Giddens, Anthony. (2001). The Transformation of Intimacy: Sex, Love, and Desire in Modern Society. Taipei: Juliu Books.
Books and related reviews 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, 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
| 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 Homework |
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) Student independent implementation (unified planning by the General Education 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。 |
