本課程試圖引導學生學習、認識、思辨地方知識與永續社會之間如何達成一致的協同關係，並經由課堂實作練習、校外場域參訪等理論與實作相互搭配的PBL（Problem-based Learning）學習過程，建立跨領域的知識框架，使其得以在人文關懷的基礎上，學會如何整合不同領域的知識內容，並知曉如何找尋適合的評估工具，構建自身的問題觀察、議題框設，及應用反思的能力，使其未來能夠以創新的思維，對地方社會的「可持續社會」或「轉型城鎮」過程進行深入研究或政策規劃，以應對全球化對不同區城本土社會造成的後果。
在此背景下，本課程旨在建立一個跨學科的理論框架，並引導學生藉此審視世界各地的本土社會所面臨的挑戰，如貧困、時空節奏變遷、氣候變化、可持續發展……等議題，進而理解不同區域的本土社會如何通過恢復地方知識以克服全球化所帶來的負面後果。在此認識基礎上，通過課堂討論與互動，進一步培養學生掌握、運用聯合國「可持續發展目標」（SDGs）相關論述的能力和遠見。
具體的進度安排上，本課程將從「全球化對本土社會帶來的影響」、「本土社會與地方知識抵抗的可能性」和「可持續發展的實踐模式」三個相互關聯的主題展開，並搭配2次在課堂上進行的專題研討與實踐，以及3次田野實踐踏查，讓學生能夠同時由理論與實踐兩個層次掌握全球化、地方知識，與永續社會之間的協同、鬥爭關係。This course tests guide students to learn, recognize, and think about how to achieve consistent coherence between local knowledge and the everlasting society, and PBL (Problem-based) that combines theory and practice in class, off-campus field visits and other theoretical discussions (Problem-based) Learning) learns the process and establishes a cross-domain knowledge framework so that it can learn how to integrate knowledge content from different domains based on humanistic concerns, and knows how to find suitable evaluation tools, build its own problem observation, question frame, and application reflection ability, so that it can conduct in-depth research or policy planning for the "sustainable society" or "reformed town" process of local society with innovative thinking in the future, so as to meet the consequences of globalization on local societies in different regions.
In this context, this course aims to establish an interdisciplinary theoretical framework and guide students to examine the challenges faced by local societies around the world, such as difficulties, changing time and space rhythms, climate change, sustainable development, etc., and then understand how local societies in different regions overcome the negative consequences of globalization by restoring local knowledge. On this knowledge foundation, through class discussion and interaction, students can further cultivate their ability and insights in mastering and applying the relevant discussions of the United Nations "Sustainable Development Goals" (SDGs).
In terms of specific progress, this course will develop three related themes: "The impact of globalization on local societies", "The possibility of local societies resisting local knowledge" and "A sustainable model of development", and With two special seminars and practices conducted in the classroom and three field investigations, students can master globalization and local knowledge through theory and practice, and cooperate and fight relationships between the permanent society.
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Jun Yiting, Xie Guoxiong, 2021, "The power of contemporary Taiwanese agricultural industry: market exchange, redistribution and reciprocity in Dounan, Meiqi and Chishang". "Taiwan Social Science" 41.
Hong Guangji, Lin Junqiang, 2004, "Viewing Landscape, Tribes and Home" Exploring the Management of Culture and Shared Resources from the View Development of the Simakus Tribe in Hsinchu. "Geography News", 37:051-097.
Zhang Weiqi, 2011, "The Misty Resistance: The Changes of the Mataan Aboriginal Food System". Taiwan Human Studies 9 (1): 99-146.
Alberio, Marco, and Melissa Moralli. “Social Innovation in Alternative Food Networks: The Role of Co-Producers in Campi Aperti.” Journal of Rural Studies 82 (2021): 447–457.
Phil Connors and Peter McDonald, 2010,“Transitioning Community: Community, Participation and the Transition Town Movement”. In Community Development Journal, 46:4, pp. 558-572.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 期末計畫書／論文成績期末計畫書／論文成績 Final planning/text results |
40 | 繳交地方創生提案書或專題論文 |
| 平時作業平時作業 Normal operation |
20 | 課程參訪心得報告2篇 |
| 課堂參與及平時表現課堂參與及平時表現 Class participation and performance |
40 | 田野調查出席與參與度佔20%、平時討論紀錄／學習單佔20%，出席及平時發言佔10% |
