文化資產的保存及再利用在台灣走過了一條近四十餘年漫長的路；從早期的「一級古蹟」「二級古蹟」「三級古蹟」等分級制度到進入『文化資產保存法』通過後「國定古蹟/歷史建築」與「市定（或縣定）古蹟/歷史建築」及「文化景觀」的指定，認定的程序簡化許多，也讓各有文化資產意義的建築物所在地的地方政府在決所在區域哪些歷史遺跡/歷史建築/古蹟時有更高的自主性決定編定的等級與介入輔導維護的方式。而隨著民間保存歷史文化資產的意識之逐漸抬頭，文化資產保存法也增列了民間自主提報的機制，讓古蹟/歷史建築的認定可以跳過含括公-私的所有權人的主觀意識，進入到公共資產維護的層次，得以透過集體的意識與官方或公共的資金協助啟動維護。近年來國外方興未艾的「保存管理計畫」(Conversation Management Planning, 簡稱CMP)也催生了所有權人與管理人分流的概念，並期許更有效、更創新的維護管理機制以帶動文化資產的長期持續的保存再利用。
「保存管理計畫」的引入台灣，東海大學的路思義教堂可說是恭逢其盛地引入並實習了當時全球的現代建築保存領域才正在啟動的「保存管理維護計畫」：2014 -5年間，美國蓋提基金會(Getty Foundation)開始啟動了之後持續在全球推動六年的「維持其現代」獎助（”Keepin it Modern” Grant，一般簡稱為KIM計畫），並在第一年選定了路思義教堂，支助東海大學總務處/建築系進行這棟當時尚不具備文化資產正式身份的重要現代建築經典的文化資產保存修復研究計畫。之後的發展，意外地啟動了台灣針對戰後現代建築的關注及一系列來自於民間的保存運動及官方的文化資產身份指定；可這也是一條不容易的推動之路，從2016年中旬建築系碩士班學生推動校園保存運動並催生文化資產身份指定開始，遲至2019年初，台灣才在貝聿銘先生過世前夕確定路思義教堂及畢律思鐘樓取得了「市定古蹟」的身份，同年，另行指定了校內的衛理會館與原藝術中心為「歷史建築」，年底，將整個陳其寬、張肇康在校期間曾經經手過的現代主義校園建築所在的區域整體劃設為「文化景觀」。
這一段意外發展出的保存活動，讓蓋提基金會透過KIM計畫全球推動的「保存管理計畫」有了不一樣的發展經驗。因此，該基金會於2019年底邀請東海大學研擬該基金會收尾KIM計畫的國際工作營，並期許將教堂會友、東海大學師生校友及台中市民環繞路思義教堂陸續推展出的文化資產保存維護的參與與認知/認同的建構經驗，分享給全球其他接受過KIM獎助的團隊，也同時與其他國家的經驗互動交流。這個因為疫情延宕了三載有餘的國際工作營已經於2024年2月在東海大學校園展開，不僅為Getty基金會的KIM計畫劃下了一個完美的句點，也提示著台灣的現代建築文化資產保存繼續前行的道路。
著眼於前述文化資產保存再利用的集體氛圍及社會需求，本課程預期修課同學成為文化資產保存再利用的尖兵，在未來的專業生涯規劃中增加一項新的專業能力；此專業能力，特別指向了特定建築物或建築群的文化重要性與價值的發掘與界定。也期許修課同學們能利用本課程提前暖身進入論文寫作階段，學習將研究對象放回大的歷史或地理空間的脈絡中檢視。
課程將善用「東海大學早期校園」此一全國唯一一所校園具有文化資產身份的大學校園，去思考過去所培養的空間專業能力與城鄉規劃組所強調的都市計畫/都市設計的能力，如何在此大學校園中以re-programming的方式找到新的出路。亦即，當大家都還在糾結於要不要申請、具有文化資產身份？何時可以啟動維修與再利用計畫的時候，東海希望可以從「保存管理規劃」的角度，思考文化資產保存的工作放在校園的尺度來面對都市、面對社會大眾、也面對過往這個城市的發展與成長的經歷的時候，有哪些可行的出路與實踐方式。
課程將以目前刻正進行中的康敦樓調查研究與再利用計畫中的七十週年校慶策展活動，以及康敦樓對面仍在閒置中的「招待所」為操作實習點，讓同學可以在活動的策劃與安排中重新思考文化資產的文化意義與重要性；尤其是面對即將修繕完成面對校友師生開放的前校長公館康敦樓與接續著「校長公館」開啟的校園公共性的思考脈絡下連帶依序完成的招待所、男女白宮等原本的校園規劃中不曾出現的三棟頗具特色的不同現代建築時，我們應該從專業的角度萃取出哪些可供大眾理解與消費的文化面向。這個經驗，也將成為後半個學期要進一步透過「公共性」的重新建構賦予校園空間新的意義與價值的基礎。期許著校方目前「資產活化」的概念中，文化資產身份不再是限制與負債，而是一個展望未來的新立足點；修習本課程的同學透過十六週密集的專業操作與觀念的反覆辯證之後，面對文化資產與不同機構個別的發展歷史與經營管理，能夠有截然不同於過往的觀念與行動能力。The preservation and reuse of cultural assets has taken a long journey in Taiwan for nearly 40 years; from the early "first-level ancient drama", "second-level ancient drama", and "third-level ancient drama" to entering the "cultural asset preservation method" and "national ancient drama/historical architecture" and "shiding (or county-level) ancient drama/ The designation of historical buildings and "cultural landscapes" has many simplified procedures, and it also allows local governments in the location of buildings with cultural assets to determine which historical relics/historical buildings/ancient scenes in their areas have higher autonomy to determine the levels of the designated level and intervene in the management and maintenance methods. As the idea of preserving historical and cultural assets in the people gradually rises, the cultural assets preservation law also adds the mechanism of independent submission by the people, allowing the recognition of ancient/historical buildings to skip the subjective consciousness of the owners including public-private, and enter the level of public asset maintenance, so as to assist in the activation of maintenance through collective awareness and official or public funds. In recent years, the "Conversation Management Planning" (simplified CMP) that has been thriving in foreign countries has also given rise to the concept of diversion of ownership and managers, and hopes that a more effective and innovative maintenance management mechanism can lead to the long-term continuous preservation and reuse of cultural assets.
The introduction of the "Save Management Plan" in Taiwan, the Lusi Church of Donghai University was said to be a "Save Management Maintenance Plan" that was launched in a prosperous manner and was implemented at that time when the global modern construction preservation area was being launched: In 2014-5, the "Keepin it Modern" award that continued to promote the "Keepin it Modern" for six years after the "Keepin it Modern" Grant, generally referred to as KIM plan), and in the first year he selected the Lusi Church to support Donghai University General Office/Construction Department to carry out this important modern building classical cultural asset preservation and restoration research plan that did not yet have the formal identity of cultural assets. The subsequent development unexpectedly started Taiwan's focus on post-war modern buildings, a series of preservation and sports from the people and the official cultural asset identity designation; but this is also a difficult road to promote. From mid-2016, the construction system cadet class students promoted the campus preservation and sports and gave birth to cultural asset identity designation, until early 2019, Taiwan It was only on the eve of Mr. Beautiful Yan's death that Lusiyi Church and Bilusijing Building obtained the status of "City Ding Ancient Stone". In the same year, the stewardship hall and the original art center on campus were designated as "historical buildings". At the end of the year, the entire area where the modernist campus buildings that Chen Qihua and Zhang Zhaokang had used during school were planned as "cultural landscape".
This unexpected preservation activity has given the KIM Foundation a different development experience through the "Preservation Management Plan" promoted by KIM Program globally. Therefore, at the end of 2019, the Foundation invited Donghai University to study the Foundation to conclude the international work of the KIM project, and will continue to promote the participation and recognition/confidence of cultural assets preservation and maintenance of the church community, Donghai University students and Taichung citizens to continue to promote the construction of cultural assets preservation and maintenance, and share it with other teams around the world that have received KIM awards, and also interact with other countries in experience. This international work operation, which has been delayed due to the epidemic, has been launched at Donghai University Campus in February 2024. It not only gives a perfect conclusion to the Getty Foundation's KIM plan, but also reminds the continued road for Taiwan's modern construction cultural assets to preserve and continue to move forward.
Focusing on the collective atmosphere and social needs of the aforementioned cultural assets preservation and reuse, this course is expected to be a pioneer in the preservation and reuse of cultural assets, adding a new professional ability to the future professional career planning; this professional ability specifically points to the discovery and definition of the cultural importance and value of specific buildings or buildings. It is also expected that students in the course can use this course to warm themselves up in advance and enter the literary writing stage, and learn to put the research object back into the context of large historical or geographical space for viewing.
The course will make good use of the "Early School of Donghai University", the only university campus in the country with cultural assets, to think about the professional space abilities cultivated in the past and the urban planning/urban design abilities emphasized by the urban planning group, and how to find a new way out in this university campus in a re-programming way. That is, when everyone is still quarreling whether to apply and have cultural asset status? When can the maintenance and reuse plan be started, Donghai hopes to think about what feasible ways of taking cultural assets into account from the perspective of "preservation and management planning" to the school scale to face the city, the social community, and the past development and growth experience of this city.
The course will take the 70th anniversary school curation activity in the Konden Building survey and research and reuse plan, as well as the "guesthouse" that is still in the works, so that students can rethink the cultural meaning and importance of cultural assets in the planning and arrangement of the event; especially for the upcoming revision and completion of the revision, and face the alumni. When we open the former president's building, Kang Dun Building, and the public thinking of the campus that was opened by the "President's Building", we should extract the cultural aspects of the public understanding of the public and other three distinctive modern buildings that have not appeared in the original campus planning, from a professional perspective, which can be understood and consumed. This experience will also become the basis for the reconstruction of "publicity" to further provide new meanings and values to campus space in the second half of the year. In the current concept of "asset activation", cultural asset identity is no longer a restriction and debt, but a new foothold to look forward to the future. After 16 weeks of intensive professional operations and repeated demonstrations of concepts, students in this course can have completely different concepts and actions in the face of the development history and management of cultural assets and different institutions.
透過對國內城鄉或島嶼聚落實際案例之歷史回顧、現況踏堪、居民訪查、社區參與、空間分析、議題討論、綜合診斷、發展定位、計畫目標、發展策略、綱要計劃、規劃配置、細部設計等，研擬研究案例再發展之最佳方案，供地方相關主政者從事城鄉空間改造建設之發展藍圖。經由建教合作之實例操作，讓學生得以更真實的體驗城鄉地域性之社會結構與空間結構特質，更投入的構思城鄉永續發展與社區總體營造之實踐模式。
Through historical reviews, current situations, residents' visits, community participation, space analysis, discussions on topics, comprehensive diagnosis, development positioning, planning goals, development strategies, planning and configuration, detailed design, etc., we will study the best solutions for the redevelopment of case cases for local relevant politicians to work on the development blueprint of urban and rural space renovation and construction. Through the example operation of construction and education cooperation, students can more truly experience the regional social structure and spatial structure characteristics of the city’s county, and more devoted structure, the permanent development and overall community construction model of the city’s county.
隨堂提供
Provided by Sutang
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| A. 上課出席率A. 上課出席率 A. Class attendance rate |
20 | |
| B. 上課參與討論的熱烈程度B. 上課參與討論的熱烈程度 B. The intensity of class participation and discussion |
30 | |
| C. 專業成熟度C. 專業成熟度 C. Professional maturity |
40 | |
| D. 期末CMP彙整報告對整組之貢獻D. 期末CMP彙整報告對整組之貢獻 D. The contribution of the CMP report to the entire group at the end of the period |
10 |
