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。


死亡以及與死亡相關的文化制度，是人類社會持續發展中的集體現象，不同的歷史與社會階段，產生了豐富的死亡文化與論述。本課程將帶領同學探討「死亡」與社會文明化歷程的發展。死亡現象是人類生命歷程裡的必經之路，而人類社會在不同的文明化階段，如何看待死亡，治理死亡，卻有著截然不同的歷史文化差異。因此，我們將逐步探討，死亡議題的文化發展多樣性，以及背後所反映出的社會價值與共同體想像。
本課程設定為社會價值思辨課程，透過對不同價值觀念的對話與討論，發展出我們對於死亡與生命教育的可能性。每週於教室課堂中，我們以討論分享生命與死亡的故事為主軸，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。在這個意義上，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，在歷史上，人們經由儀式與規範發展出各種死亡文化的論述，以及建立宗教典範，來因應集體對於死亡的未知恐懼與不安。而一個社會世代傳遞的文化價值觀念，將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，鼓勵在當代資本主義與物質文明的時代裡，邀請彼此重建一個「死亡」的社會想像，進而積極地面對活著的生命創造性。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與生命意義。

The goal of the social field curriculum is to inspire students to recognize differences, be willing to affirm themselves, appreciate others and respect differences.


Death and the cultural systems related to death are collective phenomena in the continuous development of human society. Different historical and social stages have produced rich death cultures and discussions. This course will lead students to explore "death" and the development of social civilization. The phenomenon of death is an inevitable part of human life. However, at different stages of civilization, human societies have completely different historical and cultural differences in how they view and manage death. Therefore, we will gradually explore the diversity of cultural development of death issues and the social values ​​and community imagination reflected behind them.
This course is set as a social value speculation course. Through dialogue and discussion on different values, we develop the possibility of our education on death and life. Every week in the classroom, we focus on discussing and sharing stories of life and death. Through weekly readings, movie appreciation, and exchanges and discussions between teachers and students, we can gain a richer understanding of the positive significance of death in society through different "stories" and interpretations. In this sense, every day we tell ourselves stories about life will enable us to re-understand, recognize, and feel the social imagination about death, and thereby transform the possibility of connecting ourselves with society.

From the perspective of cultural studies, historically, people have developed various cultural discourses on death through rituals and norms, and established religious models to cope with the collective unknown fear and uneasiness about death. The cultural values ​​passed down from generation to generation in a society will have a certain framework effect on the individual's psychological state. Writing homework and openly discussing death can lead people to choose to view "death" as part of social life to understand and imagine, or to exclude death from daily social interactions, or even to adopt a repressive attitude, avoid talking about death, and hate death. These different concepts will affect people's interpretation framework for understanding death and self-emotions.

The goal of this course is to encourage each other to rebuild a social imagination of "death" in the era of contemporary capitalism and material civilization, and then actively face the creativity of living life. In addition to being a "painful experience of separation," death also serves as a rebirth experience that brings back the power of the living, as well as a sense of love and connection to society as a whole. In the classroom, students and teachers discuss experience and death writing, and reconstruct the possibility of social relationships and emotional connections between the stories of the living, the dead, and the dying, and establish connection experience and the meaning of life with the living present.

1.Leming, Michael R., and Dickinson, George E.著，龐洋、周豔譯，2020，《凝視死亡的公開課》。台北：遠足文化。
2.Warraich, Haider著，朱怡康譯，2020，《二十一世紀生死課》。台北：遠足文化。
3.「老到可以死」
4.「離開時，以我喜歡的樣子」

諾伯特．愛里亞斯著，鄭義愷 譯，2008，《臨終者的孤寂》。台北：群學。
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1.Leming, Michael R., and Dickinson, George E., translated by Pang Yang and Zhou Yan, 2020, "An Open Course Staring at Death". Taipei: Hiking Culture.
2. Warraich, Haider, translated by Zhu Yikang, 2020, "Life and Death Lessons in the 21st Century". Taipei: Hiking Culture.
3. "Old enough to die"
4. "Leave the way I like"

Norbert. Written by Elias, translated by Zheng Yikai, 2008, "The Loneliness of the Dying". Taipei: Qunxue.
Written by Haruki Murakami, translated by Lai Mingzhu, 1997, "Norwegian Wood". Taipei: Times Publishing.
Written by John Krakul, translated by Zhuang Anqi, 2007, "Death in Alaska". Taipei: Tianxia Culture.
Written by Mitch Albon, translated by Bai Yucheng, 1998, "The Last 14 Tuesday Lessons". Taipei: Chunk.
Elizabeth. Kübler. Ross, 2009, Angels Walked Through the Earth: A Memoir of Life and Death. Taipei: Tianxia.
Emily Freed/Text, Gigi Glasch/Pictures, Translated by Zhang Lili, 1999, "Did Grandpa Wear a Suit?" 》. Green Culture Publishing.
Shinsuke Tanaka/Illustrations, 2008, "When Angels Fly Over the World". Green Culture Publishing.
Glennys Howarth, 2007, Death and dying: a Sociological Introduction. UK: Polity press.